Experiences rich in the Creative Arts (CA) fields of visual arts, dance, drama, music and media are settings ripe for meaning-making; influencing how individuals perceive their sense of self and how belonging is fostered to people, community and place through exploration of social and cultural values and attitudes (K-6 Creative Arts Syllabus, 2006). By furnishing children with open-ended opportunity and environment for personal expression and imagination, and respect for the space to make and respond to self and others with creativity and innovation, they develop skills to interpret and appreciate artful work and more broadly, a safe place to risk-take and explore possibilities supporting development of the child’s personality, talents, mental
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Dinham (2011) elaborates how this style of learning facilitates a framework, guided by the teacher, by providing explicit information that shapes exploration of the topic and directs questions to enable individually arrived at interpretations, solutions and responses. During this process, links can be made across the curriculum, aligning learning across disciplines. Through the collaboration of questions, students share ideas and learn from each other developing age appropraite competence in the CA, via Unesco’s (2013) 4 Pillars of Learning. Exposure to CA embedded learning and the direct teaching of artistic and cultural forms, embraces learning to know, learning to do, learning to be and learning to work together, by promoting the concepts of learning that extend beyond the acquisition of declarative knowledge to the inclusion of increasing higher order thinking skills, social and behavioural abilities due to engagement with those students who may otherwise be difficult to engage and connecting students to self, their peers and greater society, by exploring alternative ways to represent what is viewed and constructing knowledge about …show more content…
Revisit the painted illustrations in A is for Aunty by Elaine Russell (Appendix D); asking questions such ‘as what kind of painting is this?’, ‘why paint stories?’ to stimulate thought about Australia and ATSI people; discuss the artist, interpretation and background to painting, if known. Discuss/ interpret what the symbols may mean in dot paintings (Appendix E). Discuss the design aspects of the different styles of painting in relation to colour, shape, pattern and repetition. Discuss the colour palette available in traditional times; how and why this may have changed (Appendix F). Working individually, encourage students to think of a personal story in their lives they could create a story about; experiment with symbols of their own to demonstrate the things they want to share about their story and then draft the story with their symbols, ready to be painted in the ATSI method of their choice. (Appendix G). Resources required (Appendix H). 3x30 minute
Dinham (2011) elaborates how this style of learning facilitates a framework, guided by the teacher, by providing explicit information that shapes exploration of the topic and directs questions to enable individually arrived at interpretations, solutions and responses. During this process, links can be made across the curriculum, aligning learning across disciplines. Through the collaboration of questions, students share ideas and learn from each other developing age appropraite competence in the CA, via Unesco’s (2013) 4 Pillars of Learning. Exposure to CA embedded learning and the direct teaching of artistic and cultural forms, embraces learning to know, learning to do, learning to be and learning to work together, by promoting the concepts of learning that extend beyond the acquisition of declarative knowledge to the inclusion of increasing higher order thinking skills, social and behavioural abilities due to engagement with those students who may otherwise be difficult to engage and connecting students to self, their peers and greater society, by exploring alternative ways to represent what is viewed and constructing knowledge about …show more content…
Revisit the painted illustrations in A is for Aunty by Elaine Russell (Appendix D); asking questions such ‘as what kind of painting is this?’, ‘why paint stories?’ to stimulate thought about Australia and ATSI people; discuss the artist, interpretation and background to painting, if known. Discuss/ interpret what the symbols may mean in dot paintings (Appendix E). Discuss the design aspects of the different styles of painting in relation to colour, shape, pattern and repetition. Discuss the colour palette available in traditional times; how and why this may have changed (Appendix F). Working individually, encourage students to think of a personal story in their lives they could create a story about; experiment with symbols of their own to demonstrate the things they want to share about their story and then draft the story with their symbols, ready to be painted in the ATSI method of their choice. (Appendix G). Resources required (Appendix H). 3x30 minute