1. Creative Arts Deidhre Wauchop Creative Arts Unit, Curriculum K-12

2. Today’s presentation 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. 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?

4. What is your opinion? 1.True 2.False Being good at drawing/ performing/ dancing/ singing is based on talent and cannot be learned.

5. What is your opinion? 1.True 2.False Kids are artists and make unique works.

6. What is your opinion? 1.True 2.False The arts should be primarily about having fun.

7. What is your opinion? 1.True 2.False The arts are good activities for students of lower academic ability.

8. What is your opinion? 1.True 2.False The key outcome in the arts is the performance/ exhibition.

9. What is your opinion? 1.True 2.False The key outcome in the arts is self- expression.

10. What is your opinion? 1.True 2.False Assessment in the arts is subjective.

11. What is your opinion? 1.True 2.False Assessing student artworks destroys confidence.

12. FACTOIDS oASSESSMENT IS SUBJECTIVE oTALENT OR GIFT – CANNOT BE LEARNED oKIDS ARE ARTISTS & MAKE UNIQUE WORKS oART SHOULD BE FUN oASSESSING DESTROYS CONFIDENCE oSELF-EXPRESSION – “SCRIBBLE” something resembling a fact; unverified information that is given credibility because people believe it – a myth with an element of truth

13. 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?

14. 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

15. 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

16. 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

17. 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

18. 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree EXPLICIT TEACHING? I can sing or play a musical instrument well.

19. 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree EXPLICIT TEACHING? I can dance well.

20. 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree EXPLICIT TEACHING? I can act well.

21. 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree EXPLICIT TEACHING? I can draw or paint well.

22. EXPLICIT TEACHING IN THE ARTS oFacilitating oModelling oParticipating with students oInvestigating with students oPractice brings confidence oLetting go of the mantle of the expert (WHAT IS WRONG WITH ALL THOSE OTHER QUESTIONS?)

23. In 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

24. COG unit: ME (ES1) Consider: What was the planned learning activity that resulted in these student responses?

25. COG unit: ME (ES1) Self-portrait drawing 1 Materials provided, no direction Self-portrait drawing 2 Subject: face Observe features, observe details

26. COG unit: ME (ES1) VAES1.1 Makes simple pictures and other kinds of artworks about things and experiences makes two drawings of themselves (self-portraits) VAES1.2 Experiments with a range of media in selected forms explores the quality of different drawing media in their self- portrait VAES1.3 Recognises some of the qualities of different artworks and begins to realise that artists make artworks talks about artworks, noting what they are about & who made them VAES1.4 Communicates their ideas about pictures and other kinds of artworks identifies features in artworks and makes links to their experience.

27. COG unit: ME (ES1) Assessment strategy The teacher: analyses collection of work samples (drawings) compares first and second self-portraits observes student oral presentations about their self-portraits and portraits by artists observes students while drawing their self-portraits Assessment criteria The student: talks about their own work and the work of artists focusing on details and intentions includes details and main features in their drawings (self portraits)

28. 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

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

30. Support for COGs: professional learning Curriculum K-12 Directorate website: creative arts http://curriculumsupport.education.nsw.gov.au

31. Contact Deidhre Wauchop PHONE 98867142 FAX 98867655 EMAIL deidhre.wauchop@det.nsw.edu.audeidhre.wauchop@det.nsw.edu.au

32. Assessing: parameters