Assessment 1 - Critical reflection

Assessment 1 - Critical reflection

Assessment 1 - Critical reflectionAttached Files:

Creative literacies - A1 Walk-Through.pdfCreative literacies - A1 Walk-Through.pdf - Alternative Formats(3.816 MB)

Write a critical reflection about the role and power of creativity to inspire and engage childrenin teaching literacy to inspire and engage children you will teach. You will demonstrate your understanding of:

the power of creativity

ways literacy can inspire and engage children and

ways literacy teaching can be creative and adventurous.

You will undertake research about these points and make meaning about creativity and its power and role in literacy teaching.

A critical reflection is descriptive, analytical and critical. This reflection is about you as a future teacher. It is not a summary of your reading; it is a synthesis of your reading, your experiences and your goals as you critically reflect on what you see as important for children in the classroom.

Formatting requirements:FONT: 11pt Arial or Times New Roman.

LINE SPACING: 1.5.

FORMAT: Word document (.doc or .docx).

REFERENCING STYLE: APA 7th edition format for both in-text and end text referencing.

WORD LIMIT: 2000 words +/- 10%. This includes headings, in-text citations, captions and direct quotes. It excludes the Reference List.

Due:Tuesday 24 September, 2024, 23.59 WST

Assessment 2 Presentation

PresentationPlease note that 'Presentation' simply refers to a Curtin assignment which is not an essay. There isnooral presentation component to this task.

Written Teacher Resource Booklet of creative activities presented in the form of a report.

Prepare a written report to critique literacy practices and literacy resources for their potential for teaching to be creative and adventurous.

This report will be in the form of a useful teacher resource full of clearly written activities for creative literacy teaching which will ensure high levels of student engagement.

Using unit topics as the basis for each, craft eight activities for your future literacy classroom. Choose a target year group for the booklet, and indicate one or more ACARA links for each activity. You must critique the choices you have made (what makes them creative and supportive of literacy development) and support your critique with references from readings and other findings. Your report will include literacy practices and activities which have the potential for literacy teaching to be creative and adventurous. You must research, find and cover examples from a range of the topics from this unit. You will use your creativity in developing the activities for this assignment. You may choose to target one theme or topic across all eight activities, but this is optional.

Unit topics:

WK1

Introduction to teaching English creatively.

This week's Powerpoint:Week 1.pptxWeek 1.pptx - Alternative Formats

Please take the time to read the unit outline.

Some would say that to develop creativity is more important than literacy and numeracy. This unit will not argue this point, however the premise for this unit is that creativity is an important component of becoming literate and, through teaching creatively and the promotion of both creative and critical thinking, children's literacy skills are harnessed and enhanced.

This topic will introduce you to ways to develop childrens curiosity, develop their agency and innovative thinking.

WK2

Big Ideas - Teaching Creatively or Teaching for Creativity

Teaching literacy is not simple. The idea is to teach creatively so that you are effective for more children and support the learning of speaking, listening, reading, viewing and writing in engaging and lively ways.

Can we teach not only creatively but also to develop creativity in children?Rread Chapter 12 (pp. 165-175). Identify all of the main ideas for planning for creativity in English. Make a mind map about what you have read and share with someone.

Some ideas for online mind mapping tools (but you're welcome to do them by hand, of course!)

Mindmup:https://www.mindmup.com/Bubbl.us:https://bubbl.us/MindMeister:https://www.mindmeister.com/MindMap Ninja:https://mindmapninja.com/This week's Powerpoint:week 2 Big Ideas_1_.pptxweek 2 Big Ideas_1_.pptx - Alternative Formats

WK3

What elements of creativity can be developed through talk?

Obviously the first and foremost mode for learning is oral language and is the vital foundation for all learning.

This week you will consider the role of talk to develop and enhance creativity and thinking. Talk can be used to collaborate, to develop ideas, to support both children and teachers to develop a community of learners. Real and genuine discussion can be used to challenge ideas and thinking.

Another untapped resource in schools is the power of peoples stories not just fictional but life stories to support learning, they have the potential to engage and foster the imagination.

Powerpoint used in this week's class.

Week 3 Talk and Creativity _1__1_.pptxWeek 3 Talk and Creativity _1__1_.pptx - Alternative Formats

Many of you have expressed an interest in the Talk For Writing program.You might like to explore their website this week:https://www.talk4writing.co.uk/WK4

Developing childrens creativity through drama

This is not about drama as Shakespeare intended it but process drama where improvisation, roleplay, games, puppetry etc. are used to promote learning. There are key conventions of drama that a teacher can use at all parts of the day as part of any lesson which can extend childrens creative thinking.

A key strategy isTeacher in Role, where the teacher takes on a role from a story or from history, where they take on ta persona which may be oppositional to the point being made or as a story teller or conveyer of information. This strategy is highly engaging and supports children to think broadly and creatively applying the understanding to different contexts.

WK 5

How storying and exploring fiction supports creativity.

This week's Powerpoint - please also watch the Collaborate:Storying and reading fictionWeek 5_4_.pptxStorying and reading fictionWeek 5_4_.pptx - Alternative Formats- Alternative FormatsAs discussed previously it is never the intention to ignore or not teach the important aspects of literacy but to explore ways to teach them creatively.

This topic covers both young children in chapter 4 and older children in chapter 5 and how stories and fiction can be used creatively.

Young children can learn phonics and other skills of literacy where the teacher uses a creative approach to develop their understanding.

To consider a creative dimension to all learning allows for key understandings to be developed where children are engaged and committed to becoming successful readers and writers.

https://centreforstories.com/WK6

How to creatively engage writers

This week's PowerpointTopic 6 Teaching writing creatively _1_.pptxTopic 6 Teaching writing creatively _1_.pptx - Alternative Formats

You will read during this topic about both younger and older children learning to write in creative ways. Providing an imaginative and engaging environment for learners supports writers and includes consideration of space, time and resources.

Very young children do not see the difference between drawing, painting and writing when they are focussed on making meaning. Through play, experimenting, and using different materials they gain control over their writing to develop ideas about how writing works.

The support for the creative pursuit of writing helps develop childrens 'writer voice'. Writing, when taught in this way, allows children to demonstrate more authentic pieces of work which show more conviction and could be said to be more real.

WK7

What is possible for literacy development through the creative arts?

Children's literature as a basis for creative teaching and learning has been covered in previous literacy units. Fiction can support teachers to foster children's curiosity to develop different ways to respond to literature and develop understanding of narrative. A teacher will also see the value in sharing powerful literature with children to enrich the learning experience.

Children's picture books are one way to use images to promote literacy; another way is to look to the visual arts to provide opportunities for children to understand what paintings and other visual art forms can offer the literacy teacher.

This week's Powerpoint:Creative Literacies Topic 7 Literacy and the Visual.pptxCreative Literacies Topic 7 Literacy and the Visual.pptx - Alternative Formats

WK8

Playfully and pleasurably exploring Poetry

Poetry is a much-neglected form of language. It is rich source of material as it is short, displays unique language choices and is ripe for analysis and response.

Poems can be read, performed and enjoyed. Children can choose poetry to read and write poetry to share.

Think about your own experience with poetry. Choose a poem you would like to share with others. Practise reading it aloud.

This week's Powerpoint:Week 8 Poetry and Creativity.pptxWeek 8 Poetry and Creativity.pptx - Alternative Formats

You are expected to:

create a useful, creative and helpful "booklet" style resource for teachers

target your booklet at one year group, relevant to the course you are enrolled in (ECE, Primary or Secondary)

include creative and detailed literacy based activities

critique these activities, illustrating why they are creative and support literacy

use a range of scholarly texts to support your evaluation of each activity

cover a range of unit topics.

Formatting requirementsFONT: 11pt Arial or Times New Roman.

LINE SPACING: 1.5.

FORMAT: Word document (.doc or .docx).

REFERENCING STYLE: APA 7th edition format for both in-text and end text referencing.

WORD LIMIT: 3000 words +/- 10%. This includes headings, in-text citations, captions and direct quotes. It excludes the Reference List.

Due: Thursday 7 November 2024, 23:59 AWST

USE READING FROM THE BELOW LIST FOR References:

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Research in Drama Education: The Journal of Applied Theatre and Performance. 2006;11(3):273-291. doi:10.1080/135697806009006369.Brook Lapping Productions., ed. KS2 Drama in PSHE Drama for Learning. Teachers TV/UK Department of Education; 2008.10.Independent Television News Limited., ed. Creative Literacy in the Classroom. Teachers TV/UK Department of Education; 2010.11.Available Light Productions., ed. 2D Animation. Teachers TV/UK Department of Education; 2005.12.Illumina Digital., ed. Animation in a Primary Afterschool Club. Teachers TV/UK Department of Education; 2010.13.Creative Partnerships (Program: Great Britain) Eelyn Lee Productions. Beneath the Hood. (Creative Partnerships (Program: Great Britain), Eelyn Lee Productions., eds.). Creative Partnership London East Contemporary Arts Media (distributor) ; 2003:1 online resource. https://go.openathens.net/redirector/curtin.edu.au?url=https%3A%2F%2Fwww.artfilms-digital.com%2Fitem%2Fbeneath-the-hood14.Brook Lapping Productions., ed. Creativity. Teachers TV/UK Department of Education; 2008.15.Brook Lapping Productions., ed. Drama for Learning. Teachers TV/UK Department of Education; 2008.16.Illumina Digital., ed. Primary Literacy and Art. Teachers TV/UK Department of Education; 2006.17.Arizpe E. Meaning-making from wordless (or nearly wordless) picturebooks: what educational research expects and what readers have to say. Cambridge Journal of Education. Published online 2013:1-14. doi:10.1080/0305764X.2013.76787918.Arizpe E. Letting the Story Out: Visual Encounters with Anthony Brownes The Tunnel. Reading. 2001;35(3):115-119. doi:10.1111/1467-9345.0017319.Aubrey C, Dahl S. Building Creative Partnerships through image and text. Thinking Skills and Creativity. 2013;9:1-15. doi:10.1016/j.tsc.2013.01.00120.Bearne E. Visual Approaches to Teaching Writing. (Wolstencroft Helen, ed.). Paul Chapman; 2007.21.Egan Kieran. Engaging Imagination and Developing Creativity in Education. 1st ed. (Madej Krystina, ed.). 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