Teaching the Arts (Enhanced Edition)

Cover
Half title
Title page
Imprints page
Dedication
Contents
Preface
Acknowledgements
Introduction
Part 1 Why: the Arts in education and society
1 A vision for the Arts in education
In this chapter
Introduction
Creativity, critical reflection, communication and collaboration
What are the Arts and what do they ‘do’?
The Arts are culturally determined
The Arts and aesthetics
The Arts in curriculum
The Arts as ‘language’
Access and equity in Arts education
The Arts and ‘hierarchies’ of curricula
The Arts domains are all different
The problem of time
The Arts and equity
Learner agency and cultural diversity in Arts education
Learner agency
Cultural diversity
Sustained, sequential and ‘quality’ Arts education
Time matters
‘Quality’ Arts education
Authentic Arts learning
A ‘praxial’ vision for the Arts in education
Arts education as praxis
Your role: the Arts in early childhood and primary education
Early childhood
Primary
Your role in Arts education
You are uniquely placed to provide Arts education
Conclusion
Review questions
Recommended reading
2 Why the Arts are fundamental
In this chapter
Introduction
Arts education in 21st-century lives
Technology has changed both the game and the rules
What this means for the Arts in education
What we know about Arts education, its value and effects
Intrinsic benefits
Instrumental benefits
Learning ‘in’ and ‘through’ the Arts and your role as an educator
Learning ‘in’ the Arts
Learning ‘through’ the Arts
Conclusion
Review questions
Recommended reading
3 The Arts and cross-curriculum priorities
In this chapter
Introduction
The meaning of cross-curriculum priorities
The Arts
Cross-curriculum priorities and the early years
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
The Arts and sustainability
Sustainability in and through the Arts
Sustainability of the Arts
The environment and the Arts
Sustainability practices and the Arts
Conclusion
Review questions
Recommended reading
Part 2 What: the Arts Learning Areas
4 Learning in dance
In this chapter
Introduction
Engaging with dance in education
The elements and principles of dance education
Dance in early childhood settings
Moving to rhythm
Dance in primary education
Traditional dance styles
Making and responding in dance
Making in dance
Choreography: planning the movements
Responding in dance
The elements of dance
Action: what?
Dynamics: how?
Time: when?
Space: where?
Relationships: who?
Structure
The context of dance in the Arts and in education
Physical education and gender stereotypes
Literacy and numeracy
Science, numeracy and dance
Conclusion
Review questions
Recommended reading
5 Learning in drama
In this chapter
Introduction
What is drama?
Engaging with drama in education
21st-century drama
Drama in early childhood and primary settings
The elements of drama
Voice
Body and space
Tension
Contrast
Symbol
Time
Space
Focus
Mood
Making and responding in drama
Viewpoints
Forms
Conventions
Playbuilding
Improvisation
Masks
Theatre arts
Production skills/theatre arts roles
Drama assessment
The context of drama in the Arts and in education
Conclusion
Review questions
Recommended reading
6 Learning in media arts
In this chapter
Introduction
Engaging with media arts in education
The elements and principles of media in education
Key concepts in media arts (Australian Curriculum)
1 Media languages
2 Media technologies
3 Media institutions
4 Media audiences
5 Media representation
Media arts in early childhood settings
Media arts in primary settings
Media texts
Making and responding in media arts
Practicalities and possibilities for personal development in media arts
The context of media in the Arts and in education
Conclusion
Review questions
Recommended reading
7 Learning in music
In this chapter
Introduction
Engaging with music in education
The elements and principles of music in education
Creative music education
Carl Orff
Zoltan Kodaly
Émile Jaques-Dalcroze
Teaching for Musical Understanding
Music in early childhood settings
Infants
Toddlers
Young children
Music in primary settings
Foundation to year 2
Years 3 and 4
Years 5 and 6
Making and responding in music
The elements of music
The processes of music
Listen–Compose–Perform (L–C–P): a framework for quality musical experiences
Other Listen–Compose–Perform (L–C–P) activities
The context of music in the Arts and in education
1 Music: Count Us In
2 The Song Room
3 Symphony orchestras
4 Musica Viva in Schools
Conclusion
Review questions
Recommended reading
8 Learning in visual arts
In this chapter
Introduction
Engaging with visual arts in education
Elements and principles of visual arts in education
Visual arts tools
The language of the visual arts
Traditional and contemporary
Methods and materials
Elements
Principles
Content
Visual arts in early childhood settings
Visual arts in primary settings
Visual arts practices
Representation in visual arts
Drawing from observation
Painting
Photography and digital media
Printmaking
Three-dimensional art
Four-dimensional art
Kinetic art
Performance art
Installation art
Making and responding in visual arts
Styles in visual arts
Responding to visual arts
The context of visual arts in the Arts and in education
Planning
Materials and classroom safety
Supplies
Conclusion
Review questions
Recommended reading
Part 3 How: embedding the Arts in education
9 Integration and general capabilities
In this chapter
Introduction
Programming the Arts curriculum
The elements and principles of general capabilities
Integration of the Arts with other Learning Areas
Curriculum integration
English and the Arts
Maths and the Arts
Science and the Arts
Humanities and social sciences and the Arts
Physical education (PDHPE) and the Arts
Technology and the Arts
Language and the Arts
Conclusion
Review questions
Recommended reading
10 Organisation
In this chapter
Introduction
Planning for learning and teaching in the Arts
An inquiry approach
Approaches to learning and teaching in the Arts
Assessment in learning and teaching in the Arts
What is being assessed? – a case study
Preliminary assessment
Second-level assessment
Organisation for Arts learning in early childhood settings
Organisation for Arts learning in primary settings
Conclusion
Review questions
Recommended reading
11 Diverse learners, pedagogy and the Arts
In this chapter
Introduction
Reflective teaching
Recent history of curriculum ideologies
Implementing reflective practices
Observation
Understanding quality teaching and reflective learning
Problematic knowledge
Higher-order thinking
Student self-regulation
Student direction
Inclusivity
Equity in the classroom and diverse learners
Students with a low SES background
Supporting diverse learners and special needs
Dyspraxia
Autism Spectrum Disorder
Gifted and talented
Aboriginal and Torres Strait Islander students
English as a Second Language students
How to T.E.A.C.H.
Talk to the student
Expect success
Achievable and goals
Chunk the tasks
Harbour the learning area
Other pedagogical approaches
Conclusion
Review questions
Recommended reading
12 Quality Arts education and rich learning
In this chapter
Introduction
Characteristics of quality Arts education
Arts taught as praxis
Sequential, sustained learning for growth in Arts making and responding
Substantial learning in the five Arts domains of dance, drama, media arts, music and visual arts
Child-centred teaching and the child as an active learner
Authentic activities and processes
Children of all abilities and Arts from diverse cultural perspectives
Continuous teacher reflection
Arts-rich learning
Partnerships and the contributions of colleagues, parents and the community
Arts-rich learning contexts for early childhood and primary
Arts-rich teaching
Conclusion
Review questions
Recommended reading
References
Index