Arts Education Folio: Engaging Kindergarten and Year 2 Students

Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 Swinburne Online University EDU40008: Arts Education Assignment 2: Folio Student Name: Natalie Katanec Student Number: 103630743 ELA: Liz Laird Due Date: Monday the 6 th of June 2022 Student ID: 103630743 Name: Natalie Katanec Unit Code: EDU40008 Assignment Number: 2

Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 Part A: Subject: Music Year Level: Kindergarten Resource: https://www.abc.net.au/education/music-for-the-dreaming-galaa/13870714 The music resource that has been selected is the video Music for the Dreaming: Galaa (Gifford, Elder & Butler, 2018). Content Descriptors: The Arts - Music Explore how and why the arts are important for people and communities (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2022, AC9AMUFE01, v.9.0). English – Language Explore different ways of using language to express preferences, likes and dislikes (ACARA, 2022, AC9EFLA02, v.9.0). Rationale: The music video resource that has been selected is Music for the Dreaming: Galaa (Gifford, Elder & Butler, 2018). This learning experience is based upon children in kindergarten who are aged from 5 to 6 years of age. This resource supports the Arts curriculum by encouraging children to learn and listen to other songs used by different groups in the local community; such as Aboriginal songs or Torres Strait Islander songs from their community, children can develop a level of understanding and respect to other cultures as well as supporting the introduction of music and provides opportunities for children to connect and respond to different varieties of music (ACARA, 2022, AC9AMUFE01, v.9.0). Additionally, the chosen resource can also link back to the English curriculum as students are given the opportunity to explore different ways of using language to express themselves (ACARA, 2022, AC9EFLA02, v.9.0). The aim of this experience is to engage the children by using a variety of their senses as they participate in the activity called ‘Draw what you hear’. This resource enables students to learn as they listen to the music

Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 and commentary composed by the artists the first time, before listening again for the second time in which they are to draw and interoperate what they think, hear, and feel when listening to this piece of music. This learning experience specifically incorporates the Arts curriculum as by listening to music, children can explore endless possibilities as they are able to express themselves in another manner (Australian Government, 2020). Children are able to consider different viewpoints, meanings and interpretations. For example, the teacher will encourage open-ended questions by asking “How did the music make you feel?” or “What did the music make you think about”. During this activity, the teacher will support and work with the students by scaffolding and participating in the experience themselves, as it is believed children learn best through role modelling (Fellowes & Oakley, 2014). The teacher will encourage open ended questions as previously mentioned in which children are able to freely communicate their thoughts and ideas with one another which encourages inclusion as students are able to work individually or with peers, as studies suggest that children can continue to develop their understanding of a topic through a more knowledgeable other (Fellowes & Oakley, 2014). Subject: Drama Year Level: Year 2

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Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 Resource: Image 1: Drama Cards (Twinkl, n.d.) Content Descriptors: The Arts – Drama Create and co-create fictional situations based on imagination and/or experience (ACARA, 2022, AC9ADR2C01, v.9.0). The Arts – Drama Use the elements of drama and imagination in dramatic play and/or process drama (ACARA, 2022, AC9ADR2D01, v.9.0). English – Literacy: Interacting with others Use interaction skills when engaging with topics, actively listen to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements and giving instructions (ACARA, 2022, AC9E2LY02, v.9.0). Rationale:

Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 The drama cards have been selected as a resource suitable for children in Year 2 to explore and create fictional situations based on their imagination and life experiences (ACARA, 2022). This learning resource relates to the Art curriculum as it supports and encourages children to use the elements of drama and dramatic play as well as incorporating the English curriculum, as students are able to interact with one another while further developing on their listening, speaking, and receiving instructions skills, as well as learning to extend their ideas with the help of their peers as well as expressing and responding to opinions and statements, (ACARA, 2022, AC9E2LY02, v.9.0). The drama cards are to be used as a resource to support the children in creating a story in small groups of 3- 4 children. Each group will select a card from the two piles, one being a character they need to add into their role play, while the other pile is a place or object they are to incorporate. In drama, research suggests that in many ways, that drama is a distillation of our everyday lives, in both the contexts it takes and addresses (Dinham, 2020); this will help the students during this learning experience to engage and get involved as they make connections using their imagination and relate the context of the role play to the world around them as they have the freedom to make any storyline they wish. During this learning experience, the teacher will work alongside their students and encourage each group to get involved with the experience through collaborative learning studies suggest that when working in a team, collaboration and cooperation between peers is vital (Cash, 2015). The teacher may support students to do this by giving some suggestions in regard to their story line or team work, such as “What is your role?”. By having the teacher asking probing questions that enable critical thinking and analysing, students are able to continually improve their role play. Although drama is believed to be one of the most inclusive subjects in the Australian Curriculum (ACARA, 2022) it is still important that the teacher is aware of each student’s needs, whether that be based on a

Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 child’s cultural needs, education or behaviour support. Some children may not feel comfortable performing their role to the whole class, and that is okay as it should not be compulsory. Instead, children can be assessed on the learning outcomes that have been observed by the teacher in the lesson. Subject: Visual Arts Year Level: Year 4 Resource: https://www.youtube.com/watch?v=ZejfaAhmiEI The Visual Arts resource that has been selected is the video called Learn about Aboriginal Art with Ozzie +

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Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 Billy Reynolds (Ozzie – Educational Videos for Kids, 2021). The link listed above will be used by the teacher to introduce students to Aboriginal Art and storytelling, as well as learning about young Indigenous artist Billy Reynolds and his culture, history and passion of creating Aboriginal Art. Content Descriptors: The Arts – Visual Arts: Exploring and Responding Explore where, why and how visual arts are created and/or presented across cultures, times, places and/or other contexts (ACARA, 2022, AC9AVA4E01, v.9.0). The Arts – Visual Arts: Exploring and Responding Explore how First Nations Australians use visual arts to communicate their connection to and responsibility for Country/Place (ACARA, 2022, AC9AVA4E02, v.9.0). Hass – History: Knowledge and Understanding The diversity of First Nations Australians, their social organisations and their continuous connection to Country/Place (ACARA, 2022, AC9HS4K01, v.9.0). Rationale: The YouTube video I suited for children in Year 4 as it demonstrates to the children that there are different motivations for making art and that they may be able to make connections to their own ideas and life experiences. Visual Arts education offers students numerous opportunities to explore their world and express

Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 themselves, their ideas and feelings in another context (Dinham, 2020). The learning resource supports the students to further develop on their current knowledge and understanding of Visual Arts established in Year 3 by linking back to the Visual Arts Curriculum in which children are encouraged to explore where, why and how art is created and presented across a variety of cultures, times and places (ACARA, 2022, AC9AVA4E01, v.9.0) and responding to artworks by First Nations Australians and exploring their connection to their community and land (ACARA, 2022, AC9AVA4E02, v.9.0). Furthermore, the resource chosen also relates to the HASS Curriculum, more specifically the History strand, as students are able to gain knowledge and understanding of the diversity of First Nations Australians and their communities (ACARA, 2022, AC9HS4K01, v.9.0). The teacher will have everyone watch the YouTube video together as a class. The video clip goes for 13 minutes so should not be too long that student’s loose concentration. The children will watch the video and learn about the Indigenous Artist Billy Reynolds who is only 18 years old. Billy shares his art with Ozzie and shows past projects he has done as well, the highlight for Billy was getting asked to design the Indigenous jersey for the NRL West Tigers Team. Billy then proceeds to demonstrate how you too can create and explore Indigenous Art, such as dot painting and find meaning in creating stories in your art. After watching the video, students will be able to engage with one another and share their thoughts and ideas on what they have just seen and learnt. Then, after sharing and collaborating as a class, the students will be given the opportunity to make their very own creation using paint, whether that be using the dot technique they have just learnt or perhaps creating a story using Indigenous story telling signs. The theory of Visual Arts is that it can open a student’s mind to a world of endless possibilities as they explore different meanings and views of life itself (Sinclair, et al., 2017).

Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 Subject: Dance Year Level: Year 1 Resource: https://www.youtube.com/watch?v=2UcZWXvgMZE The dance resource that has been selected is the song called Freeze Dance (The Kiboomers – Kids Music Channel, 2015). Content Descriptors: The Arts – Dance: Developing Practices and Skills Experiment with ways to move safely and expressively using fundamental movement skills and elements of dance (ACARA, 2022, AC9ADA2D01, v.9.0). Health and Physical Education – Movement and Physical Activity: Moving our bodies Practise fundamental movement skills and apply them in a variety of movement situations (ACARA, 2022,

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Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 AC9HP2M01, v.9.0). Rationale: The dance resource that has been selected is the song called Freeze Dance (The Kiboomers – Kids Music Channel, 2015). This resource will be used by the teacher to introduce students in year 1 to dance and a variety of movement styles as it is believed that contemporary dance pedagogy is an inclusive experience that focuses on children’s development through their creative involvement, interpretation and expression through dance (Dinham, 2020). The resource connects to the Art curriculum by encouraging children to participate in a fun and relevant dance activity as they are able to experiment with ways to move safely and expressively using elements of dance (ACARA, 2022, AC9ADA2D01, v.9.0). Moreover, the resource selected also connects to Health and Physical Education as students are able to practise a variety of movements and skills (ACARA, 2022, AC9HP2M01, v.9.0). In dance education, it is key as a teacher to get any sort of participation, as the children may explore dance by experimenting, creating and performing. It can be a chance for the teacher to teach that this is a safe space that should be used for movement in a playful and non-judgemental manner as children are able to further develop their ability to express themselves emotionally and connect to the world around them through dance (Dinham, 2020). For example, the teacher may also dance along with their students and participate in the activity or perhaps the teacher may also say encouraging words to the students to build their confidence and enthusiasm towards dancing. Throughout this learning experience, some students may shy away. To support inclusion, the teacher can move those children who are a bit more nervous to a spot where they feel as though no one else is watching them or perhaps ask that child to close their eyes to pretend that they are the only person in the room, and that

Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 this is a safe space for all to participate with no judgement. Students can be assessed on the content descriptors throughout the lesson through the teachers’ observations, as the class complete the activity together at once. Subject: Media Arts Year Level: Year 6 Resource: https://www.abc.net.au/btn/how-to-make-news/10626066 The Media Arts resource that has been selected is the video called How to make news (Behind the News [BTN], 2015). Content Descriptors: The Arts – Media Arts: Creating and Making Use media languages, media technologies and production processes to construct media arts works that communicate ideas, perspectives and/or meaning for specific audiences (ACARA, 2022, AC9AMA6C01, v.9.0). The Arts – Media Arts: Developing Practices and Skills Develop media production skills to communicate ideas, perspectives and/or meaning through manipulation of

Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 media languages, including images, sounds, texts and/or interactive elements and media technologies (ACARA, 2022, AC9AMA6D01, v.9.0). English – Language: Language for Interacting with others Understand the uses of objective and subjective language and identify bias (ACARA, 2022, AC9HP2M01, v.9.0). Rationale: The Media Arts resource that has been selected is the video called How to make news (BTN, 2015). The link listed above will be used by the teacher to introduce the students in year 6 to how to make a video about news in their everyday lives. Before going ahead and being split into small groups of 3 students, the children will then be using a device to create their very own version of school news. The resource explains to students that they are able to select anything for their news as it is what they think is important as students of the school. For example, it could be interviewing a peer who is in a school leadership role, or they could make a video about cleaning up the playground and all the litter that has been left around the school environment. It is evident that research supports the theory that students learn about the Media Arts through respect and acknowledgment of others’ ideas and opinions. Media Arts involves creating representations of the world and telling stories through communication and multimodel ways. As an art form of the Australian Curriculum,

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Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 Media Arts explores concepts and different viewpoints through the creative uses of technology (Victoria State Government, 2020). This resource supports the Media Arts foundation that has already been established in previous primary school years through the Australian Curriculum, as students are able to further develop their media production skills by creating, making, developing, communicating their ideas using a variety of language and technology to express themselves and get their perspective across (ACARA, 2022, AC9AMA6C01 & AC9AMA6D01, v.9.0). Likewise, the resource chosen relates to the English Curriculum, as students are able to gain a better understanding of using objective and subjective language as well as identifying bias (ACARA, 2022, AC9HP2M01, v.9.0). During this learning experience, the teacher will work collaboratively with the whole class by moving around the classroom and engaging with each group and seeing how they are travelling along. The teacher may notice that some students do not feel comfortable performing or being recorded, therefore the teacher may suggest that those students perhaps could try doing a voice over recording if they don’t want to be on camera so that everyone is still involved and included (Sinclair, et al., 2017). The teacher could also speak to the class to ensure that this is a safe and respectful safe for all students and that we need to acknowledge that for some public speaking and recording in front of a camera can be quite challenging. Students will be encouraged to support one another through positive reinforcements. Throughout this learning experience students will be able to get assessed for their effort within the classroom through the teachers’ observations as well as the final presentation and will be assessed fairly based on curriculum links (ACARA, 2022).

Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 Part B: From my personal experience as a student and now a teacher’s aide, I believe that art plays a significant role in child’s education. As a teacher’s aide I have seen the way that creative arts supports and encourages all children regardless of their abilities. There is no right or wrong way and research supports this theory as it is believed that the arts celebrates multiple perspectives, and that there are many ways to see and interpret the world (Eisner, 2002). Art plays an important role in my classroom as I have seen the way that it encourages my students who are in kindergarten and new to the school system to thrive and flourish in a way that literacy and numeracy cannot. Regardless of what I am being taught in my degree, the school I work at likes the idea that there is only right or wrong and no in-between. Which is why I have found Creative Arts to encourage young minds who are constantly being corrected for having different answers or perspectives. When I look back and reflect on my

Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 time as a child and teenager, I found that Creative Arts, specifically dance was my outlet. For me it was a chance to explore who I am and the world around me. I was able find myself regardless of whether I was happy or sad I was able to express myself through dance. I wish I had the support of my school and the Australian Curriculum, instead I was told constantly by my classroom teachers that we do not have time for the Arts as we need to do more important things. However, now I see the Curriculum supporting the value of creativity and the arts within the education system. It is viewed as a key aspect that is uniquely different to other learning areas. In conclusion, from my own personal experiences this is why I believe the Creative Arts lets students express themselves in different avenues and explore who they are, how they feel and their own perspectives with no bias or judgement. I also feel as though Art reminds me that there is still beauty in a world where there is hate, war and death.

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Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 References: ABC. (2015). How to make news. [Video file]. https://www.abc.net.au/btn/how-to-make-news/10626066 Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2022). Australian Curriculum: F-10 curriculum: v.9.0. https://v9.australiancurriculum.edu.au/ Australian Government. (2020). Musical Benefits https://www.learningpotential.gov.au/articles/musical-benefits Ozzie – Educational Videos for Kids (2021). Learn About Aboriginal Art with Ozzie and Billy Reynolds. Indigenous Art Educational Video for Kids. [YouTube Video]. https://www.youtube.com/watch?v=ZejfaAhmiEI

Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 Cash, J. (2015). Collaborative and Cooperative Learning in Drama Education. https://thedramateacher.com/collaborative-and-cooperative-learning-in-drama-education/ Dinham, J. (2020). Delivering authentic arts education (4th ed.). Sydney, NSW: Cengage Learning. Eisner, E. (2002). 10 lessons the Arts teach. National Art Education Association . https://arteducators-prod.s3.amazonaws.com/documents/1/6e45f2c7-43ec-468d-a75f- 7a082a5a44a6.pdf?1450825980 Fellowes, J., & Oakley, G. (2014). Language, literacy and early childhood education (2nd ed. pp. 70-83). Melbourne, VIC: Oxford University Press. Gifford, B., Elder, Y., & Butler, N. (2018). Music for the Dreaming: Galaa. https://www.abc.net.au/education/music-for-the-dreaming-galaa/13870714 Sinclair, C., Jeanneret, N., O'Toole, J., & Hunter, M. (Eds.). (2017). Education in the Arts: Teaching and learning in the contemporary curriculum (3rd ed.). South Melbourne, VIC: Oxford University Press.

Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 The Kiboomers – Kids Music Channel. (2015). Freeze Dance, Freeze Song, Freeze Dance for Kids, Music for Kids, The Kiboomers. [YouTube Video]. https://www.youtube.com/watch? v=2UcZWXvgMZE Twinkl. (n.d.). Drama Cards. [Image 1] Twinkl. https://www.twinkl.com.au/resource/T-CR- 25806-drama-cards Victoria State Government. (2020). Media Arts. Education and Training. https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/arts/Pages/ mediaarts.aspx

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103630743 - Natalie Katanec - EDU40008 Assignment 2-1 (3)

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