Delivering Authentic Arts Education, 5th Edition
By Judith Dinham
Contents:
Guide to the text ………………………………………………………………………………………………………………….xiii
Guide to the online resources …………………………………………………………………………………………….xviii
Foreword ………………………………………………………………………………………………………………………………xx
Introduction …………………………………………………………………………………………………………………………xxi
About the author …………………………………………………………………………………………………………………xxv
Acknowledgements ……………………………………………………………………………………………………………..xxv
Part 1 The ABC of arts education 1
CHAPTER 1 Putting you in the picture – the rationale and context for arts education ……..2
1.1 The arts are integral
to human existence ……………………………..3
Understanding the arts today …………………..3
1.2 The evolution of arts education
as societal needs and values shift …………5
Introduction of the Australian Curriculum
as part of a reform agenda ………………………7
1.3 Research and policy behind
recent developments ……………………………9
Creative thinking ………………………………….. 10
Learning capability ……………………………….. 11
Culture and community ………………………… 12
Individual wellbeing ……………………………… 13
Sustainability ………………………………………… 13
1.4 Developing children’s capabilities
for the new era through the Arts ………..14
Visual and multimodal
communication skills ……………………………. 14
Navigational approaches to learning …….. 15
Flexible thinking and problem solving …… 15
Negotiating learning relationships ………… 15
Collaboration and teamwork ………………… 16
Cultural competency …………………………….. 16
Dispositions for thinking and
acting sustainably …………………………………. 17
1.5 The heart of arts education ………………..17
Artistic experience ………………………………… 18
Gaining all the benefits …………………………. 19
1.6 Navigating the expectations for arts
education in the school context ………….20
A varied picture of
classroom practices ……………………………… 20
Your role in creating a meaningful
Arts program ………………………………………… 21
Summary ……………………………………………………..23
STUDY TOOLS ……………………………………………..24
CHAPTER 2 The features of authentic arts education …………………………………………………….30
2.1 Arts education’s threshold concepts …..31
The Arts are meaning-making
experiences ………………………………………….. 31
The Arts are forms of praxis …………………. 32
The Arts are ways to communicate ……….. 32
The Arts are creative endeavours …………. 33
The Arts are cultural undertakings ………… 33
The Arts are aesthetic experiences ……….. 34
2.2 The Arts learning area ………………………..36
2.3 Artistic learning processes ………………….37
Invent: creative thinking, exploration
and imaginative invention …………………….. 39
Make: constructing and
presenting artworks ……………………………… 39
Connect: connecting to the wider
world of cultural expression …………………. 40
Reflect: reviewing and reflecting
on art-making ………………………………………. 43
2.4 Organising arts learning experiences … 44
Open-ended challenges ………………………… 45
2.5 Practices best avoided ………………………. 48
Cookie-cutter approaches …………………….. 49
Busy work …………………………………………….. 50
Cultural tokenism …………………………………. 50
Handmaiden approach …………………………. 51
Smorgasbord ……………………………………….. 51
Free-for-all ……………………………………………. 51
Showcase approach ……………………………… 52
Summary ……………………………………………………. 53
STUDY TOOLS …………………………………………….. 54
CHAPTER 3 Being an effective teacher in the arts ………………………………………………………… 56
3.1 Developing your professional
capabilities in arts education …………….. 57
Examining your capabilities
(and baggage) ………………………………………. 58
Building on your abilities
and strengths ……………………………………….. 59
3.2 Working smart to be effective …………… 60
Working smart in the digital world ………… 60
Working smart with colleagues …………….. 62
Working smart with community resources
and partnerships ………………………………….. 63
Working smart through
lifelong learning ……………………………………. 66
3.3 Creating the learning context: an ethical,
stimulating and happy place to be ……. 67
The ethical arts classroom ……………………. 67
The emotionally secure classroom ……….. 71
3.4 The physical space: a safe, functional
and inviting classroom ……………………… 73
Physical safety ………………………………………. 73
The functional classroom ……………………… 73
An inviting physical environment ………….. 78
Summary ……………………………………………………. 81
STUDY TOOLS …………………………………………….. 83
CHAPTER 4 Children at the centre ……………………………………………………………………………….. 85
4.1 Children’s capabilities ……………………….. 86
What children bring to their
arts learning …………………………………………. 86
4.2 Children’s developmental growth
through the Arts ……………………………….. 86
Physical growth …………………………………….. 87
Cognitive growth ………………………………….. 87
Social and cultural growth …………………….. 88
Psychological growth and wellbeing ……… 88
Identity formation ………………………………… 89
4.3 Valuing individuality and diversity in the
learning community ………………………….. 89
Cultural diversity in the
arts classroom ……………………………………… 90
Diversity of learners ……………………………… 92
4.4 Children’s arts learning behaviours …… 96
Experiential, self-directed learning ……….. 96
Studio habits of mind …………………………… 97
Spiral approach to learning …………………… 97
Practising for improvement ………………….. 99
Eight ways of learning …………………………. 100
Learning by observing and listening ……. 100
Cultivating the creative mind ………………. 102
Children learn by telling their
stories through the arts ………………………. 103
The role of metaphor and symbolism
in children’s artistic thinking ……………….. 103
Children learn by reflecting on
their own art-making ………………………….. 106
Children learn by reviewing and
responding to artworks of others ……….. 106
Summary ………………………………………………….. 108
STUDY TOOLS …………………………………………… 109
CHAPTER 5 Pedagogies for authentic arts learning ………………………………………………………112
5.1 Pedagogies to support children’s
learning in the arts ………………………….. 113
Adapting teaching approaches
to suit requirements …………………………… 115
Pedagogies for the four artistic
learning processes ……………………………… 116
5.2 Invent: pedagogy for creative
thinking and design ………………………… 117
The creative process model ………………… 118
The divergent thinking model ……………… 118
Five creative habits of mind model ……… 119
Scaffolding creative thinking ……………….. 121
5.3 Make: pedagogy for making
and presenting ……………………………….. 123
A demonstration is worth a thousand
words …………………………………………………. 123
5.4 Connect: pedagogy for connecting
to the world of art …………………………… 125
5.5 Reflect: pedagogy for reflection
and review ……………………………………… 128
Purposeful questions ………………………….. 129
Written reflections ………………………………. 131
5.6 Dialogues for learning …………………….. 132
One-on-one conversations ………………….. 133
Constructive feedback ………………………… 133
5.7 Blended learning …………………………….. 134
Summary ………………………………………………….. 137
STUDY TOOLS …………………………………………… 139
CHAPTER 6 Planning and assessment for authentic arts learning ………………………………..140
6.1 Planning a program of arts learning … 141
Developing programs based on
units of inquiry ……………………………………. 142
Themes for units of inquiry …………………. 142
Preparing teaching packs for
units of inquiry ……………………………………. 144
6.2 The planning process ……………………… 144
Completing worked examples
as part of planning ……………………………… 145
Incorporating the four artistic
learning processes ……………………………… 146
Using the six-pointed star template
for planning ………………………………………… 147
6.3 Planning for the four artistic
learning processes ………………………….. 150
Invent: planning for the imaginative
development of ideas …………………………. 150
Make: planning for art-making ……………. 150
Connect: planning for cultural
connection through the arts ……………….. 151
Planning for reflection ………………………… 153
6.4 Practical considerations ………………….. 154
Planning for practical activity ………………. 154
Preparation and cleaning-up stages ……. 154
6.5 Assessment principles
and guidelines ………………………………… 155
Achievement standards in the
Australian Curriculum …………………………. 155
Formative and summative
assessment ………………………………………… 155
Criteria-based learning
and assessment ………………………………….. 156
Indicators of learning ………………………….. 156
6.6 Programming: the unit of
inquiry document ……………………………. 158
6.7 The planning, teaching, assessing
and reviewing cycle …………………………. 163
Summary ………………………………………………….. 167
STUDY TOOLS …………………………………………… 168
Programming: Patterns around us ……………………………………………………………………………….169
Theme: Patterns Around Us ……………………… 171
LA1 A Dance for Fibonacci ……………………… 172
Description …………………………………………. 172
Teacher’s guide …………………………………… 172
Curriculum, learning outcomes
and assessment ………………………………….. 172
Arts concepts and understandings ……… 172
Terminology ……………………………………….. 172
Cultural references ……………………………… 172
Supplies and equipment …………………….. 172
Preparation ………………………………………… 173
Guide to lesson steps ………………………….. 173
LA2 Land Art ………………………………………….. 174
Description …………………………………………. 174
Teacher’s guide …………………………………… 174
Curriculum – learning
outcomes –assessment ………………………. 175
Arts concepts and understandings ……… 176
Terminology ……………………………………….. 176
Cultural references ……………………………… 176
Supplies and equipment …………………….. 176
Preparation ………………………………………… 176
Guide to lesson steps ………………………….. 176
LA3 Abstract Patterned Papers ………………. 177
Description …………………………………………. 177
Teacher’s guide …………………………………… 177
Curriculum – learning
outcomes – assessment ……………………… 178
Arts concepts and understandings ……… 179
Terminology ……………………………………….. 179
Cultural references ……………………………… 179
Supplies and equipment …………………….. 179
Preparation ………………………………………… 179
Guide to lesson steps ………………………….. 179
LA4 Digital Storybook – A Day in
Pattern World …………………………………. 180
Description …………………………………………. 180
Teacher’s guide …………………………………… 180
Curriculum – learning
outcomes – assessment ……………………… 181
Arts concepts and understandings ……… 182
Terminology ……………………………………….. 182
Cultural references ……………………………… 182
Supplies and equipment …………………….. 182
Preparation ………………………………………… 182
Guide to lesson steps ………………………….. 182
LA5 Ostinatos ………………………………………… 183
Description …………………………………………. 183
Teacher’s guide …………………………………… 183
Curriculum – learning
outcomes – assessment ……………………… 184
Arts concepts and understandings ……… 184
Terminology ……………………………………….. 185
Cultural references ……………………………… 185
Supplies and equipment …………………….. 185
Preparation ………………………………………… 185
Guide to lesson steps ………………………….. 185
LA6 Hero’s Journey ………………………………… 186
Description …………………………………………. 186
Teacher’s guide …………………………………… 186
Curriculum – learning
outcomes – assessment ……………………… 186
Arts concepts and understandings ……… 186
Terminology ……………………………………….. 187
Cultural references ……………………………… 187
Supplies and equipment …………………….. 187
Preparation ………………………………………… 187
Guide to lesson steps ………………………….. 188
LA7 Guided Appreciation: The Artwork
of Bronwyn Bancroft ………………………. 189
Description …………………………………………. 189
Teacher’s guide …………………………………… 189
Curriculum – learning
outcomes – assessment ……………………… 190
Arts concepts and understandings ……… 190
Terminology ……………………………………….. 190
Cultural references ……………………………… 190
Supplies and equipment …………………….. 190
Preparation ………………………………………… 191
Guide to lesson steps ………………………….. 191
References ……………………………………………….. 193
Part 2 Teaching in the Arts 194
CHAPTER 7 Dance ………………………………………………………………………………………………………. 195
7.1 Guiding principles for
dance education ……………………………… 196
Describing dance ………………………………… 196
Dance in school education ………………….. 197
7.2 Engaging with dance ……………………….. 199
Teacher participation ………………………….. 199
Student participation ………………………….. 200
Supporting diverse learners ………………… 204
7.3 Dance in the Australian Curriculum … 205
Assessment in dance ………………………….. 208
7.4 Foundations of dance literacy:
concepts, knowledge and skills ……….. 208
Elements of dance ………………………………. 209
The body as instrument ……………………… 210
Exploring and performing
with others …………………………………………. 212
7.5 Dance praxis: making ……………………… 212
Developing a movement vocabulary …… 213
Choreographing dances ……………………… 216
Learning social dances ………………………… 219
Performing dances ……………………………… 220
7.6 Dance appreciation: responding ……… 221
Viewing dance performances ……………… 221
Understanding dance context
and motivation …………………………………… 222
Leading guided dance appreciation …….. 225
7.7 Linking dance to other subjects ………. 226
Drama ………………………………………………… 226
Media arts ………………………………………….. 227
Music ………………………………………………….. 227
Visual arts …………………………………………… 227
Cross-curriculum ………………………………… 227
7.8 Safe dance practice
and practicalities …………………………….. 228
Establishing sensible and
safe behaviour ……………………………………. 228
Let’s start dancing ………………………………. 229
Props and resources …………………………… 230
Summary ………………………………………………….. 232
STUDY TOOLS …………………………………………… 233
CONTENTS
CHAPTER 8 Drama ……………………………………………………………………………………………………….235
8.1 Guiding principles for
drama education …………………………….. 236
Describing drama ……………………………….. 236
Drama in school education …………………. 237
8.2 Engaging with drama ………………………. 237
Teacher participation ………………………….. 237
Student participation ………………………….. 239
Supporting diverse learners ………………… 240
8.3 Drama in the Australian Curriculum … 241
Assessment in Drama …………………………. 242
8.4 Foundations of drama literacy:
concepts, knowledge and skills ……….. 242
Elements of drama ……………………………… 242
Principles of story ……………………………….. 245
Drama participation skills ……………………. 245
8.5 Drama praxis: Making …………………….. 248
Initiating drama engagement ……………… 248
Dramatic play ……………………………………… 249
Process drama ……………………………………. 251
Mantle of the expert …………………………… 252
Story drama ……………………………………….. 253
Improvisation ……………………………………… 256
Role-playing ………………………………………… 258
Mime ………………………………………………….. 260
Puppetry …………………………………………….. 262
Oral storytelling ………………………………….. 263
Readers’ theatre …………………………………. 264
Radio drama ……………………………………….. 265
Playbuilding and devising theatre ……….. 266
8.6 Drama appreciation: Responding ……. 269
Viewing drama performances …………….. 269
Understanding drama contexts
and motivations ………………………………….. 269
Guided drama appreciation ………………… 269
8.7 Linking drama to other subjects ……… 271
Dance …………………………………………………. 272
Media arts ………………………………………….. 272
Music ………………………………………………….. 272
Visual arts …………………………………………… 272
Cross-curriculum ………………………………… 272
8.8 Safe drama practice
and practicalities …………………………….. 272
Safe practices ……………………………………… 272
Space to work …………………………………….. 273
Working in groups ………………………………. 273
Costumes, masks, props and
play boxes ………………………………………….. 273
Summary ………………………………………………….. 276
STUDY TOOLS …………………………………………… 277
CHAPTER 9 Media arts …………………………………………………………………………………………………279
9.1 Guiding principles for media
arts education ………………………………… 280
Describing media arts …………………………. 280
Media arts in school education …………… 280
9.2 Engaging with media arts ………………… 282
Teacher participation ………………………….. 282
Student participation ………………………….. 282
Supporting diverse learners ………………… 283
9.3 Media arts in the
Australian Curriculum …………………….. 284
Assessment in media arts …………………… 285
9.4 Foundations of media arts literacy:
concepts, knowledge and skills ……….. 285
Key media arts concepts …………………….. 286
Elements of media arts ……………………….. 290
Story principles …………………………………… 292
Genre …………………………………………………. 292
9.5 Media arts praxis: making ……………….. 294
Developing proficiency with
digital technology ……………………………….. 294
Creating media stories ………………………… 295
Pictorial stories …………………………………… 295
Stories using audio media …………………… 300
Stories in audio-visual formats ……………. 301
Stories in graphic, print and
web media ………………………………………….. 307
Stories in multimedia, interactive and
convergent communication formats …… 311
9.6 Media arts appreciation: responding . 312
Reviewing media artworks ………………….. 312
Understanding media arts context
and motivation …………………………………… 312
Guided media arts appreciation ………….. 313
9.7 Linking media arts to other subjects .. 314
Dance …………………………………………………. 314
Drama ………………………………………………… 314
Music ………………………………………………….. 314
Visual arts …………………………………………… 314
Cross-curriculum ………………………………… 314
9.8 Safe media arts practice
and practicalities …………………………….. 314
Safe use of equipment ………………………… 315
Cyber citizenship ………………………………… 315
Managing with limited equipment ………. 315
Storage ……………………………………………….. 316
Summary ………………………………………………….. 317
STUDY TOOLS …………………………………………… 318
CHAPTER 10 Music ………………………………………………………………………………………………………320
10.1 Guiding principles for
music education ……………………………… 321
Describing music ………………………………… 321
Music in school education …………………… 322
10.2 Engaging with music ……………………….. 324
Teacher participation ………………………….. 324
Student participation ………………………….. 325
Supporting diverse learners ………………… 325
10.3 Music in the Australian Curriculum …. 326
Assessment in Music …………………………… 328
10.4 Foundations of music literacy:
concepts, knowledge and skills ……….. 328
Elements of music ………………………………. 328
Music notation ……………………………………. 330
10.5 Music praxis: making ………………………. 331
Exploring sound and silence ……………….. 331
Singing ……………………………………………….. 332
Percussion ………………………………………….. 336
Creating or composing music ……………… 340
Sharing, recording and performing …….. 343
10.6 Music appreciation: responding ………. 345
Listening to and viewing
live performances ……………………………….. 345
Understanding contexts
and motivations ………………………………….. 346
Guided listening ………………………………….. 351
10.7 Linking music to other subjects ………. 353
Dance …………………………………………………. 353
Drama ………………………………………………… 353
Media arts ………………………………………….. 353
Visual arts …………………………………………… 354
Cross-curriculum ………………………………… 354
10.8 Safe music practices
and practicalities …………………………….. 354
Safe practices ……………………………………… 354
Locating music ……………………………………. 354
Instruments ………………………………………… 355
Music library ……………………………………….. 357
Music centre or listening post …………….. 357
Sharing music with children ………………… 357
Summary ………………………………………………….. 359
STUDY TOOLS …………………………………………… 360
CONTENTS
CHAPTER 11 Visual arts ……………………………………………………………………………………………….362
11.1 Guiding principles for visual
arts education ………………………………… 363
Describing visual arts ………………………….. 363
Visual arts in school education ……………. 365
11.2 Engaging with visual arts …………………. 366
Teacher participation ………………………….. 366
Student participation ………………………….. 367
Engaging diverse learners …………………… 368
11.3 Visual arts in the
Australian Curriculum …………………….. 368
Assessment in visual arts ……………………. 370
11.4 Foundations of visual arts literacy:
concepts, knowledge and skills ……….. 371
Elements of visual arts ………………………… 372
Design principles ………………………………… 373
A closer look at colour – one of
the elements ………………………………………. 374
Conventions for representing the
spatial world in 2D ……………………………… 377
Materials also communicate ……………….. 379
11.5 Visual arts praxis: making ……………….. 380
Representation …………………………………… 380
Formalism ………………………………………….. 382
Expressionism …………………………………….. 383
Social commentary and narrative ……….. 385
Constructing in three dimensions ……….. 387
11.6 Visual arts appreciation: responding .. 388
Viewing visual art ………………………………… 388
Understanding visual arts contexts
and motivations ………………………………….. 389
Guided visual arts appreciation …………… 392
11.7 Linking visual arts to other subjects … 395
Dance …………………………………………………. 395
Drama ………………………………………………… 395
Media arts ………………………………………….. 395
Music ………………………………………………….. 395
Cross-curriculum ………………………………… 395
11.8 Safe visual arts practice
and practicalities …………………………….. 396
Safe practices ……………………………………… 396
The warm and cool paint
colour system ……………………………………… 396
Arranging still life and subjects
for observation …………………………………… 398
Using visuals ………………………………………. 398
Acquiring art materials ……………………….. 399
Summary ………………………………………………….. 402
STUDY TOOLS …………………………………………… 403
Glossary ……………………………………………………………………………………………………………………………. 405
Index …………………………………………………………………………………………………………………………………. 409