Creative Arts Christine Hatton Creative Arts Unit, Curriculum K-12

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

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 H Understanding each other /Symbol systems K-6 Multistage

Explicit teaching in drama Core practices: o Making - becoming part of make-believe situations - taking on roles - working with others to develop drama o Performing - for a variety of audiences o Appreciating - respond to their drama and the drama of others

The elements of drama o Roles and relationships o Dramatic tension o Time o Focus o Space and Place o Symbol o Contrast o Mood o Dramatic meaning

Drama forms: o Improvisation o Movement o Mime o Storytelling o Readers theatre o Puppetry o Mask o Video drama o 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 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.

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?

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

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

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

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

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 oFacilitating oModelling oParticipating with students oInvestigating with students oPractice brings confidence oDon’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 … 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

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

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

Drama example – COGS H Outcomes and indicators (Stage 3): DRAS3.1 Develops a range of in-depth and sustained roles. oConveys 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. oUses 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. oPlaybuilds and presents drama work effectively for an audience of peers DRAS3.4 Responds critically to a range of drama works and performance styles. oDiscusses 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: oanalyses student contributions to class and group discussions. oobserves and analyses students’ ability to communicate ideas in role in collaboration with others oanalyses students’ critical responses to making and presenting their drama work Assessment criteria: The student: ocontributes imaginative ideas in responding to the pretexts and in the development of their drama work oselects and structures the drama in order to convey meaning otake on various roles with an effective use of voice and movement ocritically evaluates their own and others drama

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

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.

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