Subject: Music

Year Level: Early Stage 1 (Kindergarten)

Content Descriptor/s:

1.Music: MUES1.1-Participates in simple speech, singing, playing and moving activities, demonstrating an awareness of musical concepts NSW Education Standards Authority [NESA], 2021).

2.Music: MUES1.2- Creates own rhymes, games, songs and simple musical compositions (NESA, 2021).

3.English:ENe-10c-Thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts (NESA, 2021).

4.Generalcapability:Literacy (NESA, 2021).

Rationale

'We're Going on a Bear Hunt' written by Michael Rosen (1989), is a picture sound book chosen to prompt this music activity. The plot is about a family that decides to go on an adventure to search for bears. In this adventure, they run into many obstacles. This famous story is appropriate for Early Stage 1: Kindergarten as it is a visual and audio aid that integrates the learning area of English and the general capability, Literacy (NESA, 2021); this is demonstrated through the use of rhyme and onomatopoeia in the book, for example, words like 'swishy swashy' and 'stumble trip' which through discussion reinforces children's fluency and comprehension (Fellowes & Oakley, 2020) and promotes opportunities for engagement and creativity from all students in the class (Sinclair et al., 2017).

The resource enables students to learn as artists by exploring the elements of music in small groups. The musical elements the students will develop are "rhythm, pitch, dynamics and expression, form and structure, timbre and texture", as highlighted in the glossary of the Australian Curriculum, Assessment and Reporting Authority (ACARA, 2018). In these groups, students will use various instruments such as a triangle, glockenspiel, tambourine or drums to chant; sing; play; move; organise sounds corresponding to the rhyme, onomatopoeia, and the original sounds from the book (NESA, 2021). The students also learn as an audience as they respond to their peers performances through open-ended questioning such as Why did you choose to use that instrument for that part of the story? or Why did you play the drums fast? and through further class discussion (Ontario, 2012).

A teacher will assess learning outcomes such as student engagement, collaboration skills, and understanding of musical concepts using observations and formative assessment when students use their instruments to follow the sound book (Callingham, 2010). Furthermore, a teacher would consider children's interests and skills by facilitating a guided, open-ended experience. Children can freely experiment and express their thoughts, feelings, and different forms of sound formation with their instruments (Dinham, 2020). A teacher will also demonstrate inclusive practice by ensuring the groups of children are mixed with diverse abilities. Through this, children can utilise their varied strengths and capacities to support each other (Rapp & Arndt, 2012).

Subject: Dance

Year Level: Stage 1 (Years 1-2)

Content Descriptor/s:

1.Dance:DAS1.2-Explores and selects movement using the elements of dance to make dance, express ideas, feelings or moods (NESA, 2021).

2.Dance:DAS1.3-Gives personal opinions about the dances and their purpose that they view and/or experience (NESA, 2021).

3.Personal Development, Health and Physical Education (PDHPE): PD1-4-Performs movement skills in a variety of sequences and situations (NESA, 2021).

4.PDHPE:PD1-11- Incorporates elements of spaces, time, objects, effort and people in creating and performing simple movement sequences (NESA, 2021).

Rationale

Rainbow dance scarves are chosen to promote the subject of Dance for students in Stage 1: Years 1-2. The resource is chosen due to its range of bright colours and light texture which draws children into the activity. The students will use the dance scarves to express themselves emotionally and explore various types of movement. Types of movement include waving the scarf around; throwing it in the air, catching it; wiggling it up high or low; shaking it fast or slow; or letting the scarf flow along with their bodies (The Artistic Edge, 2012). The students will learn as artists as they use these movements to compose a dance routine accompanied by choosing appropriate music and performing it to their peers and teacher. As an audience, the students can provide personal opinions regarding the performance they viewed, such as the mood or feelings they believed were portrayed. Moreover, a teacher can prompt a discussion regarding the composer and audience's experience; these aspects delve into the concepts of making and responding (ACARA, 2018).

The resource enhances the children's confidence and knowledge of performing, composing and appreciating dance elements (NESA, 2021). Space, for example, the dimension of movements; time, for example, the tempo of a dance movement; dynamics, for example, the energy of movements and body, which is the instrument of expression, are some elements of Dance that will be developed (Dinham, 2020). In addition, the resource may be used to connect to the learning area PDHPE. The use of dance scarves integrates the concept of performing and critically analysing the characteristics and qualities of movement skills in various situations, which is a key outcome in PDHPE, which allows students to be empowered and self-confident citizens (NESA, 2021).

Furthermore, a teacher will assess students' ability to use the elements of Dance when making or responding to dance compositions (NESA, 2021). A teacher can use formative assessment to understand this and how they can improve their teaching practice to adapt to student needs (Callingham, 2010). Teachers can also consider the children's interests and inclusive practice by encouraging them to use their imagination and asking open-ended questions (Sinclair et al., 2017). A teacher could ask what the child would like to incorporate into their dance composition, such as their culture, props or music of interest, facilitating a space where children feel confident in their decision-making skills, celebrate their individuality, and implement their creativity (Cropley, 2018).

Subject: Visual Arts

Year Level: Stage 2 (Years 3-4)

Content Descriptor/s:

1.Visual Arts: VAS2.1-Represents the qualities of experiences and things that are interesting or beautiful* by choosing among aspects of subject matter (NESA, 2021).

2.VisualArts:VAS2.3-Acknowledges that artists make artworks for different reasons and that various interpretations are possible (NESA, 2021).

3.VisualArts:VAS2.4-Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques (NESA, 2021).

4.Cross-curriculum priority:Aboriginal and Torres Strait Islander histories and cultures (NESA, 2021).

Rationale

'Sandhills 1' is the chosen resource for this Visual Arts activity; it is a painting created by one of Australia's most significant Aboriginal Australian artists in Australian history, Emily Kame Kngwarreye (Kate Owen gallery, 2021). 'Sandhills 1' depicts sandhills in a desert landscape in Kngwarreye's beloved homeland, Utopia, Northern Territory (Aboriginal Dreamings Gallery, 2015). The resource has been chosen as it integrates the cross-curriculum priority, Aboriginal and Torres Strait Islander histories and cultures (NESA, 2021). It will support students in Stage 2: Years 3-4 in acknowledging the value of Aboriginal Art form and developing their understanding of Aboriginal people's traditions, culture, and beliefs and how they communicate this within their artworks (Dinham, 2020).

Moreover, enabling students to connect to their world whilst introducing them to the vast diversity of creative work (Sinclair et al., 2017). Emily's famous contemporary paintings incorporate her love for her land and traditional Aboriginal art forms such as bark and ochre with the integration of European influences such as canvas and paint (Kate Owen gallery, 2021). The painting will enable students to learn as artists and audiences through analysing, interpreting and practicing critical and creative evaluations of Kngwarreye's work (NESA, 2021). Furthermore, encouraging the children to utilise the painting as inspiration for identifying their traditions, cultures and what is significant to them as individuals, demonstrating this within their own artworks using materials, techniques and processes that are appropriate for their ideas; this delves into the concept of making and responding and also promotes inclusive practices (Russell- Bowie, 2015).

When observing and analysing 'Sandhill 1', a teacher will scaffold the students' knowledge of the Visual Arts elements, such as shape, texture, tone and colour (Bowell, 2011). A teacher will scaffold this by asking open-ended questions and prompting discussion (Ontario, 2012). For example, "Why do you think Emily used those certain colours and tones?" and "Why do you think Aboriginal people use ochre?". Through this, the children will understand how these elements form the meaning of Kngwarreye's painting. They can also transfer this knowledge when brainstorming materials or meaningful ideas and incorporating them into their artwork (Russell- Bowie, 2015).

Overall, the learning outcomes a teacher will assess are the children's ability to critically analyse, reflect, evaluate, connect and appreciate artworks (NESA, 2021). In addition, their ability to use their imagination when creating their artworks. A teacher can assess this through a summative assessment, where students produce cumulative artworks over an extended period based on their learning, thus creating a portfolio (Harlen, 2007).

Subject: Drama

Year Level: Stage 3 (Years 5-6)

Resource:

https://www.youtube.com/watch?v=U7d5rZ944Vs(HiHo Kids, 2018).

Content Descriptor/s:

1.Drama: DRAS3.1-Develops a range of in-depth and sustained roles (NESA, 2021).

2.Drama: 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 (NESA, 2021).

3.Drama:DRAS3.3-Devises, acts and rehearses drama for performance to an audience (NESA, 2021).

4.Drama: DRAS3.4-Responds critically to a range of drama works and performance styles (NESA, 2021).

Rationale

The chosen resource to promote creativity in the subject of Drama is a YouTube video called Kids Meet A Mime|Kids meet|HiHo Kids by HiHo Kids (2018). The resource is about children being introduced to mime and having the opportunity to observe an actual mime in real life, asking her questions. The resource has been chosen for students in Stage 3: Years 5-6 as it is age- appropriate, humorous and easy to watch, engaging the childrens interest and providing inspiration for the follow-up drama activity, which will be a mime performance. The video will also support a teacher in initiating class discussion regarding the elements of Drama such as mood and atmosphere and symbol; role and character and relationship; tension; situation; focus; language; voice and movement; space and time; and ideas and dramatic meaning (ACARA, 2018). A teacher will encourage students to go in pairs. They will take turns being a leader. The leader will start to mime, demonstrating certain situations, characters or roles, for example, conveying the character of a teacher or miming an instructive role such as brushing their teeth. The partner will use their focus, such as eye contact, including space and time, such as proximity, to imitate these movements, producing a mirror effect (Dinham, 2020).

The resource enables students to learn as artists as they use some of the discussed elements to help make a mime performance, showcasing it to their peers and teacher. Students also learn as an audience by asking open-ended questions about the performances, supporting their understanding of ideas and dramatic meaning, which taps into the general capability of Critical and Creative Thinking (NESA, 2021). Performers can respond with verbal or non-verbal language, for example, talking or gestures, similar to what is demonstrated in the resource (NESA, 2021).

The learning outcomes a teacher will assess are the students ability to confidently interpret and convey drama elements in various drama forms and their ability to respond to drama performances critically (NESA, 2021). A teacher can assess this through a summative assessment, observing how the childrens confidence and performance techniques progress at the end of a semester (Harlen, 2007). The childrens interests and skills will be considered by allowing them to express their ideas as they rehearse their performances and ask open-ended questions to expand on these ideas throughout their rehearsing. Inclusive practices will also be demonstrated by ensuring mixed ability partners are formed (Dinham, 2020).

Subject: Media Arts

Year Level: Years 5-6

Resource:

https://www.youtube.com/watch?v=cJowLAg-1DM&t=46s(DisneyAnimation173, 2017).

Content Descriptor/s:

1.MediaArts:ACAMAM063-Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACARA, 2018).

2.Media Arts: ACAMAM064-Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACARA, 2018).

3.Media Arts: ACAMAR065-Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACARA, 2018).

Rationale

The YouTube video "Top 10 Movie Studio Logos" (DisneyAnimation173) is the chosen resource to promote this Media Arts experience for students in Years 5-6. The resource showcases the top ten most famous movie studio logos, such as DreamWorks, Marvel Studios and Disney, which will engage the children's interest as they might encounter these logos in social contexts, for example, when watching a movie in the cinema; facilitating discussion (Sinclair et al., 2017). A teacher will ask open-ended questions such as "Which movie logo is your favourite and why?" or "What movie genre do you think is appropriate for this movie logo and why?". A teacher will also scaffold the children's learning by brainstorming the various technical and symbolic elements demonstrated in the resource (Russell-Bowie, 2015), including composition, movement, sound and lighting, and time and space. Through delving into these aspects' children can connect to the general capability of Critical and Creative Thinking (ACARA, 2018).

In addition, the resource will inspire the students to learn as artists as they plan and create their own logo using the "Logo Maker" on Canva (2022). Students will consider the meaning of their logo, what it represents, the name, and specific elements that will be used to emphasise the logo's meaning; this enables students to incorporate their interests and skills into the activity (Russell-Bowie, 2015).

Students will present their logos to the class and teacher, enabling all students to critically and creatively respond. For example, the students can express how the logo made them feel as they viewed it, their interpretation of the logo's meaning, and what elements they believed helped communicate it (Russell-Bowie, 2015). Through this, inclusive practice is demonstrated as it encourages all students of diverse abilities to express their individuality and beliefs by tapping into their creativity and strengths. Overall, the critical learning outcome a teacher will assess are the children's ability to utilise media technologies and media elements to produce and communicate their ideas (NESA, 2021). A formative assessment will be implemented. Children will be encouraged to self-assess their progress by writing down the information they have acquired after the lesson and through peer assessment, such as allowing children to have an informal interview with a peer after the lesson to discuss new knowledge (Callingham, 2010).