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S00067475 Carly O’Dwyer – EDAR422

Situational Analysis Edar422 Carly O’Dwyer s00067475

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Appendix and table of contents.Chapter 1………………………………………………………………………………………………………………………3Introduction…………………………………………………………………………………………………………………..3Chapter2………………………………………………………………………………………………………………………..4School Analysis……………………………………………………………………………………………………………….4Chapter 3……………………………………………………………………………………………………………………….6Methods of data collection…………………………………………………………………………………………….6Specialist classes…………………………………………………………………………………………………………….7Classroom teaching………………………………………………………………………………………………………..8Chapter 4……………………………………………………………………………………………………………………..18Results and discussions…………………………………………………………………………………………………19What is the creative arts?................................................................................................20The walker learning approach……………………………………………………………………………………….20Dewey and bloom…………………………………………………………………………………………………………20Appendix 9:An effective arts program; assessments……………………………………………………..22Appendix 10: Is it Restricted to the school setting?............................................... ...... ..22Chapter 5………………………………………………………………………………………………………………………24Conclusions……………………………………………………………………………………………………………………24Chapter 6……………………………………………………………………………………………………………………...25Recommendations…………………………………………………………………………………………………………25Student learning…………………………………………………………………………………………………………….25Teacher learning…………………………………………………………………………………………………………….25Assessment…………………………………………………………………………………………………………………….26

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Chapter 1:Introduction: Creative arts are a fundamental part of the school curriculum which is discussed in the situational analysis. According to the Australian curriculum 2016 and the Reporting authority “creativity enables the development of new ideas and their application in specific contexts” (Sinclair, Jeaneret & Otoole,p18, 2012) It is important to have a flexible and engaging environment “finding new ways for to apply ideas” and allowing “intellectual flexibility, open mindfulness and adaptability” in the classroom and in life. The data received will be discussed in the situational analysis and what needs to be altered in order to have a successful arts program at the school and to establish students with the best possible outcomes inside and outside the classroom. Creative arts in schools affects life choices in older years – creativity assists in career development and choices and this is evident in the following research and analysis. (Sinclair, Jeaneret & Otoole, 2012)

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Chapter 2:School Analysis:Situational Analysis is a school that has over 300 students and over 21 staff members. It is of a high to middle socio economic profile and has a low proportion of (ESL) English as a second language learner. The school’s vision is to “support and encourage each individual child while providing challenges and opportunities for all within a framework of quality education. We endeavor to provide an environment which promotes faith, risk taking, offers choices and allows for individual development and achievements.” (The primary school, 2016)

The school has over 20 classroom teachers which some are specialist library, sport/physical education, music and performing arts teachers. The school has specialist performing arts large multi-purpose building, where classes are conducted.

Student’s timetables show that all students participate in fortnightly music/performing arts for a duration of 40-50 minutes, with every year working on a school production which includes aspects of visual arts and performance, music and drama. This is held at the school once a year and has shown to be of a great significance with parents and the community getting involved in costume making and the visual arts side. The school has weekly assemblies where the students get a chance to perform, this is completed during class time and each year level has a chance to perform over the year. For example, a rehearsed song or play that the students might be learning about.Music dance and drama is added together in the specialist classes as a whole.The school works on a school production every year and this is added into the school curriculum. Media arts and the visual arts are added to this area and classes are planned a term in advance. Performing arts is attended fortnightly at the school where classes spend 1 hour with the curriculum based off Ausvels. Students conduct in performing arts which covers music, drama, dance, movement and visual arts. They have an annual concert which is rehearsed in term 3 with 300 students involved held at an Arena.The whole school has an opportunity to perform ‘Wellbeing festival’ where students have the opportunity to perform a 10-minute act, this could be offered to the grades ¾ or 5/6.Geelong music festival is also offered for students to perform in which the specialist classes leave time for the students to organise a performance in. Specialist teachers also organise “This School has talent’ where students can perform and the Christmas concert where students perform sacramental songs.

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The school is developed on the “Walker learning approach” which is a ‘developmentally appropriate practice’ approach to education. This approach discusses that the students learn depending on their age and brian development. It seeks to ensure that the “eight years of brain development, maturation and growth require the learner to not only have instruction in literacy and mathematics but also lots of concrete hands on real materials and experiences” (Walker, p12, 2012).

This situational analysis will show a varied amount of evidence used to reveal a cross curricula approach that the school is trying to achieve. The evidence will then suggest what needs to be done in order to show assessment, teacher learning and student learning. Attitude is positive towards creative arts at this school and reveals that there is a passion towards the creative arts however there is a lack of funding in terms of the visual arts and media arts.

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Chapter 3Methods of Data CollectionMethods of data collection used in the two week observational round was the use of questionnaire for the staff and students. Asking questions about the creative arts in and outside the classroom. This generated a good response enabling feedback about how they felt about the creative arts at their school and whether it was an effective program.Other data collection included observations, note taking, photographs and conversations with school staff about planning and assessment. Informal interviews where also conducted with specialist teachers and staff, leaders and administration.Observations of creative arts took place in and outside the classroom with a number of formats used both summative and formative assessment used as discussed below.

Specialist classes:At the moment students are working on a cross curricula approach to an Australiana theme where students make instruments and build on movement and drama within the planning.For example, 3 weeks maybe spent on music and another 3 on drama, depending on the planning. Some of those lessons may also include media arts and visual arts making murals and instruments for the class. Planning is based off “cool cats” a planning structure which fits in with Ausvels.

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Appendix 1 – “I am Australian” song sheet.Grades ½: Grades ½ looked at dance, drama, movement, and music in the specialist classroom. Classes discussed had traditional direct teaching and role modelling of teaching. Teaching approaches included rote learning and learning about beat, tempo and movement. Many of the practices go along with Ausvels and what the requirements are for assessment. For example, prep classes must be able to attempt to make the movement of a leaf and be able to act it out.Grades ½ looked at the Australiana theme looking at the Olympics. This was a very enjoyable unit of work and the students appear very engaged and exciting. Learning songs about Australian History for example Waltzing Matilda and “I am Australian”. Approaches to teaching include covering history and discussing the songs meaning and what was happening at the time.Aboriginal history was discussed as well as the convicts in Australian history.Teaching looked at learning verses in songs and having them sung out loud in class. This teaches the students beat, tempo and melody. Vocal warmups in class also occur and the song is discussed and sung through verse by verse.Music is covered for 4 weeks and drama another 4 weeks. Drama games are also played in order for students to be able to express themselves quicklyStudents had to follow songs through and at the end will act out something from the song.This teaches dance, drama, movement and music go hand in hand together.

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(Appendix 2 - masks of medusa for greek mytholody for students to color in and then wear)

Grades 3/4: The unit of work studying at the moment is exploring Greek mythology through a variety of drama experiences. The weeks will focus on Greek mythology and Greek gods. The stories of Athena and Medusa have a special emphasis on dance where students look at all elements of performance including costume making and the visual arts.Direct teaching reveals history about the topic and each week discusses the history around the topic which is then placed into the arts. Multiple teaching approaches to teaching occurs including using film, cartoons, coloring in and drawing. The teacher discusses dance and movement also while learning about history of the topic to inspire students.Students work in small groups to work out a performance and perform each week using either a mime or acted out that may go for about 5 minutes. Elements of visual arts, dance, movement, media arts, and chorography are used for students to express themselves through differing mediums. Performance in differing modes gives students the chance to engage in storytelling and express their knowledge which is used as a form of assessment. It is a positive form of teaching which allows for students to learn and express themselves in different ways.Differing approaches to teaching include role modeling and allowing the students to scaffold learning into performance..

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( Appendix 3 – Grades 5/6 Script and plot writing inspriatation tools)

Grades 5/6: At grade 5/6 level students are into script writing and using more sophisticated ways of expressing oneself. Students look at literature and explore ways of creating original authentic stories, evolving into drama scripts for performance in small groups. This can be created over a number of lessons.Students look at a variety of employment opportunities in fields of the arts and make up costumes and make up, looking at films and literature to create performances.Many approaches to teaching look at using visual media and laptops for script writing to learn what it is like to be a writer as well as a performer. Other approaches include allowing the students to facilitate their own learning using imagination from pictures in small groups.Ideas and story boards are discussed and script writing can take up to 4 weeks of planning including making their own props and using creativity to write their scripts. In this particular two lessons they use a picture from literature to make up a plot and script. The teacher directly takes them into the process of a writer to use their imagination to take the viewer on a journey through the problem solving and resolution of a play. Students appear to be very engaged and learn from each other by discussing ideas. Social learning is very important in these particular stages and link in with the walker approach to teaching where social learning and problem solving is important.

Visual Arts – The visual arts is not a specialist arts program at the school however arts investigations are based in the classroom and are effective forms of inquiry.

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Students use creative arts on a daily basis rather than a weekly basis and write perform and make their own inventions and plays. This is a somewhat disadvantage and reveals that not a lot of artist culture is covered in this area. Students do lack artist knowledge and there is much more focus on the performing arts in the school. Students do learn about religious paintings but not much based off traditional visual arts at all. There is a yearly arts show where students from classroom teaching and specialist classrooms may place some art in the show.

Media arts – media arts are also not undertaken at the school however it is addressed in the classroom. Media arts are used in photography in the classroom, and with certain aps the students are exposed to. This is evident in the ½ classroom where students are using an app called sock puppets where the students record their voice and use it to perform an interactive play. This is then shown to the class and used as a reflective tool, a research tools and a play tool– students are encouraged to use creative language and express themselves oral language using media.

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In the classroom:Grades ½’s with music dance and drama:

Appendix 4– performing art corner in grades 1/2.

Music dance and drama – music dance and drama is held within the classroom where drama is the most covered content. No music is played in the classroom at all and dance is not covered.There is a “dramatic play” area however where students are responsible for their learning and is self-directed in that corner. An enquiry and investigative approach is said to be the best way for students to learn and social and oral language be promoted way of students learning.Walker learning approach is designed to encourage students to work out their own way of problem solving. Students have 30 minutes each morning choosing the area they would like to spend time in. Around six children choose this area and began playing – dress ups and then acting out and singing in front of one another.Disadvantages to this approach reveal that students became distracted and unengaged quickly and that students at times lack direction into what they need to be doing. This is an assumption with the Walker approach and should be seen as scaffolding for future planning. Students are

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asked questions in reflection and scaffold their learning. They have the opportunity to play, sing, act in this corner and swap turns. “Now its your turn to sing this time” shows that students are taking turns and allowing each to socially adapt to their surroundings. Some students choose to perform and sing something of personal interest.

Grades ¾ don’t have any directed dramatic play areas but do conduct in specialist classes. They at times have to work on script writing for a play and this may be presented in class.

Grades 5/6 also do not have any directed dramatic play or theatre areas but do also have specialist classes.

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Visual Arts: grades ½ in the classroom – (appendix 5- art in litarcy and collage corner making theatres and stages for performing arts )

Visual arts in the classroom is held in investigation time for 30 minutes each morning before lunch. It is a table of enquiry based learning where a table is set up and individual investigations are the main key revealing child focused learning.The teacher relates this to daily learning intentions where “appropriate behaviors” is the main focus of the day. Much of the visual arts is focused on social learning. Students have the opportunity to work out problem solving and it is left up to them to choose with direct play and learning.They have the opportunity to choose the collage table – the drawing table – the performing arts area where the teacher questions the students on what area they would like to work in. Whether they choose an existing topic or start a new topic. The teacher prompts a “plan of attack” before after and during investigations.

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Each student works in social groups on problem solving and reflecting on their piece and encouraged to build on their oral skills in grade 1/2. For example, the students are working on a puppet show and are building their own stage out of boxes. They make their own puppets and stage using boxes and what is around them. They are then to have a focus child report back and reflect to the class what they have done.During this time, students are free to change direction in their enquiry based investigations. Focus questions are asked and the teacher acts as a facilitator towards learning. Students then reflect on what they need to do next time in order for their play to work. This links in with performing arts, drama and literacy where they have time to work on a script. They are encouraged to work on different techniques when creating their art and stages and encouraged to talk it through with their peers and teacher.Students on occasion in math’s and literacy use drawings as part of reflection, assessment and self-expression. For example, in Math’s students draw their learning writing out three of four and write down the amount. In literacy students may draw the answer as part of self-expression and assessment.

Formative assessment:

(Appendix 6 – different projects looking at the Olympics and different cities in art.)

In grades ¾ students are exposed to art in a differing ways in the classroom, students are working on inquiry projects which connect with the walker curriculum. The 3/4s are exposed to curriculum that approaches social themes and real life experiences. For example, students are working on a theme for the Olympics. They are learning about over lapping figurines and learning to draw this.They are also looking at perspective and how to draw straight. Teaching approaches appear to be direct teaching of topics. Students work on a variety of projects mostly drawing these go into

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the annual arts show. Assessment is taken from student’s work and seen to be whether they have drawn from the topic chosen. Whether they have learnt overlapping and the topic of perspective. How they learn and whether they are able to draw this. Most students appear engaged in working on multiple projects, 3 or 4 at the same time.

Appendix 7 – Grades 5/6 students expressing themselves through mathematics – how to use the pi symbol by doubling and halving the numbers to create a skyline.

Grades 5/6 are exposed to the visual arts in a different way. They have an hour of art at the end of the day. This could be a continued project that they have. I noticed that it is quite a directed practice. For example, students were doing a skyline and had to color and paint it. Students had to work out the measurements by using the pie symbol. This had connections with mathematics and had to measure all the city skyline buildings. This looked at pattern and symbols and the arts. Directed teaching approaches where focused on. Multiple intelligences are really being looked at here and the idea that maths and art can go hand in hand.

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Media Arts: is not really covered although it is used in forms of photography and new computer “apps”. IPad are used to inform “apps” and this is evident in the use of student being able to access different apps and the internet for research on certain art topics. For example, in grades ¾ students were able to research how bikes looked and used similar colors to color in their overlapping cutouts.Although IPad’s and laptops are used at the school teachers generally appear to overlook media arts in their planning. Perhaps lacking knowledge in this area.

Appendix 8 – what do you learn from creative arts? – “How to express my feelings in different ways”.

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Appendix 9 - Sample of swot analysis – grades 5 and 6 arts – students engaged and links with mathematics. Summative assessment.

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Chapter 5

Results and DiscussionBelow is some of the results from the different areas covered at the school.Dance: Dance is covered in the performing arts area as part of the curriculum. It is used as a part of different areas covered in music. Dance is an area that needs to be addressed in order to have more success in this area. The performing arts may cover this for four or five lessons a year. Students have some knowledge of dance and perform yearly in the school productions.Drama: Drama is part of the performing arts area and includes dance, theatre, script writing, much of this area is addressed at the school and reveal a real understanding about the performing arts covering history and Greek mythology. This area has real depth at the school with yearly school productions and a focus on this area. Drama, theatre, history and the performing arts are really focused on and this area appears to be relevant for the curriculum. Teachers use reference to “cool cats” which fits in with the Victorian curriculum and is addressed through classroom teaching. Grades ½ have both performing arts areas and specialised classes and have a rich knowledge and approach to theatre, stages, drama and link this with visual arts.Media arts: is not a specialist subject although it is covered in the performing arts areas and some school content. Grades 1/2s used “apps” on their ipads to access some form of media arts and also grades ¾ used the internet to assist in their research but no real programs where used in order to access a media arts program at the school. This has some limitations to extend their curriculum. Teachers appeared to avoid topics about media arts and would prefer more artistic and social domains of performing arts, music and visual arts.Music: Music is part of the performing arts and is fundamental part of the specialised learning environment. Students at all age levels sing, dance, perform in the yearly school production and a part of the curriculum is taken to perform in this production. Areas of content covered appear in learning songs, verse by verse and learning to play instruments. Beat, melody, rhythm and timing are all covered in performing arts at some stage of the yearly planning.Visual arts: Visual arts is covered in the area of performing arts also and some areas in the school curriculum. There are no specialist classes which shows some limitations to the areas discussed in the field notes and discussions. Visual arts in grades ½ are revealed through investigations areas and grades ¾ have a direct time for visual arts. Grades 5/6 also have directed times for art and are working on multiple projects that connect with math’s and literacy involved. It is limiting that there is no visual arts program at the school and it is felt within the school culture.

Discussion:

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what is creative arts?

The national curriculum 2016, suggests that “Creative arts enables students to develop their creative and expressive capacities, by learning about different practices, disciplines and traditions that have shaped the expression of culture, locally nationally and globally”. According to Lemon (2013) the arts are “compulsory” in Australian schooling. “in 2016 the Australian National Curriculum for the arts is scheduled for implementation. While the arts may be a compulsory subject area and expected to be taught in classrooms by primary school teachers, current perceptions held by teachers may be different to the view held in the Australian National Curriculum” (Lemon, p125, 2013). This can impact on learning and teaching in the curriculum. At this particular school it reveals that the visual arts and Media arts and dance is overlooked to an extent there is no real arts philosophy, but that there are certain approaches that they must follow. Music and Drama however is approached well and much knowledge in planning and curriculum goes into this area. Attitudes appear positive towards the arts - but there are challenges towards the Walker Learning approach that the school needs to address. Funding and Policy are issues for this particular school also which can affect the curriculum and students learning successfully. A solely Walker approach to teaching can have its benefits but also restrictions leaving classroom teachers lacking knowledge and some confidence in other areas. (Lemon, 2013) (walker,2102)

Walker learning approach (WLA)

At this particular school the Walker learning approach is an approach in which the school philosophy is based on. It looks at the “children remaining engaged through authentic choices ensuring seamless transition between preschool and the first five years of school”. (Walker, p15, 2012).The walker approach really focuses’ in on the developmental appropriate practice. Where the “perspective is within the early childhood education where by a teacher or child caregiver nurtures a child’s social emotionally physical and cognitive development by basing all practices on”: (Walker, p16, 2012)

1) Theories of child development.

2) Individually identified strengths and needs each child uncovered through authentic assessment.

3) The child’s background is defined by community family history and family structure.”

This practice can be limiting and can have some restrictions without having specialist classes in the visual arts, media and music. This can lead to disadvantages in the pedagogy where there is less direction in the visual arts and music in the early years which can lead to students at times wasting time and working on too many projects rather than one of quality. Specialist teachers

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are able to reveal direct learning and experience in a different way away from classroom practices and teachers who may lack knowledge and expertise. For example music is not addressed in the classroom but in the specialised classroom, this reveals that teachers do lack confidence and expertise in these areas. The program is designed for students to scaffold and reflect on their learning and to connect and continue on with their learning in other areas. For example, students may spend time on a play without a script, once reflected can begin to organise a script. This investigative time has some beneficial effects on students and they begin to take time in other areas such as literacy and ‘collage corner’ to complete personal projects and inquiry that is different from their ‘normal’ learning times. (Appendix 4) (Walker, 2012)

Dewey and Bloom:The walker approach has many benefits and when we research other theories such as Dewey we see that “ every person is capable of being an artist, living an artful life of social interaction that benefits and thereby beautifies the world.” (Goldblatt, p17, 2006) Dewey’s interest in arts and education is fundamental to his philosophy, which was for students to work in an inquiry based mode also, “looking and searching” for answers through different mediums and areas. He believed that the creative arts “produce moral purpose and education”. This philosophy underpins today’s national curriculum and approach to education through creative arts. This is evident in the visual arts and the classroom where classes are completed though inquiry and investigative approaches. This can be beneficial but also limiting with lack of specialised training in the early years. (Goldblatt, 2006)

Bloom on the other hand looked at: Knowledge, comprehension, application, analysis, synthesis, and evaluation. Armstrong (2016) claims that in In Blooms construction we see these as a teaching practices, this can be used in order to understand the approaches of the creative arts. Application of the arts is very important as well as analysis and comprehension for students which occur. This can be cross taught in areas such as literacy and mathematics where the same approaches can be given. These are ways for teachers to best understand how the curriculum today can be approached through Bloom’s approach to education. Both Bloom and Dewey show that aesthetic principles are important in education and that in the classroom is just as beneficial as specialist classrooms (Armstrong, 2016). Teachers should work in partnerships with classroom teachers to achieve this type of outcome. Which is evident in the classroom analysed, is more substantial then specialist classrooms. Much of the walker approach is based around this philosophy. That classroom teaching has more benefits for the creative arts in the early years of learning where students direct their areas of interest and make choices depending on their area they want to investigate. Rather than have specific times of allocation for specialised learning in areas such as the visual arts. It is more learning to become an artist first. (walker, 2012) (Ross, 1996) (Armstrong, 2016)

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In the older years however it is important for students to gain real knowledge and understanding of specialist teachings especially around learning context and environments. Students should have access to real life experiences such as school studios and music classrooms with access to all instruments. According to Craft 2014, “Qualitative researchers identified school culture and context as key to the development of creativity in primary schools” discussing that the physical environment, pedagogical environment, and partnerships beyond schools, was an important part of developing the school’s creative curriculum.” (Craft, p19, 2014). At this particular school the performing arts subjects has been specialized in, however the schools learning environments has yet to be established. It appears that some environments need to be altered and could do do if funding was adequate. We see that some specialist subjects are ignored also, although most are ‘covered’ in performing arts. But is being simply ‘covered’ or ‘touched on’ enough? Again funding and Policy are in question at this school and this appears to be an unresolved issue. (Craft 2014) (Ross, 1996) (Rogriguez, Welch & Edwards, 2016)

“Early twenty-first century primary education in England reveal the importance of the creative arts in schooling and that was characterised by growth in creativity practices”(Craft, p17, 2014). Research suggests that Creative arts in schools has been documented from history and is shown to be an effective practice where students are able to express themselves in differing forms. Students are known to be ‘high creators’ revealing that the importance of creativity in schools is fundamental to making students expressive creators not just students, which is encouraged in the curriculum to effect all areas of education. This appears evident in the classrooms that has been analysed, especially the early years, students are creators and taught as such. The walker approaches benefits are that the teacher is a facilitator of practice and not a leader as such rather encourages the students to scaffold their learning and create their own “experiences” in the creative arts which benefits their own learning in other areas such as math’s, literacy, religion and PE. (Craft, 2014) (Sinclair, Jeaneret & O’toole, 2012) (walker,2012) According to O’toole (2012) and Dewey (2012) art is not only an experience for “high creators” but an aesthetic in ‘social discourse’. Which the Walker approach focus’ on, that thinking and oral language itself has its own aesthetic qualities: ‘integration’ and ‘fulfillment’. These are important for students at this particular school who appear engaged and fulfilled by the performing arts. Building on ‘Oral language’ in the early years is fundamental to students learning to orally express their ideas first and then produce work. (Sinclair, Jeaneret & O’toole, 2012)

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An effective arts program: ( Assessments Appendix 9)

As part of the Victorian Curriculum 2016, the following areas of arts assessed include Dance, Drama, Visual Arts, Visual communication and design, music and media arts. These areas are essential for an effective curriculum and arts program in schools by encouraging students to be self-expressive and have an aesthetic approach to education. It is important because it allows students to present their learning in different ways including aesthetic and kinesthetic forms of expression. Assessment for areas such as math’s, English and history allow creative arts to be forms of assessment. Some assessment can be carried out through the creative arts with pictures, drawings, collages for mathematics for topics such as fractions, maps and other types of representative drawings and visual arts. Drama can also be used for assessment for differing areas. Drawings and symbolic forms of representation for classroom subjects can be an effective form of assessment, which at this particular school does occur for example students are expected in mathematics to draw the symbolic forms of amounts. 3 of seven; showing 3 groups of seven. This is basic forms of assessment that the teacher needs to see in order to reveal how students are learning, whether they understand visual representations of amounts and symbolic forms of expression. Approaches to teaching this can be seeing a forma of multiple intelligences and teachers begin to witness strengths in differing areas for students. We can see that according to Gardner (1995) multiple intelligences with the seven intelligences being: logical mathematical, linguistic, spatial, musical, bodily kinesthetic, interpersonal, intrapersonal are evident at this particular school. These are part of the human’s potential to be able to succeed successfully in life. These are important as they guide and “integrate educational theories, teaching strategies and other pedagogical tools” to cross intelligences when planning the curriculum. Keeping this is mind when assessing and planning as a teacher is an important reflection tools for being able to witness a student’s strengths and weaknesses in areas. Some may be able to use and cross many into different subjects across the creative arts. (Victoria Curriculum, 2016) (Klopper, 2010) (Gardner, 1995)

is creative arts restricted to the school setting? (Appendix 10)An effective arts program should not be restricted to the school setting. Research suggests that creative arts have therapeutic advantages that allows for students and students with disabilities to be able to express themselves in different ways. Schools should resort to community interactions including incursions and excursions, artists as residence and visiting art galleries.The creative arts allow students with medical problems being able to express themselves in an arts therapy that allow for different ways of learning. This was evident at the particular school analysed revealing that some students with disabilities where in fact soothed by the performing arts in certain areas. It reveals students with disabilities where able to express

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themselves in drama games and where able to be very active and enjoyed using instruments and working in other areas having the opportunity to be more expressive.Research suggests medical students are also known to have effective ways of learning through the creative arts by keeping a learning visual arts journal. This can reveal that Creative arts is not restricted to the school setting. It is used in many ways and forms across the lifespan and curriculum, teachers are also encouraged to learn through different mediums in the creative arts to gain more confidence in artistic areas. (Rogriguez, Welch & Edwards, 2016)

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Chapter 6

Conclusions In conclusion we can see the benefits of the walker approach to learning. The students are able to scaffold learning and make real life experiences of learning through investigation. Students at this particular school have benefits in the early years through the DAP being able to smoothly transition students from early childhood through to the older years. The Australian curriculum is covered in the Walker Approach and the students have the benefit of a great performing arts program to the school which covers the visual arts, dance and music.

However, students in some case are disadvantaged compared to other schools that have both specialist classes and the opportunity to investigate within the classroom also. The Visual arts and media arts is an important part to education and the opportunity to the visual arts also fundamental to students learning and appreciating other cultures, learning about history and also people. The media arts are also missed for the fact of technology based programs not really being taken into consideration. Students have varied approaches to learning and teaching and are able to have some topics of visual arts, music and media covered in the areas of performing arts and arts in the classroom.

It is important for the student’s success to have the exposure to all arts areas, cultures, stories and people that are surrounded by the visual arts, music and media arts, which at this school does not have specific funding for these areas of specialists classes individually. The Performing arts is expected to carry music dance drama, visual arts and media arts which is a high demand of one content area. Although this can work at times, lack of funding and knowledge in some areas leaves classroom teachers specialising in areas and ignoring areas that they may not have expertise knowledge in or any knowledge at all.

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Chapter 7

Recommendations:

Teacher learning:1, working in partnerships with specialist teachers will help shape the classroom better. Since there are no specialist visual arts program students are restricted in their way of working. (Armstrong, 2016)

2, A focus on assessment – much of the arts programs do not have a strong assessment feature. This would help in order to allow for teachers to assess the areas of growth and future progress. (Bowie, 2012)

3, A Change of curriculum/pedagogy/policy that allows and encourages the visual arts and culture alongside religious teachings. Although there is a positive attitude a change in curriculum could allow for more specialist’s classes to come along which would mean the school would need to find more funding in order to have this happen. (Bowie, 2012)

4, Professional development for classroom teachers in the school on visual arts, music and especially media arts, which in discussion with one teacher is quite reluctant to cover. Changing the “collage corner” to a painting corner. Changing their rituals around so that students get a different approachs to the visual arts and media arts. (Armstorong, 2016)

Student learning:1, Artist in residence – students could have an artist in residence to understand more about artists teaching and way of life. .(Sinclair, Jenneret, & otoole, 2012)

2, students could have more exposure to better facilities, students don’t get exposure to studio settings just classroom settings when it comes to the visual arts. Better learning environments’ are just as important as subjects being taught.(Craft, 2014)

3, Students have a specialist visual arts program at the school. A change in policy would allow the school to have a visual arts program at the school. This would benefit students need to learn about art, history, people and cultures.

4, More focus on media arts programs and visual communications. This would benefit students in areas such as technology where students are lacking knowledge in.

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Assessment:1, “Assessment as learning opportunity”: Assessment can be completed as a learning opportunity where students are required to be able to change or redo some art or theatre as a learning opportunity. For example within drama – students have the opportunity to perform and the audience guess what is happening (such as miming) this can be a learning opportunity where teachers are able to assess and see whether they have been able to communicate to their audience what the mime was about. This is a learning opportunity for students who are able to learn whether they are able to mime successfully if the audience guessed the right answer. The learning opportunity being whether they communicated the right actions to the audience.(Sinclair, Jenneret, & otoole, p101, 2012)

2, Following Assessment Criteria – Learning is ‘prioritized through selection of assessment criteria’. Students follow assessment criteria through having a hand held tool on what is expected and more direct learning can take place. This would benefit the older years of learning where students follow a criteria that may look like a diagram of boxes to see whether they have met the criteria and follow this. Clearer expectations are revealed and students may have a behavior section to see whether they have been able to complete their work depending on behavior and time frames. (Sinclair, Jenneret, & otoole, 2012)

3, Self assessment: students are able to self-assess and write reflections on what they are learning. This can be written down and taken as a form of assessment. Whether they have understood learning and whether they can understand about the topic. A “formal approach to assessment may not be required”. As students are able to “justify for the time devoted to it” such as a school concert or production. Where students are able to self assess whether they went to que on time and whether they enjoyed the overall experience. Also what they would do differently next time. (Sinclair, Jenneret, & otoole, 2012) (Bowie, 2012)

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References:Armstrong, P. (2016) “Blooms taxonomy”. Retrived from https://cft.vanderbilt.edu/guides-sub- pages/blooms-taxonomy/

Australia Council for the Arts. (2009). First we see: The National Review of Visual Education. Retrieved from http://www.australiacouncil.gov.au/resources/reports_and_publications/subjects/education/first _we_see_the_national_review_of_visual_education

Australian Curriculum, Assessment and Reporting Authority. (2012). Australian Curriculum: The Arts – Foundation to Year 10. Retrieved from http://www.acara.edu.au/verve/_resources/DRAFT_Australian_Curriculum_The_Arts_Foundati on_to_Year_10_July_2012.pdf

Bell, D. (2010). Five reasons to take young children to art galleries and five things to do when you are there. Australian Art Education, 33(2), 87-111

Bowie, D (2012) Madd about the arts: An introduction to Primary Arts Edcuation. (3rd Ed). Australia. Pearson.

Cornett, C. (2011). Integrating visual art throughout the curriculum. Creating meaning through literature and the arts: Arts integration for classroom teachers (4th ed.) (pp. 141-177). Boston, MA: Pearson.

Craft, A, Cremin, T, Hay, P & Clack, J. (2016) Creative Primary schools: developing and maintaining pedagogy for creativity. 39 (4). P.16-34.

Gardney, H. (1995) Reflections on multiple intelligences: myths and messages. Phi delta Kappan. 77. 200-209.

Goldblatt, P (2006) How John Dewey’s theories underpin art and art education. 22 (1) p17-34.

Klopper, C. (2010) An overview of classroom based education research in Australia. 23 (1) p1-17.

Lemon, N. (2013) What is the role of creative arts in a Primary school?. 34 (2). P122-154.

Ross, S. (1996) Art and its significance: An anthology of aesthetic theory. (3rd ed). United states. State University of New York Press.

Rodriguez, J, Welch, J & Edwards, J. (2012) The impact of a creative arts journal on a medical school community: A qualitive study. 25 (4). P197-201.

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http://www.acara.edu.au/verve/_resources/DRAFT_Australian_Curriculum_The_Arts_Foundati%20on_to_Year_10_July_2012.pdf

http://www.acara.edu.au/verve/_resources/DRAFT_Australian_Curriculum_The_Arts_Foundati%20on_to_Year_10_July_2012.pdf

https://cft.vanderbilt.edu/guides-sub-%20%20%20%20%20pages/blooms-taxonomy/

https://cft.vanderbilt.edu/guides-sub-%20%20%20%20%20pages/blooms-taxonomy/


Sinclair, C, Jeanneret, N & O'toole, J. (2012). Education in the arts. (2nd ed.). Australia: Oxford university press.

Walker, K (2012) Playmatters: Investigative learning for preschool to grade 2. (2nd ed). Australia. Acer Press.

50% Exceptional Accomplished Good

ACU Academic GradingDescriptors

Consistent evidence of comprehensive understanding of the unit content; demonstration of an extremely high level of interpretive and analytical ability and intellectual initiative; substantial originality and insight in identifying, creating and developing arguments, perspectives and critical evaluation of problems; and high level of communication and application appropriate to the discipline.

Consistent evidence of very high level of understanding of unit content; development of relevant skills to a high level; evidence of creative insight and ability to apply relevant skills and theories as well as interpretive and analytical ability; and demonstration of appropriate and highly effective communication.

Evidence of a good level of understanding, knowledge and skill development in relation to unit content; and demonstration of high level of interpretive and analytical ability.

Evidence of satisfactory understanding of basic unit content; development of relevant skills to a competent level; adequate interpretive and analytical ability; and adequate communication of information and concepts in terms of disciplinary requirements or conventions.

Data collection: (20 marks)Understand and apply a range of appropriate strategies for researching a creative arts program and integrated learning through the arts (LO2 & LO3)

Exceptional evidence of a wide range of appropriate research strategies

Exceptional evidence of appropriate methods of recording data

Strong evidence of a wide range of appropriate research strategies

Strong evidence of appropriate methods of recording data

Good evidence of a range of appropriate research strategies

Good evidence of appropriate methods of recording data

Some evidence of a range of appropriate research strategies

Some evidence of appropriate methods of recording data

Analysis: (20 marks)Critically evaluate creative arts curriculum and integrated learning experiences in order to develop understandings of the arts as representational knowledge in the context of student learning, teacher learning and assessment (LO1 & LO5)

Explicit evidence of higher order thinking in the analysis and synthesis of collected data and the development of three recommendations in relation to:o Student learningo Teacher learningo Assessment

Strong evidence of the analysis and synthesis of collected data and the development of three recommendations in relation to:o Student learningo Teacher learning

Assessment

Good evidence of the analysis and synthesis of collected data and the development of three recommendations in relation to:o Student learningo Teacher learningo Assessment

Satisfactory evidence of the analysis and synthesis of collected data and the development of three recommendations in relation to:ooo

Academic protocols: (10 marks) APA referencing style Language appropriate to the

profession Design: layout, formatting,

presentation

The use of APA (6th ed.) throughout the submission is perfect; the language is of an extremely high standard and is discipline specific (i.e. arts-related); the submission format is highly professional and well considered

The use of APA (6th ed.) throughout the submission is excellent; the language is of a very high standard and is discipline specific (i.e. arts-related); the submission format is very professional and considered

The use of APA (6th ed.) throughout the submission is good; the language is of a good standard and is discipline specific (i.e. arts-related); the submission format is professional and considered

The use of APA (6the submission is satisfactory; the language is of a satisfactory standard and is discipline specific (i.e. arts-related); the submission format is professional

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