1. Music Planning Creativity is at the heart of effective learning in the arts... Why? “Creativity is an essential component of effective learning when the purpose of learning is to enable learners to act and think independently, grow and change and ultimately to make valuable contributions to the field.” (Hennessy, 2005: p.140)

2. Music Planning Here are the key elements that were considered when planning for the music workshop at Breamore Primary School: 1. Sharing a clear set of values and aims without restricting their creativity 2. Making the session motivating and stimulating 3. Ensuring that the lesson is accessible to all abilities and needs. 4. Assessment for learning Below: Stage 3 of Bloomfield’s planning process

3. Music Planning This is the lesson plan for the music workshop.

4. Music Planning Sharing a clear set of values and aims without restricting their creativity “When we decide what will be taught and how it will be taught, we influence, but do not determine, what students will have an opportunity to learn.” (Eisner, 2002: p.72) “When we decide what will be taught and how it will be taught, we influence, but do not determine, what students will have an opportunity to learn.” (Eisner, 2002: p.72) Therefore... Our Learning Intention today is... I can Our Learning Intention today is... I can

5. Music Planning Making the session motivating and stimulating The following is the input that we planned for the session to make it motivating and stimulating: Theme of the Olympics 10 selected HEART’s words Visual notation to map their composition Variety of Instruments Group work Purpose – recording on to a CD “The facilitator introduces the stimulus. The choice of the stimulus is the point at which the facilitator has influence over the content of the enquiry.” (Liptai, 2004: p.136)

6. Music Planning Ensuring that the lesson is accessible to all abilities and needs. Teaching for Creativity is ‘learner inclusive’. “A learner inclusive pedagogy involves giving the child many choices and a great deal of control over what is explored and how. It is essentially learner-centred.” (Craft, 2005: p.12) Kyriacou (2001) states that “Differentiation involves adapting the way the work is set and assessed in order to meet the needs of a range of abilities within the same class.” (p.43)

7. Dance Teaching Introduction – Warm up – Grouping – Team Teach input Dancing (main activity) - HEARTs words - Music - Discuss the Olympics - Sports Plenary -Assessment -Evaluation -Discussion

8. Dance Teaching Introduction The Report ‘All Our Futures: Creativity, Culture and Education’ (DfES, 1999) has affirmed the complexities in this concept: “Creative activity involves a complex combination of controlled and non-controlled elements, unconscious as well as conscious mental processes, non-directed as well as directed thought, intuitive as well as rational calculation.” (p.32)

9. Dance Teaching Introduction Setting rules Eisner discusses how teacher’s use prompts, cues and scaffolding to influence how the students will be challenged. “These interacting forces create a cognitive culture that has as much to do with developing dispositions as with developing aesthetic and analytic abilities. It is a culture that, at its best, models what adults do in those realms.” (Eisner, 2002:p.74)

10. Dance Teaching Main Activity

11. Helping children to respond to the arts Offering emotional and intellectual experiences through which children understand, in a meaningful way, the nature of the arts. Offering resources for the arts, arranging visits to galleries, theatres, museums, heritage sites, concerts, working with professional artists, and having access to film, video, Internet resources. Equipping children with criteria for judgement of art works relative to stages of understanding. Applying the vocabulary acquired through children’s ‘doing’ to viewing and listening. Expecting children to write about and read about art and artists, dancers, writers, musicians. Helping children to test their ideas Guiding, suggesting, intervening, discussing, demonstrating, questioning, Explaining to children as they engage in creative thought and action. Applying techniques and skills of dance, drama, music and art. Facilitating and resourcing, enriching experiences, extending the use of artistic terminology. Helping children to form their ideas Stimulating and motivating creative thought and action, visualising and imagining, supposing and explaining, thinking in terms of moving, thinking in terms of looking, thinking in terms of listening, thinking in terms of speaking, thinking in terms of feelings, using appropriate words. Exploring ideas through techniques of dance, drama, music and art. Dance Teaching Main Activity TEACHER’S ROLE Helping children to communicate their ideas Integrated Arts DanceDramaMusicArt Guiding, supporting, appraising, discussing, valuing the children’s artifacts – dances, plays, musical compositions, art display etc. Using an artistic and aesthetic vocabulary. Assessing, recording and reporting as children build up their repertoire. Stimulating Guiding Suggesting Valuing Assessing Facilitating and resourcing Enriching Reporting (Bloomfield, 2000: p.7)

12. Dance Teaching Plenary “... feedback which enables the student to ‘close the gap’ between where he/she is at to where he/she needs to go is vital in the teaching, learning and assessment loop.” (Murphy, 2007: p.373) Formative Assessment -Rehearsal time with feedback -2 ‘s and a wish Performance -4 group performances Formative Assessment - Had the group listened to their feedback from the class? Evaluation -Group discussion about both workshops -What did they enjoy? -What was done well? -What could be improved?

13. Dance Teaching Plenary 1 2 3 4 5 6 7 8 9 Orange – Improvements Purple – Things that worked well

14. Bibliography Hennessy, S. (2005) ‘Creativity in the music curriculum’ in: Wilson, A. (ed) Creativity in Primary Education Exeter: Learning Matters Ltd Bloomfield, A. & Childs, J. (2000) Teaching Integrated Arts in the Primary School: Dance, Drama, Music and Visual Arts London: David Fulton Publishers Eisner, E. (2002) The Arts and the Creation of Mind Yale: Yale University Press Liptai, S. (2004) ‘Creativity in music and art’ in Fisher, R. & Williams, M. (ed) Unlocking Creativity, teaching across the curriculum London: David Fulton Publishers Craft, A. (2005) ‘Changes in the landscape for creativity in education’ in Wilson, A. (ed) Creativity in Primary Education Exeter: Learning Matters Ltd Kyriacou (2001) Essential Teaching Skills Cheltenham: Nelson Thornes Ltd DfES (1999) All Our Futures: Creativity, Culture and Education Nottingham: Department for Education and Skills Swindlehurst, G. &Chapman, A. (2008) ‘Teaching Dance: a framework for creativity’ in Lavin, J. (ed) Creative approaches to Physical Education London: Routledge Taylor and Francis Group Murphy (2007) ‘Harmonizing Assessment and Music in the Classroom’ in Bresler, L. (ed) International Handbook of Research in Arts Education Dordrecht: Springer