1. art and entertainment

Xin Li
16896547
Locked Bag 1797
Penrith South DC NSW 1797 Australia
College of Arts
School of Education
CREATIVE ARTS PROGRAM AND ADVOCACY
ASSIGNMENT COVER SHEET
Student Family Name: --LI----------------- Given Name(s):------Xin---------------
Overall Result:
Student Number:
---16896547----------------------------------------------
Course ID & Name:
1608: Master of Teaching (Primary)
Unit ID & Name:
101293: Primary Curriculum 2
Campus Location:
Bankstown
Lecturer/Tutor:
-Margery Hertzberg, Janette White---------------------------
Student Phone No:
-0430387917-
Assignment Title:
101293: Creative Arts Program and Advocacy Project
Mastery
Improve
Resubmit
Tutorial Location, Date, Time: Tue 11am-------
Scholar Email: -16896547@student.uws.edu.au
Date Due:
-13/04/2010-------------------------------Note: If you have obtained an extension please attach the appropriate documentation.
DECLARATION:
I hold a copy of this assignment that I can produce if the original is lost or damaged. I hereby
certify that no part of this assignment or product has been copied from any other student's work
or from any other source except where due acknowledgement is made in the assignment. No part of
this assignment/product has been written/produced for me by any other person except where such
collaboration has been authorised by the subject lecturer/tutor concerned.
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-------------------------------------------------------------------------Student’s Signature
Date submitted
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Xin Li
M.Teach (Primary) Module 3
Marking Criteria:
101293: CREATIVE ARTS Program
Attach to Creative Arts Program
and submit to Deirdre’s Assignment box
16896547
Cross out which is NOT
applicable
Enrolled in PP1
Enrolled in PP2
Not doing Prof Exp
Name:__Xin Li_______16896547_______
Assignment should demonstrate:
IMPROVE
MASTERY
IMPROVE
MASTERY
IMPROVE
MASTERY
IMPROVE
MASTERY
ACADEMIC STANDARD The assignment has reached an
appropriate standard of academic writing and reflects
engagement with the content of the unit, attendance, etc
TEACHER’S PREPARATION
Contextual description
Rationale: At least 4 referenced research articles
Behaviour Management Strategies
Purpose of Unit
General Syllabus based outcomes
Preparation and clean up of materials
Resources clearly detailed
Reference list uses APA style accurately
PROGRAMMED LEARNING EXPERIENCES
Observable Specific Indicators (not direct from syllabus)
Relevant introductions
Effective closure activities
Thematic learning experiences
Valuable learning experiences
Covers several weeks of work
Clear links between learning experiences
Effective teaching strategies
All activities clearly detailed
Assessment based on indicators
Acceptable programming format
GOOD QUALITY ADVOCACY BROCHURE/
POSTER ATTACHED (Include photo if larger than A4)
Each art form clearly communicated and presented
Research presented succinctly and clearly
Text and graphics suitable for given age group
Overall presentation: attractive and easy to read
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Contextual description:
The class I have been with for my Practicum is an Early Stage 1 Kindergarten class with 21
students. With the help from the class teacher, a very nice and friendly lady I have ever
met, I learnt that all of the children from her class are with Non-English Speaking
Background (NESB), however, with 2 of them having English as the language spoken at
home. The majority of the NESB come from Vietnamese speaking background, with a total
number of 14 children. Another figure shows that 10 of the 21 students are doing English
as Second Language (ESL) at school. And five of the 21 students haven’t had any preschool life in child care centres before joining this kindergarten. However, concluded from
what I have observed during my in-school prac days, the 21 students are doing fine in
following the class or school rules, responding reasonably well to instructions in all school
activities, making progress in all the Key Learning Areas (KLAs) in line with their age and
stage. Even though a few of the boys and girls are still struggling with writing their names,
they can read the sight words very well, they can trace very well the letters learnt in
Term 1 and they are doing very good in Bingo game and story readings. They are
anticipating very well in their Big Book story telling, for example, they are amused by the
teacher who’s trying to manipulate the tone of voices of different characters, they can do
retelling by answering the teacher’s questions and most important of all, they can sequence
the still-image in the story. And above all, they all show great interest in Creative Arts and
its strands. For example, they were reluctant to leave the table and to clean up after
making a “Me” model using play dough.
The kindergarten class I talk about is one of six in a K-6 primary school. Harrington
Street Primary School is located in West Sydney and it has a diverse student population of
more than 900 with over 90% NESB students (the predominant groups are Chinese,
Vietnamese and Khmer). In correspondence to the students’ enrolment, the school has ESL
teachers. Vietnamese and Chinese community language teachers have been appointed to
the school and they also teach after school classes. The school is committed to providing
quality learning opportunities for all students in a positive, safe and supportive learning
environment. The school is working hard to meet the needs of all students by providing
programs like one Opportunity Class for gifted and talented students, three support
classes for students with learning difficulties as well as strong extra curricula
opportunities in all areas, including community languages, dance, public speaking, chess and
sport.
Rationale:
Then why we teach Creative Arts in this class and in this school?
As a KLA, Creative Arts is one of the six mandatory learning areas in the primary
curriculum (Board of Studies NSW, 2006), in another word, all schools should have a
policy to support teachers in the systematic implementation of visual arts, dance, music,
drama and media. Harrington Street PS is a public school under this big umbrella. And
Creative Arts is taught and learnt through out K-6 teaching programs.
Creative Arts encourage an exploratory and investigative approach to learning. Different
art forms have always been used in different societies and cultures, no matter how
primitive or civilised they are. And they are integrated with everyday life, customs,
celebrations and religious rituals. With a diverse cultural difference within the local
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community, the students in Harrington Street Primary School (HSPS) can explore,
investigate and learn to know their different cultures, their origins and identity. Hence
they learn to respect themselves and to respect others and they acquire knowledge
through the investigation and exploration.
Creative Arts contribute to the growth and development of the whole child. The idea of
the whole child is to give the students to grow and development through all the KLAs and
keep them healthy and safe. And learning of the whole child is life-long process in which
creative arts can be the best means for the students to be creative. All of these can be
made possible just because creative arts develops our skills in language and communication,
in using our senses and limbs, in creative thinking and problem solving, in our personal
emotions and inter-personal relationships (Russel-Bowie, D. 2009). So painting their
traditional pictures, doing their folk dances and wearing their traditional costumes on
International Days would definitely give them a chance to better develop the students in
culturally diversified HSPS.
Creative Arts develop student’s ability to use symbols, materials and equipment to express
ideas, observations, feelings and imagination. Let’s now have a look at the emblem of HSPS.
HS, Harrington Street, can be interpreted into “Honours and Services”. Students in HSPS
are on a campus that is full of signs and symbols to indicate pride, safety and identity; full
of materials and equipments to be used to illustrate what they know about themselves and
about others.
Creative Arts develop visual literacy. Because of a large NESB enrolment in my practicum
class, the fact that some children haven’t had much pre-school life in child care centres,
it will be a better idea to use the universal languages, such as music, dance, visual arts,
drama and media, to get learning on track. And thus Creative Arts becomes a “vital part”
(Russel-Bowie, D. 2009) of education in my prac class.
Creative Arts develop the students’ ability to be creative thinkers and independent
learners, to solve problems and to function in an increasingly visually oriented world. Even
though Creative Arts is not the only way to tamper students’ creativity and problem
solving skills, it does give students the opportunities to develop their imagination and the
abilities in finding out the right art form to express well themselves and others. For
example, an Easter Party was held in HSPS last Thursday (1st April, 2010). The
participants were amazed by the hopping Easter Bunny, the performances from some of
the classes. It opened a door of “imagination” for the students to act like rabbits when
they were singing the “Bunny Song”, to solve the costume problem by cutting out paper
rabbits and painted them out and put on heads.
All in all, Creative Arts is a very important, “vital” part in primary school curriculum; it
correlates to other KLAs and integrates with them and contributes a lot to the growth,
wellbeing and development of the students in HSPS.
Behaviour management strategies:
Unlike in other lessons where the students are sitting quietly at the tables or on the floor
listening to the teacher/s, in Creative Arts class the students are always moving, holding
pencils, crayons and paints in their hands, using scissors and other tools, playing the
musical instruments. In another word, it is more challenging for the teacher/s to manage
their behaviour/s. However, Russel-Bowie (2009) suggested teacher/s to adopt
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CREATIVE management strategy in Creative Arts class to engage the students in learning
and to eliminate the behaviour problems. Her CREATIVE strategy is a mnemonic of
Children, Rewards, rules and routines, Environment, Attitude, Time and resource
management, Interactive activities, Variety and Effective communication.
Talking about children, we mean we should know our students well, such as their interests,
what they have learnt before, what strategy can keep them involved and make less or no
troubles, how comfortable they are when grouped in a certain manner. In my prac kindy
class, the classroom teacher knows the students very well, in fact, she has a students list,
on which she puts all the students details, such as the language spoken at home, left/right
hand, allergies, language level and afternoon pick-up information. With all the data handy,
she has no difficulties in managing her class, no matter what lesson she is teaching.
Rewards, rules and routines are also very important in management at school (Cope, B.
2007). My classroom teacher always rewards students’ good behaviour rather then
drawing attention to bad behaviour. She uses stickers, makes comments like “Well done!”,
and gives more play time to those well-behaved students. But on the other hand, she also
sets up rules and puts up on the wall for the class. She uses “Hands up!” or Counting-down
or sometimes simply claps her hands to draw back students’ attention. And I also noticed
at the school assemblies, the principal or the deputies also raised up their hands to silence
the audience.
The environment at school for students includes both physical and emotional environments
(Whitton, D. 2010). The physical environment is the buildings and layout of the school, the
setting of the classroom, the display of the students’ works, the class rules on the wall
and other decorations. The regular changes of display, the brightly coloured decorations
are always attractive to the students. Environment also includes emotional environment
where the students feel safe, being cared and respected. They will be engaging in the
class or group activities if their needs are met, their says are heard and their efforts are
encouraged. My class teacher always put the best and most colourful works of the
students on the wall and she always makes sure that the temperature is comfortable and
the air in the classroom is fresh. She every now and then checks to see the resources are
adequate. For example, she always copies one or two more sheets of paper work for the
students in case some of the students might need an extra one. She also looks around the
desks to see the pencils are sharpened for her kindy children. And she greets the children
every morning in a gentle voice and with a smile.
Teachers need to be positive and enthusiastic with their jobs and to their students. They
should have the same positive manner towards an adult and towards a child. Teachers’
modelling in some ways influence their students to keep them having a positive attitude
both to themselves and to other students and people. My class teacher is optimistic that
each and every student is improving and making progress at a different pace. Inspired by
her attitude, all the class keeps on trying, no matter how difficult it seems sometimes.
For example, she trusts the class can write down their names well, so everyone is working
hard and some even ask for help from their classmates.
The next thing for classroom behaviour management is that the teacher needs to be very
well organized in time and resource management. My class teacher keeps a good track of
the time and always plans her class activity for less than 15 minutes, which is almost
doubling the students’ age and exactly the concentration span for students in
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kindergarten. Sometimes if she has to prolong the time for instruction or guided reading,
she pauses for a while and asks the students to stand up to stretch themselves. Good
timing for the class can never make the students lose interest and get fed up. A good
teacher always plans very well when to pass out the resources and when to collect them.
Interactive activity is another important way to eliminate classroom behaviour issues,
especially in a student-centred class. The interactivity can always keep the students
engaged and too busy to do anything else. My class teacher always divides the class into
three groups and each group doing a different activity at a time and she herself keeps her
eyes on them and asks them to swap with another group as soon as she finds out that each
group is ready to do the next activity.
Variety is another thing that teachers will be always keeping in mind in classroom
management. The students are always different from one another and they also enjoy
that the teacher would cater to their needs and alter the ways of instruction. The
students will be amazed and fully involved in the guided reading if the teacher speaks fast
sometimes and then speaks slowly, or lower his/her voice sometimes. And the teacher can
also gain students’ interest by using various teaching aids, like Interactive White Board
(IWB) or Over-Head Projector (OHT) or other multimedia equipments.
My class teacher is always speaking in a gentle voice and clearly and explicitly gives
directions to the students because clear and effective communication is an important
aspect in classroom management. If the directions are clearly given, the students would
never have misunderstandings and do something else or just make some noise or troubles
instead.
All in all, the teacher can get ready before the lesson each of CREATIVE strategy,
he/she can always keeps his/her class engaged and hence eliminates the occurrence of
behaviour problems.
Purpose of unit of work:
This program is based on the “Me” unit in Connected Outcomes Group (COGs) (B) and is
aiming to help the kindergarten students to develop understanding of different parts of
the body using the form of visual arts—drawing and play dough. It also combines other
art forms like music, dance and drama to show physical movements of our body. The
“Modelling me” teaching and learning activity link with numeracy by saying “round head”
and “legs are longer (than arms)”. And it also links with literacy when the students show
the teacher and other classmates how they managed to make “themselves”. The other
lessons cover topics “Me as Part of Australia”, which is also included in COGs (B) for Early
Stage 1. This is to give the students understanding and identification of Australian
symbols like kangaroo, Koala, didgeridoo, Opera House and Australian Flag. Students can
cut out the symbols and stick them to the outlined Map.
General syllabus based outcomes
At the end of the class students can make a “me” out of the play dough using hands or
simple tools successfully by meeting the following outcomes:
VAES 1.1 Makes simple pictures and other kinds of artworks about things and experiences.
(talks about significant features and relationships within their sculpture.)
VAES 1.2 Experiments with a range of media in selected forms. (explores the qualities of
play dough to model themselves)
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CUES 1.1 Communicates some common characteristics that all people share, as well as some
of the differences. ★identifies some Australian icons and symbols ★learns the words to
the Advance Australia Fair
WES1.9 Engages in which writing texts with the intention of conveying an idea or message.
SGES1.1 Manipulates, sorts and represents three-dimensional objects and describes them
using everyday language.
Preparation and clean up
The teacher’s preparation (general):
1. Obtains program information from the class teacher and decides what to teach.
2. Observes and identifies the students’ prior knowledge and previous learning
experience. For example, from observation, I learnt that the students have already
done drawing of the family members and self-portraying and they knew how to use the
play dough. It would be easier for the students to go on to the “Modelling Me”.
3. Gets ready all the resources that would be used as teaching materials in the classroom.
For example, the outline map, the play dough, the paper, scissors, glue, music, etc. The
materials can be obtained in the class store room, from the library and from the
internet.
4. Discusses with the class teacher for her advice after drafting out the teaching plan.
Most of the cases, two minds work better than one.
5. Rehearses the class before the class to check out if there is anything missing or to
time the teaching process. And also one needs to think about the alternatives in case
something might happen. For example, extra paper, behaviour problems.
Clean up:
After the students finish their work, the teacher asks the students to put the play dough
back for the next group to work on and to put the rubbish in the bin. The teacher needs
to train the students in doing things properly themselves.
Details of Resources
Music: the Australian National Anthem and a song called “Head, Shoulders, Knees and
Toes” and download into the mobile phone (later found it was a good idea because the CD
player in the classroom was broken).
Visual Arts: 21*outline Map of Australia, paper, play dough, scissors, pencils
Dance: room to move, and the song “Head, Shoulders, Knees and Toes”
Drama: one student standing as a statue
Reference List
Russel-Bowie, D. (2009) MMADD about the arts! An introduction to Primary Arts Education (2E). Frenches Forest NSW,
Pearson Education Australia
Board of Studies NSW, (2006) Creative Arts K-6 Syllabus. Board of Studies NSW
Vygotsky, L (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University
Press.
Cope, B. (2007) How to Plan for Behaviour Development and Classroom Management—Maximising Student Engagement. (2E)
Frenches Forest NSW, Pearson Education Australia
Whitton, D. (2010). Lecture: Lesson Planning. (Microsoft powerpoint). Retrieved March, 2010, from University of Western
Sydney vUWS, 101581 Learning for Teaching.
Whitton, D. (2010). Lecture: Learning Environment. (Microsoft powerpoint). Retrieved March, 2010, from University of
Western Sydney vUWS, 101581 Learning for Teaching.
Program Proforma to follow (next page)
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Programming Proforma for: Music
Observable Specific Indicators (not from syllabus):
GRADE: KD
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THEME: Me as Part of Australia
Students can identify Australian symbols from a group of different images. Students can stick the symbols on the outline map within different State or Territory.
Students can hum along the “Advance Australia Fair”.
WES1.9 Engages in which writing texts with the
●
●
●
●
●
●
*
Structure
English
Talking with students about “Where do you live?”—from the
intention of conveying an idea or message.
Developing the Theme:
*
Dynamics
Tone
Colour
Pitch
Introductory Activities
suburb to the City then to the country.
*
Syllabus Outcomes (abbreviated):
Elements:
Duration
Apprec
iating
Mov
ing
Play
ing
Sin
ging
Making
Performing
Learning experience/activities:
Repertoire
Activity Areas:
●
Listen to song “Advance Australia Fair” and asked the
students where they have heard of the song.
Talk briefly on where the students have heard of the song
and ask them further “What do you know about the song?”
Teach the students the words by writing down on the board
“Advance Australia Fair” and explaine the basic meanings
and the origins of the song. .
Play the song again and ask the students to clap hands to
tap along and hum along.
Show the students other symbols and ask them to identify
which are of Australian origin.
Divide the class into three groups, and ask each group to do
different things. For example, one group cut out the
symbols and colour them and stick them on the big map.
When supervising from group to group, ask the students to
tell why they put the picture there and why.
HSIE
*
*
CUES 1.1 Communicates some common
characteristics that all people share, as well as
some of the differences. ★identifies some
Australian icons and symbols ★learns the words
to the Advance Australia Fair
Closure Activities
●
●
Ask the students to verbally communicate to the group. And
the teacher can show the class the best work from the
students.
Listen to song “Advance Australia Fair” again.
Resources: the song “Advance Australia Fair” in CD/in mobile phone (in case of electricity failure or CD player malfunctions)
Assessment:
the song “Advance Australia Fair” in CD/in mobile phone (in case of electricity failure or CD player malfunctions)
Activity Areas = Performing (Singing, Moving, Playing Instruments), Making (Organising Sound), Appreciating (Listening); Repertoire = Vocal Music: Songs and rhymes, Instrumental Music, Student
Compositions, Movement; Elements = Duration, Pitch, Dynamics; Tone Colour; Structure
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Programming Proforma for DANCE
(To cover several weeks’ work); Grade: KD
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Theme: My Body Can Move
Observable Specific Indicators (not from syllabus):
Students can identify Australian symbols from a group of different images. Students can stick the symbols on the outline map within different State or Territory.
Students can hum along the “Advance Australia Fair”.
Activity
Area
Per
Ma
Contexts
of Dance
Dance Learning Experiences
App
Ac
Dy
Teacher
Introductory Activities
directed dances Introduce the class by asking the students “What do you do when you are very happy,
*
*
●
●
Closure Activities
●
Ask the students to verbally state what dance/s they liked most and why.
Re
St
dance activities and
Developing the Theme:
●
Sp
DAES1.1 Participates in
the air and to smile. .
Ask the whole class to do some warm-ups by bending and stretching different
body parts.
Ask the whole class to stand in a circle and play the song “Hocky Pocky”. Ask the
students to act out by putting hand, foot in and out and turn around when the
song comes to “And I turn myself about”.
Remind the students the safe space from the desks and chairs and other people.
Beat the tambourine and ask the students to follow the fast or slow rhythm
when walking around in the classroom
Ti
(abbreviated)
Creative Arts:
dance
for example, you won a game?” And then ask the students to jump, to hold hands in
●
Outcomes
Dance Elements
demonstrates awareness of
body parts, control over
movement and expressive
qualities
DAES1.2 Explores
*
movement in response to a
stimulus to express ideas,
feelings or moods.
English
TES1.2 Demonstrates
basic skills of classroom
and group interaction,
makes brief oral
presentations and listens
with reasonable
attentiveness
Resources:
Some children’s music for dance, such as “Hocky Pocky”.
Assessment:
Students can explore the ways in which the body can dance using locomotive and non-locomotive movements.
Activity Areas: Performing, Composing, Appreciating. Contexts of Dance: Students’ Compositions, Teacher Directed Dances, Cultural/Historic Dances;
Elements: Action, Dynamics, Time, Space, Relationships, Structure
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Programming Proforma for DRAMA; Grade: KD Theme: My Body Can Move
Observable Specific Indicators (not from syllabus):
Students can identify Australian symbols from a group of different images. Students can stick the symbols on the outline map within different State or Territory.
Students can hum along the “Advance Australia Fair”.
Activity
Area
Types
of Drama
Drama Learning Experiences
Per Ma Ap
Te
Drama Games
Outcomes
Drama Elements
F
M
Ti
C
Sy
(abbreviated)
Sp
P
Introductory Activities
Drama
Introduce the class by asking the students to line up in a circle and playing the song
DRAES1.3 Dramatises
experiences using
movement, space and
objects.
“Head, Shoulders, Knees and Toes”.
Developing the Theme:
Movement and ● Listen to song “Head, Shoulders, Knees and Toes” and ask the students about
how many parts are sung in the song. .
Mimes
●
*
●
●
●
●
Encourage the students by saying that “What about we touch the body parts
when we listen to it?”
Ask the students “My mouth can sing the song, What can my eyes do?”.
List the students’ answers on the blackboard. And ask the students to act out.
For example, bending body, stretching arms, hopping, standing still, sitting. .
Use smileys to show facial expressions to demonstrate anger, happy, disgust
and hatred.
Divide the class into two groups and ask them to face the other group by lining
up hand-in-hand and ask them to model the movement of sea wave and to mime
a bird flying. Ask them to venture what else they can do to imitate natural
movement.
Closure Activities
●
Play another song “Hocky Pocky” to the students and ask the whole class to
stand up in a circle and act out. . .
PDHPE
DAES1.7 Moves in
*
response t various
stimuli
English
*
*
TES1.2
Demostrates
basic
skills
of
and
group
classroom
interaction,
makes
brief
oral
presentations
and
listens with reasonable
attentiveness
Resources:
Songs “Head, Shoulders, Knees and Toes” and “Hocky Pocky”; smiley.
Assessment:
Students can explore and act out movements like wave building and birds flying. .
Activity Areas = Performing, Making, Appreciating; Forms of Drama = Drama games, Improvisation, Storytelling, Readers’ Theatre, Puppets and Masks, Movement and Mime, Video/audio Drama;
Play building.
Elements = Tension, Focus, Mood, Time, Contrast, Symbol, Space, Performance
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Programming Proforma for VISUAL ARTS; Grade:
KD
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Theme: Modelling Me
Observable Specific Indicators (not from syllabus):
Students are to learn to make a clay “me”, based on prior knowledge of self-portraying. Students know how to knead, roll and pinch the play dough and join parts together to make a “me”.
Activity
Area
Des
Mak
Forms
of Art
Visual Arts Learning Experiences
App
Pe
ThreeDimensional
Introductory Activities
●
●
*
●
*
●
●
*
●
Ask one student to stand as a statue. Ask other students to come to the
front to demonstrate how to use the play dough to make shapes,
introducing the vocabulary like “roll”, “pinch”, and “knead”
Set the criteria and tell the students that he/she will take a picture and
put it in their folder and will decide which body is the most beautiful one.. .
Divide the class into smaller groups of four or five, and ask them to make a
“me” out of the play dough together. The teacher will supervise and offer
some help if needed..
Take a picture of the finished work and printed out and put it into the
students’ folder.
When supervising from group to group, ask the students to tell why they
make their legs longer.
Closure Activities
●
The teacher can ask the students the way why and how they design and
make their body..
LT
Ob
Pl
(abbreviated)
Ev
Creative Arts:
Introduce to the students about self-portrait they have done before to
link with the modelling using play dough.
Ask the students about the main body parts, eg, head, torso, and limbs.
Developing the Theme:
●
Outcomes
Subject Matter
*
VAES 1.1 Makes simple pictures
and other kinds of artworks about
things and experiences. (talks
about significant features and
relationships within their
sculpture.)
VAES 1.2 Experiments with a range
of media in selected forms.
(explores the qualities of play
dough to model themselves)
English:
TES1.1 Communicate with peers
and known adults in informal
situations and structured activities
dealing briefly with familiar topics.
Mathematics:
SGES1.1 Manipulates, sorts and
represents three-dimensional
objects and describes them using
everyday language.
Resources:
paper, play dough, scissors, pencils
Assessment:
The students can make a “Me” model out of the play dough and can verbally communicate to the group for the coloured dough they want and explain the way how they can make the model. .
Activity Areas = Designing, Making and Appreciating; Forms = Drawing, Painting, 3-D, Printmaking; Subject Matter = People, Living Things, Objects, Places, Events
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