Media Arts

Hi Amy!

I was very unsure about what ‘media arts’ would involve. Unfortunately, I have had little experience with media arts within the classroom, both during my own education and whilst on prac. This is a shame because the art form is becoming increasingly significant in today’s society. As Greenwood (2003) argues, teachers are always encouraging students to communicate and think critically, and media arts is thus another medium that students can use to develop these skills. Since undertaking this week’s module, I have realised the importance of media arts and have gained some useful classroom strategies. Media arts provides so many learning opportunities; one idea I had was teaching persuasive text by having the students create documentaries and commercials.

Filming a picture book without words is a great idea! After creating the narrative and filming, I would also share the recordings with the entire class in an effort to promote a sense of pride. Flip-cameras are becoming readily available in schools and make such activities possible and easy to accomplish. When I was reading your ideas, an author which came to mind was Jeannie Baker who often writes picture books with no written text, leaving it up to the reader to interpret.

According to the Department of Education (2007), “media in education involves students in making and analysing media products and in developing an understanding of the way media texts are produced, circulated and understood” (p.87). I think this quote sums up the philosophy that has underpinned our arts education within this course. Media arts, like all of arts education, is about making/creating, viewing/analysing and developing a deep understanding. If we, as teachers, seek to develop all three factors within the classroom, I believe that we can provide students with a deep and thorough education in a discipline which is both engaging and immensely valuable.

Bethany

Greenwood, D. (2003). Action! In the classroom. A guide to student produced digital video in K-12 education. USA: Rowman & Littlefield Education.

Department of Education (2007). The Arts Curriculum. Department of Education, Tasmania.

 

To live in a media saturated world

Hi Bethany,

Communication is the heart of arts.

Media can be in print or electronic form: radio, TV, newspaper, magazines, and signs - Thus a world saturated by media.

Mass media often is aimed at an intended audience.   Evening news programs, have predetermined orders in which stories are shown, for example the feel good story to end the program.  We need to be able to teach children to think critically – to look deeper into what they are seeing and hearing.  Looking at the what, who, how and why will aid in the teaching of critical thinking.

As teachers we use all forms of media, most common is print, but if you have a smart board then the Internet gives you endless media forms to use within your classroom. 

The idea of filming a picture book is fantastic – a whole class activity where every student can have a role.  From choosing the picture book, to the narrator, the camera crew,  and those in charge of sound effects.  The camera crew have to discuss what angles they want, and the cropping involved once completed.  As Greenwood (2003) states defining each students role within the crew is vital.  Without guidance in thier roles a group either stalls or becomes confused as individual visions are voiced. Being aware that the narrator has to be heard, the sound effects team will discuss what and where the instruments will be used.

Filming a picture book without text just illustrations, for example Flotsam by David Wiesner, would be extraordinary. The students could then create the narrative in small groups within a literacy lesson and then film the book with sounds and narration.  Another story book that would produce interesting sounds is Press Here by Herve Tullet it does have text, but the illustrations are coloured dots on the page.

AMY

Greenwood, D. (2003) Action! In the classroom.  A guide to student produced digital video in K-12 Education. United States of America: Rowman & Littlefield Education.

   

Imagination

This week’s tutorial with Fiona guided me to the realisation that arts education is undoubtedly connected. As you commented, there is such a strong link between drama and dance, and I would argue that music is similarly interwoven into these art forms. This awareness has reinforced the notion that arts education does not need to be left up to the specialist teacher. Due to its natural cross-curricula links, arts education can be the foundation for so many content areas. By approaching it in this fashion, finding time to teach arts does not seem as complex as I first thought.

Like you, I really enjoyed the first workshop that we did which was designed for early childhood. I can definitely see the benefits of this approach, particularly because students should be constantly engaging in imaginative thinking. During my time on prac, it has become evident that there is a huge shift which takes place during early childhood. In Kindergarten and Prep, children are encouraged to participate in imaginative play daily, and this is clearly fundamental to their development as it provides deeper learning opportunities, engagement and is both self-directed and inquiry based (Marsh, 2008). Despite these benefits, I have noticed a distinct shift when students enter grade 1, when school becomes more about ‘work’ and less about ‘play’. The activities Fiona presented in the workshop allow early childhood teachers to engage students in imaginative play whilst providing them with the necessary content and learning that is required within these early years of education. As Cone and Cone (2005) state, children “instinctively use imaginative thinking as they play and create” (p.11). They go on to argue that teachers need to cultivate innovation through encouraging creativity and imagination. The strategies that Fiona provided clearly underpin this philosophy, and demonstrate the many benefits of dance. As well as the social, cognitive and physical benefits, dance can be used to teach cross-curricula content.

Bethany

Cone, T.P., & Cone, S.L. (2005). Teaching children dance (2^nd ed.). South Australia: Human Kinetics.

Marsh, C. (2008). Becoming a teacher: knowledge, skills and issues (4^th ed.). Frenchs Forest NSW: Pearson Education.

Lets dance

Hi Bethany,

Wow what a fantastic experience you had learning about Antarctica - Painting the windows - perfect.  Just shows how much great lessons stick with students.

Dance was an interesting workshop, but I thought there would be more grooving.  Although Sinclair, Jeanneret and O’Toole (2010) state that the aim of dance is to provide students with a range of occasions to explore their bodily movements in a positive atmosphere, teachers inspiring moving to be imaginative, meaningful and visual.

I enjoyed the first activity Fiona did with us, making shapes with our bodies: short, tall, high, low, wide and tight, I can see this being used as a warm up or daily sport activity.  

I loved watching my peers undertaking various fishy roles, the music that Fiona had for each fish was fantastic.  I found comfort in performing together, feeling safe in the power of numbers.

I enjoyed the connection of dance within drama.  The class dance we all performed at the end, with each group contributing was fantastic.  I would use this activity, everyone helping create the dance by participating and being audience members.  I could use a different time of day, or even special occasions, for example, Christmas morning.

I have discovered a few movie soundtracks that are solely pieces of instrumental music, How to train your dragon and UP.  I am gathering pieces of music to use in my classroom.  I also believe that one piece of music could accompany several dances, depending on what mood you set, for example, the piece of music used for fish moving about the sea could be used as birds flying. 

Dance could be used, by relating to a book.  Split the class into groups and give them a scenario from the book and when performed as a class would tell the whole story. 

This video is discussing the various forms of dance within the stage production of The Lion King.

AMY

Sinclair, C., Jeanneret, N., & O'Toole, J. (Eds.). (2009). Education in the arts: teaching and learning in the contemporary curriculum. South Melbourne, Victoria. Australia: Oxford University Press.

Purposeful and Meaningful Learning

Amy, I was also a student of breadth rather than depth. I remember a number of occasions when we were simply instructed to ‘draw a picture’ with pre-mixed colours. This seems to be the type of art program that was common when we were younger. Sinclair Jeanneret and O’Toole (2009) argue that good art teaching needs to be stimulating and well-organised, and should centre on students’ own interests. During a unit on Antarctica in grade 6, our teacher instructed us to paint the classroom windows white and we turned our classroom into an ‘Antarctic panorama’. The learning experience was stimulating and provided us with a sense of ownership. It centred on our own interests and focussed on imagination and understanding. This was a snapshot into what a depth program could entail. The lesson was so memorable and yet, I was barely exposed to similar depth over nine years of Arts education. When I left the tutorial with Maureen, I felt a sense of achievement about my charcoal drawing- something which I had never experienced before.  This further reinforces how vital it is that teachers promote a sense of pride and achievement through art.

Amy, I agree with you that a depth program is a wonderful way of teaching, and I believe that this philosophy should underpin the entire curriculum, not just arts education. The learning that students remember is usually the learning that has been both meaningful and purposeful, and allows for exploration and creativity.

Bethany

Sinclair, C., Jeanneret, N., & O'Toole, J. (Eds.). (2009). Education in the arts: teaching and learning in the contemporary curriculum. Sydney: Oxford University Press

To go from breadth to depth

Bethany your cross-curricula ideas are fantastic. I love the concept of music as energiser!

I haven't heard the 'Days of the week' song - sounds interesting, as does your rap. The idea of writing a pervasive text as a rap is wonderful.

During primary school, I was a student of breadth. I fell in love with visual arts during art in year 11.

The Brett Whiteley exhibition at the Tasmanian Museum and Art Gallery in 1996 was mind blowing - amazing.


Image taken from http://www.artknowledgenews.com/brettwhiteleyhtml.html

Sinclair, Jeanneret and O’Toole state “experiences should be introduced in a variety of ways” (2009 p. 133), the depth method of introducing visual art slowly and extensively explores this.  Dedicating time to one artist would be impressive, immersing students by displaying the artist's work and history.  Themes like these are beneficial as they can be investigated across curriculum areas.   Some artists I would include are: Brett Whiteley, Salvador Dali, and Tom Roberts.  Sinclair et al (2009) also claims that content should include both teacher and student interests.



" The Persistence of Memory"
Image taken from http://www.arthistoryguide.com/Salvador_Dali.aspx

A visual diary and  silent drawing are amazing ideas to include in daily routines. We tend to focus on literacy and numeracy; arts needs to be engaged with more than one afternoon a week.   My students will be encouraged that everyone is different, and if we all drew the same it would be boring. 

While students are generating art, play music from the same era, making links to the artist and their society. 


One line at a time was fantastic. I was pleasantly surprised by my end result J.  I didn't finish my picture (ran out of time) but once I responded with my image, I realized I wouldn’t be able to successfully, using the same method.  I was happy 'unfinished'. 

My 8 yr old saw my picture and tried it – generating a fantastic picture! 

What an incredible way to show students they can draw, build self-confidence, promote valuing and encourage a response about their own art work.

Amy

Sinclair, C., Jeanneret, N., & O'Toole, J. (Eds.). (2009). Education in the arts: teaching and learning in the contemporary curriculum. South Melbourne, Victoria. Australia: Oxford University Press.

Incorporating Music into the Primary Classroom

Hi Amy!

I had never heard Planets by Gustav Holst. What a great classroom activity, particularly for an upper primary context. You could also use these pieces in the Drawing the Music strategy that Gerard showed us- I imagined Mars being drawn in reds and oranges!

Sinclair, Jeanneret and O’Toole (2009) draw attention to the numerous challenges that new teachers face. The primary curriculum is already overcrowded and it seems as if leaving ‘music education’ to the specialist teacher is the reality in many classrooms. They go on to say that pre-service teachers receive 23 hours of music education over the course of their degree (and in our case, it is unfortunately much less!). Luckily, Gerard showed us some fantastic strategies. For me, the tutorial highlighted how beneficial it can be to teach music throughout the entire curriculum. Gerard drew attention to this when he discussed learning “through” music as well as about it. I started wondering how else learning could be achieved through music. Here are my ideas.

Music can be used...

as a creative writing launch pad (or pre-text).

As an ‘energiser’ throughout the day to engage students in learning.

In daily fitness.

As a gateway into a topic: during a topic on Orangutans, my grade 1/2 class wrote the ‘Orangutan Rap’ as a persuasive text about the effects of palm oil.

To help students memorise facts or details (e.g. the ‘Days of the Week’ song which is sung to the tune of the Adam’s Family).

As a behaviour management strategy (Clapping patterns etc.)  

To build phonemic awareness by enhancing an understanding of rhyme and syllables.

It is useful to know that music can be incorporated into the classroom in so many ways!

 

Bethany

Sinclair, C., Jeanneret, N., & O'Toole, J. (Eds.). (2009). Education in the arts: teaching and learning in the contemporary curriculum. Sydney: Oxford University Press

Drawing music

Bethany, you've obviously had positive experiencies with Drama. I haven't at all, but using Maureen’s fantastic strategies I hope to discover a love for it .

I hadn’t thought of how powerful and supportive drama could be: tackling bullying, parents separating, and other large issues that students may face.

Thanks for the alternate fairy tales.  Having varying points of view on traditional fairy tales opens up creative literacy activities.

Music

I Love MUSIC 

Gerard had us really think about WHAT IS MUSIC? 

Tempo  
and                          are concrete – they are what they are and we cannot change them.
Dynamics
BUT Pitch has been created over time - society decided what is high and low. 

The BEST thing about the workshops is we are playing.  Being active through singing, listening, playing, creating and moving I have been learning for myself .  

My favourite activity was listening to Fanfare for the Common man and drawing the music.  I adored: looking deeper into the music, listening for individual instruments, and responding to my peers interpretations.  As Kuzniar (1997) states examining both the auditory and the visual together can highlight the distinctive elements of both areas. 

I was inspired and found the Planets by Gustav Holst, I listened to Mars at school.  The pieces are very different – you could do a similar exercise with them OR you could compare two pieces.

First video is MARS - second is SATURN.

The activities stated in Kuzniar's Finding Music in Art (1997), are engaging, and easy to apply within the classroom without too much preparation. 

I love Music – I cannot wait to include it in my classroom.  Personally I enjoy all genres of music, so in my classroom it will not just be the wonders of classical but ALL genres.

Amy

Kuzniar, M., (1997, December). Finding Music in Art. Teaching Music, 7(3), 44-47.

The Value of Drama

Hello!

I ♥ drama, and have studied it throughout my entire education. Despite such positive experiences, I wasn’t particularly confident using it within my own teaching; I have heard many teachers complain about the overcrowded curriculum, and have wondered how I would find time for drama. I left our tutorial thinking the following...

Drama allows people to get to know each other and feel as if they are part of a community.

Drama allows people to experiment and try new ideas.

Drama can be used to teach content and can tackle big issues such as bullying in a safe and supportive environment.

Drama encourages participation.

These thoughts were mirrored in the reading by Sinclair, Jeanneret and O’Toole (2009) who state that drama it not only an art form and a socio-cultural experience, but also a powerful medium for learning. The Game of Power and the Postcard activity that Maureen gave us would be really useful in the first weeks of school when teachers are trying to encourage team building. The strategies can help students engage in imaginative thinking and, as you found, can lead to great units of work. I haven’t seen Hoodwinked- but what a great connection! This could be a fantastic lesson if you showed students the clip of Hoodwinked, following with the blanket enrolment strategy, and work these activities into a unit on how authors position readers to perceive characters in particular ways! There are some great books which relate author positioning to fairytales such as The Three Little Wolves and the Big Bad Pig by Eugene Triviaz and The True Story of the Three Little Pigs by Jon Scieszka.

Bethany

Sinclair, C., Jeanneret, N., & O'Toole, J. (Eds.). (2009). Education in the arts: teaching and learning in the contemporary curriculum. Sydney: Oxford University Press

The day we met Mrs Brown.

I'm not laughing at your marshmallow iceberg - it looks great.   I liked your use of collage within your picture, particuarly the way you drew the tail then placed it on your horizon.  I did art in year 11 and adored it; my medium of choice was collage. I love generating and realizing a piece of work from paper, combined with other materials. 

The way Maureen teaches is absorbing, showing us drama strategies by allowing us to play within the world of drama.  As Sinclair, Jeanneret and O'Toole (2010) state, drama gives children the chance to imagine and actively engage in actions from the past, present and future.  Maureen also told us that, unfortunately, drama is not individually within the curriculum, but can be used in a cross curricula sense to captivate students, but you need to have a reason for teaching and using the drama.

Mrs Brown was a fantastic way to get us involved. While adults tend to sit back and wait to see what is going to happen, children jump straight in. 

My favourite strategy was blanket enrolment. To have all students in the same role was awesome.  I enjoyed where we all took the mystery of Little Red, although I kept thinking of the movie Hoodwinked, it was hard to move away from that plot line. 

Another strategy that I enjoyed watching was the great game of power. I didn't get involved but observing it I could see that within a classroom this would be engrossing.

AMY

I agree that I will contribute 50% to this Blog and accept than in the summative assessment, we will receive the same mark against the criteria indicated in the Unit Outline.  

Sinclair,C., Jeanneret, N., O'Toole, J,. (2010) Education in the arts. Victoria, Australia; Oxford University Press.

 theweinsteinco on Feb 10, 2006, Hoodwinked.  Retreived on 28th July from, http://www.youtube.com/watch?v=JpVqRm8G97U

Painting with Cardboard

Hi Amy!

Thanks for creating our page. I would really like to utilise this blog to share as many ideas and teaching resources as possible. I have seen some fantastic activities on prac and believe that it would be really valuable to share what we have both seen. Thanks for putting up the link to Kandinsky’s work! I have never seen his art and it was really interesting. I particularly liked the use of colour, so will have to explore his art in more depth when I get a chance. It led me to start thinking about colour and composition, and how they can be taught within a primary school context. Whilst on prac, I went to an Arts PD. The facilitator talked about composition and about creating a ‘horizon’ by using darker colours at the front. Rather than using paintbrushes, we experimented with sponges and pieces of cardboard to sweep paint across the page. We painted Antarctic scenes. This is mine...

It still needs a lot of work (you have permission to laugh at my 'iceberg'), but it demonstrates how easy it can be to teach the techniques and skills of visual arts. During my own arts education, I was never taught explicit skills such as how to manipulate colour and tools to create different effects. Art was (and often still is) so different from nearly every other discipline in which educators sought to teach both skills and knowledge as central to students’ understanding. Due to my lack of skills, I am unconfident in teaching visual arts in the classroom. Sinclair, Jeanneret and O’Toole (2009) maintain that teachers should demonstrate technique as it is a fundamental component of arts education. It is thus essential that teachers seek to provide students with both the skills and knowledge of the arts.

Bethany

Sinclair, C., Jeanneret, N., & O'Toole, J. (Eds.). (2009). Education in the arts: teaching and learning in the contemporary curriculum. Sydney: Oxford University Press

I agree that I will contribute 50% to this Blog and accept than in the summative assessment, we will receive the same mark against the criteria indicated in the Unit Outline.

Week One Reflection

During the first tute the atmosphere within the classroom was warm and relaxed.  The activities that Mary Ann chose were engaging and we all got involved.  The strategies were physical and had us moving, both individually and in small groups.  I thought the manner in which Mary Ann had us moving from group to individual then back to groups was seamless. Not until we were placed in our end groups was I aware of the smoothness of how well it was put together.  We were playing and linking to art, and as Sinclair, Jeanneret and O'Toole (2010) state the connections between art, play and learning are vital. 

My group went to work with Maureen, using inspiration from Kandinsky, whose work I previously knew; we created paintings using only primary colours.  Whilst creating we kept the phrase, "I see, I wonder and I hope" in mind with reference to that morning's lesson and the rest of the unit.

• One group listened to a piece of music and drew what they pictured was happening during the piece
• Our group presented our paintings
• The third group had a drama exercise, which involved the whole class.  They instigated class involvement well as we were immersed without thinking about it - all being PIRATES.

I love the idea of only using primary colours - I think this is a great activity to use in the classroom, creating opportunity for children to experiment.

I love art - I went away with inspiration and looked further into Kandinsky's work. 


Amy