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Creative Arts Margaret Bradley Creative Arts Unit, Curriculum K-12.

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Presentation on theme: "Creative Arts Margaret Bradley Creative Arts Unit, Curriculum K-12."— Presentation transcript:

1 Creative Arts Margaret Bradley Creative Arts Unit, Curriculum K-12

2 Focus on creative arts oTeaching and learning in creative arts – what is it? oExplicit teaching in the arts-what does it look like? oAssessment in the arts-how do you do it? oSupport for COGs and creative arts

3 The arts… oplay a significant role in how meaning is made in people’s lives. oprovide opportunities for personal expression, enjoyment, creative action, imagination, emotional response, aesthetic pleasure and the creation of shared meanings. oprovide opportunities to explore cultures, traditions and to interpret experience. BOS Creative Arts K-6 syllabus

4 Music activity Abba Dabba COGS STRING F Powering on Stage 1

5 Explicit teaching in music Teaching and learning experiences: oPerforming - singing - playing - moving oOrganising sound - experimenting, imitating, improvising, arranging, composing and notating oListening - aural skill development - awareness, discrimination, memory, sequencing, imagination

6 The concepts of music oDuration oPitch oDynamics oTone colour oStructure

7 Repertoire oVocal music oInstrumental music oStudent compositions oMovement

8 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.

9 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.

10 Progress in creative arts oRelated to child development oRelated to exposure and experience…how many different opportunities have they had to develop their skills? (range and depth) oAs students progress they should be able to complete tasks with increasing skill, complexity and independence.

11 In creative arts … oWhat do you want students to learn? oWhy does it matter? oWhat are you going to get the students to do? oHow well do you expect them to do it?

12 In creative arts … oWhat do you want students to learn? DANCE DRAMA MUSIC VISUAL ARTS DANCE DRAMA MUSIC VISUAL ARTS Knowledge, skills, understandings in foundation statements

13 Foundation statements … oWhat must be taught oCommon curriculum requirements in creative arts oEncompass outcomes oAllow selection of content for your context DANCE DRAMA MUSIC VISUAL ARTS DANCE DRAMA MUSIC VISUAL ARTS

14 In creative arts … oWhy does it matter? Cognitive and affective learning Artistic and cultural understandings Equity Choice Research Cognitive and affective learning Artistic and cultural understandings Equity Choice Research

15 In creative arts … oWhat are you going to get the students to do? Planned activities and explicit teaching of skills and knowledge COGs Scope and sequence Planned activities and explicit teaching of skills and knowledge COGs Scope and sequence

16 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.

17 EXPLICIT TEACHING IN THE ARTS oFacilitating oModelling oParticipating with students oInvestigating with students oBuilding confidence through practice oNot having to be an expert

18 COG unit: ME (ES1) Consider: How did explicit teaching affect the learning outcomes here?

19 Assessing the creative arts … oHow 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

20 Assessment of/for learning oassessment should be an ongoing process of gathering evidence over time othe evidence is drawn from both the processes and finished artworks oit also includes what students say and write about their own works and others' works oassessment should not be based on finished artworks alone

21 Assessment strategies oObservation oDiscussion oAssessment of process oAssessment of student work samples oRecord keeping

22 Music example – STRING F Outcomes and indicators (Stage 1): MUS1.1 Sings, plays and moves to a range of music, demonstrating an awareness of musical concepts performs chants and accompanies with ostinato patterns. MUS1.2 Explores, creates, selects and organises sound in simple structures vary text to create a new chant. MUS1.3 Uses symbol systems to represent sounds create rhythmic ostinato patterns and notate using a beat grid. MUS1.4 Responds to a range of music, expressing likes and dislikes and the reasons for these choices experiences the relationship between beat and rhythm patterns while performing identifies use of tempo and dynamics in student performances.

23 Assessing within this COG Assessment strategy The teacher: observes student’s participation in class activities. Assessment criteria The student: performs chants accompanies chanting with body percussion and other ostinato patterns performs and creates patterns using a beat grid performs and creates own chants recognises variations in tempo and dynamics. These criteria relate to outcomes MUS1.1, MUS1.2, MUS1.3, MUS1.4.

24 Support for COGs For work samples, additional strategies, professional learning opportunities Curriculum K-12 website: creative arts

25 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.

26 Contact Margaret Bradley PHONE FAX


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