Assignment 2 Folio - Krystl Brown (1)

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EDU40008 Arts Education Assignment 2 103 469 507 – Krystl Brown Part A Subject: Visual Arts Year Level: Foundation Resource: https://www.teachthis.com.au/products/australian-art-silhouettes Figure 1: Australian Art Silhouettes (Teach This, 2021). Figure 2: Australian native craft materials (Silverstar Craft, 2018). Content Descriptors: Visual Arts Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists ACAVAM106. Use and experiment with different materials, techniques, technologies and processes to make artworks ACAVAM107 (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2018a). History How the stories of families and the past can be communicated, for example, through photographs, artefacts, books, oral histories, digital media and museums ACHASSK013 (ACARA, 2018b). Geography The Aboriginal or Torres Strait Islander Country/Place on which the school is located and why Country/Place is important to Aboriginal and Torres Strait Islander Peoples ACHASSK016 (ACARA, 2018b). English

EDU40008 Arts Education Assignment 2 103 469 507 – Krystl Brown Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school ACELA1437 Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations ACELY1646 Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge ACELY1651 (ACARA, 2018c). Cross-curriculum priorities Aboriginal and Torres Strait Islander Histories and Cultures (ACARA, 2018d). General capabilities Personal and Social Capability (ACARA, 2018e). Literacy Intercultural Understanding Rationale: Australian art silhouettes are a resource students can use to decorate traditional First Nations artwork using Australian native craft materials; Such as, leaves, gum nuts, bark and sticks, this resource can be adapted to follow on from a range of learning intentions. Educators can use this resource to follow on from an Indigenous perspectives of story books, storytelling or representing Indigenous art. To use this resource, educators can take students on a nature walk to collect their materials (Teach This, 2021). Students use visual processes in their educational surroundings to develop their creativity and skills; children learn art processes from past generations, and cultural perspectives to express ideas in their own art work, through practical experiences and comprehending other artists helps students understand the meaning of their own art work (Bloomfield & Childs, 2013, p. 89). The Australian Curriculum (2018), gives students the opportunity to explore artwork from Aboriginal and Torres Strait Islander Peoples, to engage students in understanding cultural perspectives and convey their artistic expression (ACARA, 2018). Integrated arts give students time to reflect their creativity and artistic growth; educators should nurture students ’ ideas to help manifest their expressions of the

EDU40008 Arts Education Assignment 2 103 469 507 – Krystl Brown content being taught, cross-curriculum approaches give students valid information to self-express their visual understanding of art and use their imagination to capture their ideas through aesthetic principles (Bloomfield & Childs, 2013, p. 1). Educators need to know their students interests and strengths; this is achieved through the relationships educator create with their students, building students confidence and self-esteem helps students to understand their abilities, educators can take this information into account when developing learning intentions, and structuring students with different abilities to extend learning and confidence (Daniel & Wassell, 2002, p. 63). Arts and education form creative learning; education integration provides students the opportunity to learn the history of artwork, and an understanding of authentic traditional knowledge; language helps students to learn about this perspective from educators, and connections to cross-curriculum priorities and social capabilities (Guy, 2020, p. 80). Learning outcomes across different domains creates opportunities for students to use their interest in other areas to promote positive effects in other domains. Assessments identify areas that can be brought together to help all learning intentions (Daniel & Wassell, 2002, p. 21). Subject: Music Year Level: 5/6 Resource: Writing a Jingle https://tracksafefoundation.com.au/resource/teacher-resources-year-56/ F igure 3: Writing a Jingle. Image. (TrackSafe Foundation, 2021).

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EDU40008 Arts Education Assignment 2 103 469 507 – Krystl Brown Content Descriptors: Music Explore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns ACAMUM088 Develop technical and expressive skills in singing and playing instruments with understanding of rhythm, pitch and form in a range of pieces, including in music from the community ACAMUM089 Rehearse and perform music including music they have composed by improvising, sourcing and arranging ideas and making decisions to engage an audience ACAMUM090 Explain how the elements of music communicate meaning by comparing music from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander music ACAMUR091 (ACARA, 2018f). English Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience ACELY1816 Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis ACELY1710 Analyse how text structures and language features work together to meet the purpose of a text ACELY1711 Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712 Re- read and edit students’ own and others’ work using agreed criteria and explaining editing choices ACELY1715 (ACARA, 2018g). General capabilities Personal and Social Capabilities (ACARA, 2018h). Literacy

EDU40008 Arts Education Assignment 2 103 469 507 – Krystl Brown Intercultural Understanding Rationale: This recourse requires student to work in small groups to create a jingle for their local community; students will need to use their sound skills to identify and perform rhythm, and pitch patterns to recognise aspects of dynamic and expression. Once students have prepared their music, they will discuss, and critique other class groups advertisements music and provide feedback to those groups. Before this activity starts, the teacher can share popular jingles to give students an understanding of the learning intention. For example, vegemite or coco pops jingles (TrackSafe Foundation, 2021). Music is manipulated by sounds sources; listening to music can change mood, imaginations, and emotions, students develop an understanding of basic elements of music to make and respond to. Teachers need to know their students’ abilities; carefully planned lessons will ensure all students will gain different learning experiences, students will bring their own experiences, and knowledge to music education and teachers need to make their learning intentions achievable (Beach, Evans & Spruce, 2011, p. 33). Teachers may need to create differentiation to their teaching, some students may not have the same abilities as other students’ musical abilities, this could be for many reasons. For example, cultural perspectives, additional needs, prior knowledge, behaviour and cognitive processes students could struggle to understand. Educators need to be mindful of where they are placing students for group activities, student who are less knowledgeable, are better suited with more knowledgeable peers (Beach, et al., 2011, p. 37). Students who participate in music, and singing develop confidence, higher social skills, memory and language abilities. English as an additional language (EAL) students can use music lessons to develop their language acquisition, EAL students can bring their culture into the classroom by sharing their traditional music, educators can use students’ cultural backgrounds to explore their cultural connections to traditional

EDU40008 Arts Education Assignment 2 103 469 507 – Krystl Brown connections to music and creating an inclusive practice. This activity gives students the freedom to apply their own cultural perspective to creating their jingle (Beach, et al., 2011, p. 75). English is crucial to learning and is evident throughout music education; in music education, students and comprehending the structure and vocabulary of music, music lessons need to be explored and for this reasons, students need to have sufficient English skills to enable their understanding. Student’s need to read, write, and interpret music, students are using skills in cross-disciplinary approaches that allow them to develop skills in other areas of the curriculum. Composing their jingles will see students use cross-disciplinary approaches (Beach, et al., 2011, p. 180). Students develop critical and creative thinking capabilities by generating, and evaluating their knowledge acquisitions, writing a jingle will give students the opportunity use these skills to analyse and create their jingle. Educators’ asses their students ’ learning and development through a broad range of strategies, educators will use observations to determine how students are progressing in each lesson and creating a summative assessment to determine students overall academic understanding. Subject: Media Arts Year Level: Year 3/4 Resource: https://www.abc.net.au/education/making-a-mini-documentary-ep-2-scripting-and-storyboarding- a-vi/13592994 Figure 4: Film Storyboard (iStock, 2023). Content Descriptors: Media Arts

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EDU40008 Arts Education Assignment 2 103 469 507 – Krystl Brown Plan, create and present media artworks for specific purposes with awareness of responsible media practice ACAMAM060 Identify intended purposes and meanings of media artworks, using media arts key concepts, starting with media artworks in Australia including media artworks of Aboriginal and Torres Strait Islander Peoples ACAMAR061 (ACARA, 2018i). General Capabilities Information and Communication Technology (ICT) Capability Literacy Personal and Social Capabilities Critical and Creative thinking (ACARA, 2018e). Rationale: This resource will give students the opportunity to research and create a mini documentary, students will work in pairs or small groups to create their script and storyboard. Students will use these documents to develop their plan before moving onto another lesson to film their documentary (ABC Education, 2021). Educators will watch a short film to briefly give students an understanding of the process they will need to complete. Educators will use probe questioning to develop critical thinking capabilities, and give students the time to plan, talk and think about the art they are creating and give students the time to understand their expectations (Edwards, Caldwell & Heaton, 2021, p. 10). This activity gives students the chance to explore their own creativity and ideas, once students have their key ideas, they have the freedom to incorporate their own imaginations into their storyboards and creating lifelong learning intentions (Edwards, et al., 2021, p. 133). This activity requires different teaching strategies throughout the lesson; providing students with a child-centre approach allows teachers to provide context, and materials to give students the freedom to explore their own ideas and give students the chance for self-expression in their work (Edwards, et al., 2021, p. 147). Students will learn the steps involved in creating their video and appropriate language used in media art; to start their investigation, students need to

EDU40008 Arts Education Assignment 2 103 469 507 – Krystl Brown identify their goal, what is the purpose of their video, preproduction, brainstorming their ideas, production, practice and gather their video footage, postproduction, assemble your video, and sound to edit your video, distribute and share your complete work (Hobbs, & Moore, 2016, p 102). This activity gives students a chance to develop their knowledge of using media and technology tools; students will learn how to create their video recording using either an iPad or video cameras or using video editing software. For example, Adobe premiere or iMovie (Hobbs, & Moore, 2016, p 98). This resource connects to Australian Curriculum (2018) general capabilities, information and communication technology (ICT), literacy, personal and social capabilities, critical and creative thinking, students will use these capabilities while creating their production (ACARA, 2018e). Students enjoy technology, this activity gives students the freedom to create their own interpretation of content being covered, students get to have fun and be creative and students are still developing their knowledge (Hobbs, & Moore, 2016, p 98). Educators can observe students through their processes of creating their documentary, as students are going through their processes educators can offer their assistance as required (Hobbs, & Moore, 2016, p 139).

EDU40008 Arts Education Assignment 2 103 469 507 – Krystl Brown Subject: Dance Year Level: Year 3/4 Resource: https://www.teachthis.com.au/products/slick-syllable-actions Figure 5: Syllable actions. (Teach This, 2019) Content Descriptors: Dance Improvise and structure movement ideas for dance sequences using the elements of dance and choreographic devices ACADAM005(ACARA, 2018j). Health and Physical Education Adopt inclusive practices when participating in physical activities ACPMP048 (ACARA, 2018k). General Capabilities Personal and Social Capability Critical and Creative Thinking (ACARA, 2018e). Rationale:

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EDU40008 Arts Education Assignment 2 103 469 507 – Krystl Brown This activity is gives students the opportunity to create dance movements using syllable recognition. Students can use their physical bodies to create actions for each syllable of their names, to extend the lesson, place students in groups to put their sequences together and select songs to perform their routines in front of their peers (Teach This, 2019). This activity provides students with many benefits for their development; students can use their imagination to create their own expression in their routine, students develop creative judgements, a sense of performance, kinaesthetic, spatial and visual awareness. Through movement, students will develop rhythmic and dynamic awareness through the experiences they create through dance (Paine, 2014, p. 2). Educators need to create stimulus activities that will engage students in physical movement; this activity gives students the opportunity to engage in creating their own dance moves and explore their own interpretation of their moving body. Educators need to set manageable tasks for students to experiment with different movements and investigate how they can manipulate their bodies ’ movement (Paine, 2014, p. 41). Students develop an awareness to fundamental movement skills that are characterised into three groups; body management, includes bending and stretching, locomotion, includes running, hopping and skipping and object control which focuses on movements skills (Paine, 2014, p. 7). Dancing is a physical pursuit, dance is both artistic and physical and for this reason it creates cross-disciplinary priorities with physical education (Paine, 2014, p. 6). Educators can assess students through observation questioning, listening, discussing and planning dances (Paine, 2014, p. 71). Subject: Drama Year Level: Year 5/6 Resource: https://www.teacherspayteachers.com/Product/ACTING-IMPROVISATION-ROLE-PLAY- DRAMA-SCENARIOS-SCENE-STARTERS-3620230

EDU40008 Arts Education Assignment 2 103 469 507 – Krystl Brown Figure 6: Role play scenes (Presto Plan, 2021). Content Descriptors: Drama Explore dramatic action, empathy and space in improvisations, play building and scripted drama to develop characters and situations ACADRM035 Develop skills and techniques of voice and movement to create character, mood and atmosphere and focus dramatic action ACADRM036 (ACARA, 2018l). General Capabilities Personal and Social Capability Critical and Creative Thinking (ACARA, 2018e). Literacy Rationale: This resource gives students scene starters to work on improvisation; students work in pairs or small groups, students pick a scenario and set the scene to the situation (Presto Plan, 2021). Students will use this resource as a starting point to tell a story in real time using movements and words, students will not know what the story looks like, the next line, the next action or what the end of the story will be (Sawyer, 2011, p. 7). This resource is an interactive and fun experience students can use; student use this lesson to develop collaborative learning techniques, students interact with each other to construct their own knowledge, and creatively reflect their processes and share their thought processes with their groups. Student can use this experience to learn the value of cooperation, pooling their ideas and self-confidence in creative expression (Christen, 2018, p.

EDU40008 Arts Education Assignment 2 103 469 507 – Krystl Brown 19). Educators use their drama lessons to teach students about their own minds, educators encourage students to use their mind to think about the framing of the story and share their thoughts, students are only given a sentence to think about what might happen, students use their minds to creatively think and use their imagination to see the possibilities. Educators are giving students opportunities to construct their own understanding, share their thoughts and put their thinking into perspective. Getting students to use and share their own thoughts gives students the opportunity to develop their language abilities. Educators are guiding students to use their own thought processes by asking speculative questions, and get students to respond with their thoughts, educators will take notice of the conversations the students are having on the topic and discover what students enjoy (Fleming, 2012, p. 80). Students are learning to use their imaginations and verbally express themselves; these interactions help students use their language skills and develop their language understanding further (Fleming, 2012, p. 80).

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EDU40008 Arts Education Assignment 2 103 469 507 – Krystl Brown Part B Reflecting on what I have learnt in this unit surprises me; I attended a small country school, our resources were very limited, and my definition of art was colouring or painting. Colouring and painting were our main areas covered, since staring this unit I have learnt more about the different types of arts and it made me questioned a lot of different aspects. I believe all teachers play a large role to support students to learn the arts; the art is so much more than I ever imagined, teachers have the opportunity to teach students more about themselves as a person, their minds and more than just the curriculum. As a pre service teacher, I know I want to inspire students to creatively think outside the box, and develop personal and emotional capabilities. I want to provide my students speculative questions to see how far I can get students to stretch their thinking. Student need support to develop their confidence and self-belief in their abilities; the arts provide students with opportunities to showcase their artistic abilities and I believe all areas of the arts curriculum gives students these opportunities (Fleming, 2012, p. 20). Students can use the arts to become confident in working in groups and develop social capabilities, I am very passionate about students developing their confidence to interact in all social settings and feeling as they belong, instead of being shy or feeling unworthy. All teachers should give their students the encouragement and confidence in their surroundings (Christen, 2018, p. 75). Getting students to understand the importance of reflective learning is crucial; students should understand the purpose of reflection, students can use reflection as an opportunity to critique their abilities so they understand they have the power to make it better (Fleming, 2012, p. 99). The arts do not always go to plan and we can make mistakes, in any part of the curriculum we can make mistakes, it is important students know its ok and we can learn something from these processes, it is an essential part of learning we need to teach our students to know it is ok and gives us the chance to reflect on our processes (Anderson, & Roche, 2015). I was very fearful of this unit; my knowledge was very limited to the arts, I did not understand a lot of the content at first, it required a lot of research and I came to understand myself better. I was not confident in the beginning, through my reading I gained the confidence I needed, I learnt, I do not need to know everything about the arts, I need the ability to research the content as I need to teach it. I will learn more as I go, and once I am a teacher, I can develop my skills along my journey (Anderson, & Roche, 2015, p. 116). This is the same mindset we are trying to teach our students; we need to believe what we are teaching our students; we are wanting our students to know it is ok to make mistakes, it is ok to try again, and we want our students to strive and we should be saying this to ourselves (Anderson, & Roche, 2015, p. 117).

EDU40008 Arts Education Assignment 2 103 469 507 – Krystl Brown References ABC Education. (2021). Making a Mini-documentary, Ep 2: Scripting and storyboarding a video interview. https://www.abc.net.au/education/making-a-mini-documentary-ep-2- scripting-and-storyboarding-a-vi/13592994 Anderson, M., & Roche, C. (2015). The state of the art : teaching drama in the 21st century (M. Anderson & C. Roche, Eds.). Sydney University Press. https://ebookcentral.proquest.com/lib/swin/reader.action?docID=4585602# Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018e). General capabilities (Version 8.4). https://www.australiancurriculum.edu.au/f-10- curriculum/general-capabilities/ Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018b). Foundation. HASS (Version 8.4). https://www.australiancurriculum.edu.au/f-10- curriculum/humanities-and-social-sciences/hass/?year=12096 Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018d). Aboriginal and Torres Strait Islander Histories and Cultures. Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018c). Foundation. English (Version 8.4). https://www.australiancurriculum.edu.au/f-10- curriculum/english/?year=11574

EDU40008 Arts Education Assignment 2 103 469 507 – Krystl Brown Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018a). Foundation to Year 2. Visual Arts (Version 8.4). https://www.australiancurriculum.edu.au/f-10- curriculum/the-arts/visual-arts/?year=12755 Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018f). Years 5 and 6. Music (Version 8.4). https://www.australiancurriculum.edu.au/f-10-curriculum/the- arts/music/?year=12748 Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018g). Year 6. English (Version 8.4). https://www.australiancurriculum.edu.au/f-10- curriculum/english/?year=11580 Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018h). General Capabilities. Personal and Social Capabilities. https://www.australiancurriculum.edu.au/f-10-curriculum/general- capabilities/personal-and-social-capability/ Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018i). Year 3 and 4. Media Arts (Version 8.4). https://www.australiancurriculum.edu.au/f-10- curriculum/the-arts/media-arts/?year=12738 Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018j). Year 3 and 4. Health and Physical Education (Version 8.4). https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical- education/?year=12995

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EDU40008 Arts Education Assignment 2 103 469 507 – Krystl Brown Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018k). Year 3 and 4. Dance (Version 8.4). https://www.australiancurriculum.edu.au/f-10-curriculum/the- arts/dance/ Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018l). Year 5 and 6. Drama. https://www.australiancurriculum.edu.au/f-10-curriculum/the- arts/drama/?year=12730 Beach, N., Evans, J., & Spruce, G. (2011). Making music in the primary school: whole class instrumental and vocal teaching (1st ed.). Routledge. https://doi.org/10.4324/9780203834572 Bloomfield, A., & Childs, J. (2013). Teaching Integrated Arts in the Primary School: Dance, Drama, Music, and the Visual Arts. Taylor and Francis. https://doi.org/10.4324/9781315068800 Christen, L. (2018). Teaching Drama: Skills, Games and Play building. Currency Press. https://ebookcentral.proquest.com/lib/swin/reader.action?docID=5838397# Cross-curriculum priorities (Version 8.4). https://www.australiancurriculum.edu.au/f-10- curriculum/cross-curriculum-priorities/ Daniel, B., & Wassell, S. (2002). The school years: assessing and promoting resilience in vulnerable children. 2. Jessica Kingsley Publishers. https://ebookcentral.proquest.com/lib/swin/reader.action?docID=290770# Edwards, J., Caldwell, H., & Heaton, R. (2021). Art in the primary school: creating art in the real and digital world (2nd ed.). Routledge.

EDU40008 Arts Education Assignment 2 103 469 507 – Krystl Brown Fleming, M. (2012). Teaching drama in primary and secondary schools: an integrated approach. Routledge. https://ebookcentral.proquest.com/lib/swin/reader.action?docID=1583179# Guy, J. (2020). Curriculum: Contemporary Art Goes to School. Intellect Books. https://web.s.ebscohost.com/ehost/ebookviewer/ebook/ZTAwMHh3d19fMjYxOTU5 NF9fQU41?sid=2b831f3c-2a21-43ff-9942- d89e41a50f75@redis&vid=0&format=EB&rid=1 Hobbs, R., & Moore, D. C. (2016). Discovering media literacy: teaching digital media and popular culture in elementary school. Corwin. https://ebookcentral.proquest.com/lib/swin/reader.action?docID=1341118# iStock. (2023). Film Storyboard [Image]. https://www.istockphoto.com/illustrations/storyboard-illustrations Paine, L. (2014). Complete guide to primary dance. Human Kinetics. https://ebookcentral.proquest.com/lib/swin/reader.action?docID=3012002 Presto Plan. Teachers Pay Teachers. (2021). Acting improvisation role play drama scenarios / scene starters [Image]. https://www.teacherspayteachers.com/Product/ACTING- IMPROVISATION-ROLE-PLAY-DRAMA-SCENARIOS-SCENE-STARTERS- 3620230 Presto Plan. Teachers Pay Teachers. (2021). Acting improvisation role play drama scenarios / scene starters. https://www.teacherspayteachers.com/Product/ACTING-

EDU40008 Arts Education Assignment 2 103 469 507 – Krystl Brown IMPROVISATION-ROLE-PLAY-DRAMA-SCENARIOS-SCENE-STARTERS- 3620230 Sawyer, R. K. (2011). Structure and improvisation in creative teaching (R. K. (Robert K. Sawyer, Ed.). Cambridge University Press. https://ebookcentral.proquest.com/lib/swin/reader.action?docID=803182# Silverstar Craft. (2018). Australian Native Craft Materials [Image]. https://silverstarcrafts.com.au/blogs/kids-crafts/naidoc-week-childcare-activities Teach This. (2019). Slick Syllable Actions. https://www.teachthis.com.au/products/slick- syllable-actions Teach This. (2021). Australian Art Silhouettes. https://www.teachthis.com.au/products/australian-art-silhouettes TrackSafe Foundation. (2021). Year 5/6. Writing a jingle [Image]. https://tracksafefoundation.com.au/resource/teacher-resources-year-56/ TrackSafe Foundation. (2021). Year 5/6. Writing a jingle. https://tracksafefoundation.com.au/resource/teacher-resources-year-56/

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