Embed Size (px)
Citation preview
Creative Arts
Christine HattonCreative Arts Unit, Curriculum K-12
Focus on creative arts
o Teaching and learning in creative arts – what is it?
o Explicit teaching in the arts-what does it look like?
o Assessment in the arts-how do you do it?
o Support for COGs and creative arts
The arts…o Play a significant role in how
meaning is made in people’s lives.
o Provide opportunities for personal expression, enjoyment, creative action, imagination, emotional response, aesthetic pleasure and the creation of shared meanings.
o Provide opportunities to explore cultures, traditions and to interpret experience.
Drama activity
Developing and improvising character and story
COGS STRING HUnderstanding each
other /Symbol systemsK-6 Multistage
Explicit teaching in dramaCore practices:o Making - becoming part of make-believe
situations - taking on roles - working with others to develop dramao Performing - for a variety of audiences o Appreciating - respond to their drama and the drama
of others
The elements of dramao Roles and relationshipso Dramatic tensiono Timeo Focuso Space and Placeo Symbolo Contrasto Moodo Dramatic meaning
Drama forms:o Improvisationo Movemento Mimeo Storytellingo Readers theatreo Puppetryo Masko Video dramao Playbuilding
Assumptions
1 Drawing/ performing/ dancing/ singing is based on talent and cannot be learned.2 The arts should be primarily about having fun.
3 The arts are good activities for students of lower academic ability.
More assumptions
4 The key outcome in the arts is the performance/ exhibition.
7 Assessing student artworks destroys confidence.
5 The key outcome in the arts is self-expression.
6 Assessment in the arts is subjective.
Progress in creative arts
o Related to child development
o Related to exposure and experience…how many different opportunities have they had to develop their skills? (range and depth)
o As students progress they should be able to complete tasks with increasing skill, complexity and independence.
In creative arts …
o What do you want students to learn?
o Why does it matter?o What are you going to get the
students to do?o How well do you expect them to do
it?
In creative arts …
o What do you want students to learn?
DANCEDRAMAMUSIC
VISUAL ARTS
DANCEDRAMAMUSIC
VISUAL ARTS
Knowledge, skills, understandings in foundation statements
Foundation statements …
o What must be taughto Common curriculum requirements in
creative artso Encompass outcomeso Allow selection of content for your
context
DANCEDRAMAMUSIC
VISUAL ARTS
DANCEDRAMAMUSIC
VISUAL ARTS
In creative arts …
o Why does it matter?
Cognitive and affective learning
Artistic and cultural understandings
EquityChoice
Research
Cognitive and affective learning
Artistic and cultural understandings
EquityChoice
Research
In creative arts …
o What are you going to get the students to do?
Planned activities and explicit teaching of skills
and knowledge
COGsScope and sequence
Planned activities and explicit teaching of skills
and knowledge
COGsScope and sequence
Capacity building
I can draw or paint well.
I can sing or play a musical instrument well.
I can dance well.
I can act well.
EXPLICIT TEACHING IN THE ARTS
o Facilitating o Modelling o Participating with studentso Investigating with studentso Practice brings confidenceo Don’t need to be an expert
COG unit: ME (ES1)
Consider:How did explicit teaching effect the learning outcomes here?
Pre-text used:Excerpt from:
The Arrival by Shaun Tan,
2006, Lothian Books, South Melbourne.
Assessing the creative arts …
o How well do you expect them to do it?
Establish relevant criteria
Criteria acknowledge a range of creative responses Assessment practices apply to visual arts, dance, drama and music
Establish relevant criteria
Criteria acknowledge a range of creative responses Assessment practices apply to visual arts, dance, drama and music
Assessment of/for learning
o assessment should be an ongoing process of gathering evidence over time
o the evidence is drawn from both the processes and finished artworks
o it also includes what students say and write about their own works and others' works
o assessment should not be based on finished artworks alone
Assessment strategies
o Observation o Discussion o Assessment of process o Assessment of student work
samples o Record keeping
Drama example – COGS HOutcomes and indicators (Stage 3):
DRAS3.1 Develops a range of in-depth and sustained roles.o Conveys a range of roles and relationships with more depth and
complexity
DRAS3.2 Interprets and conveys dramatic meaning by using the elements of drama and a range of movement and voice skills in a variety of drama forms.
o Uses and manipulates the elements of drama to convey meaning in a variety of activities
DRAS3.3 Devises, acts and rehearses drama for performance to an audience.
o Playbuilds and presents drama work effectively for an audience of peers
DRAS3.4 Responds critically to a range of drama works and performance styles.
o Discusses the elements of drama in action and the impact of the drama work as both participants and audience members
Assessing within this COG Assessment strategy:The teacher:o analyses student contributions to class and group
discussions.o observes and analyses students’ ability to communicate
ideas in role in collaboration with otherso analyses students’ critical responses to making and
presenting their drama work
Assessment criteria:The student:o contributes imaginative ideas in responding to the
pretexts and in the development of their drama work o selects and structures the drama in order to convey
meaningo take on various roles with an effective use of voice and
movemento critically evaluates their own and others drama
Support for COGsFor work samples, additional
strategies, professional learning opportunities
Curriculum K-12 Directorate website: creative arts
http://curriculumsupport.education.nsw.gov.au
Support for COGs
We would like to include you on our network, so we can continue to support you in your teaching of COGS and the
creative arts in your schools.
