Teaching the Arts. Early childhood and primary education

Transcription

1 Teaching the Arts Early childhood and primary education Teaching the Arts: Early childhood and primary education provides a comprehensive and exciting introduction to Arts education in Australia and New Zealand. By illustrating the fundamental links between theory and practice, this book equips students with the skills and knowledge to teach the Arts in both early childhood and primary settings. The book covers each of the five Arts strands dance, drama, media arts, music and visual arts in detail and demonstrates the continuum of learning from early childhood through primary. Each chapter encourages readers to engage with the Arts and provides opportunities to develop understanding and practical skills through reflective questions, examples and activities. Teaching the Arts draws important links to the Australian Curriculum, the New Zealand Curriculum, the Early Years Learning Framework and Te Whāriki, and includes substantial references to indigenous histories and cultures, relationships with Asia, and sustainability. It also provides an in-depth exploration of the role of integration, cross-curriculum priorities, organisation, general capabilities and quality teaching in Arts education. Generously illustrated and featuring excellent online resources at teachingarts, Teaching the Arts is an indispensable resource for pre-service teachers. David Roy is Lecturer in Education and Creative Arts at the University of Newcastle, New South Wales. William Baker is Lecturer in Arts and Social Education at the University of Tasmania, Tasmania. Amy Hamilton is Senior Lecturer in Visual Arts and Curriculum Studies at Flinders University, South Australia.

2 For Fraser Michael Roy, Janine, Ben

3 Teaching the Arts Early childhood and primary education David Roy William Baker Amy Hamilton

4 cambridge university press Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Mexico City Cambridge University Press 477 Williamstown Road, Port Melbourne, VIC 3207, Australia Published in the United States of America by Cambridge University Press, New York Information on this title: / Cambridge University Press 2012 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2012 Reprinted 2013 Cover and text design by Tanya De Silva-McKay Typeset by Newgen Publishing and Data Printed in Singapore by C.O.S Printers Pte Ltd A catalogue record for this publication is available from the British Library National Library of Australia Cataloguing in Publication data Roy, David Michael S. Teaching the arts: early childhood and primary education/ David Roy, William Baker, Amy Hamilton (pbk.) Includes index. Art Study and teaching (Early childhood) Art Study and teaching (Primary) Baker, William James. Hamilton, Amy Ruth ISBN Paperback Additional resources for this publication at Reproduction and communication for educational purposes The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of the pages of this work, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that the educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under the Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 15, 233 Castlereagh Street Sydney NSW 2000 Telephone: (02) Facsimile: (02) info@copyright.com.au Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.

5 Contents Acknowledgments x Introduction 1 Part 1 Why: the Arts in Education and Society 5 Chapter 1 A vision for the arts in education 7 In this chapter 7 Introduction 8 What are the Arts and what do they do? 10 The BIG disconnect: policy and provision; access and equity 12 Learner agency and cultural diversity 15 Sustained, sequential and quality Arts education 16 A praxial vision for the Arts in education 18 Your role: the Arts in early childhood and primary education 19 Conclusion 22 Review questions 23 Recommended reading 23 Chapter 2 Why the Arts are fundamental 24 In this chapter 24 Introduction 25 Arts education in 21st-century lives 25 What we know about Arts education, its value and effects 28 Learning in and through the Arts and your role 35 Conclusion 41 Review questions 42 Recommended reading 42 Chapter 3 The Arts and cross-curriculum priorities 43 In this chapter 43 The meaning of cross-curriculum priorities 44 New Zealand histories and cultures 45 Aboriginal and Torres Strait Islander histories and cultures 46 Australia s and New Zealand s engagement with Asia 50 The Arts and sustainability 55 v

6 Contents Conclusion 57 Review questions 57 Recommended reading 57 Part 2 What: the Arts Learning Areas 59 Chapter 4 Learning in dance 61 In this chapter 61 Introduction 62 Engaging with dance in education 62 Elements and principles of dance education 64 Making in dance 64 Responding in dance 67 Dance in early childhood settings 70 Dance in primary education 71 Review questions 73 Recommended reading 73 Chapter 5 Learning in drama 74 In this chapter 74 Engaging with drama in education 75 Early childhood and primary settings 77 Elements and principles of drama in education 79 The elements of drama 84 Forms and structures 90 Playbuilding 91 Masks 93 Drama assessment 95 Conclusion 95 Review questions 96 Recommended reading 96 Chapter 6 Learning in media arts 98 In this chapter 98 Introduction 99 What is media arts 99 What is there to learn in and through media arts? 100 vi

7 Contents Ways in which children learn in and through media arts: making 111 Ways to effectively teach media arts with links to a national curriculum: making 112 Responding to media arts: early childhood and primary years 116 Practicalities and possibilities for personal development in media arts 116 Conclusion 118 Review questions 118 Recommended reading 118 Chapter 7 Learning in music 119 In this chapter 119 Introduction 120 Engaging with music in education 120 Elements and principles of music in education 123 Making and responding in music 131 Conclusion 137 Review questions 137 Recommended reading 138 Chapter 8 Learning in visual arts 139 In this chapter 139 Introduction 140 Engaging with visual arts in education 140 Children s artistic growth 140 Visual arts in early childhood settings 141 Visual arts in primary settings 143 Key ideas and concepts 144 Making and responding in visual arts 145 Visual arts styles 149 Responding to visual arts 163 Ways to effectively teach visual arts 166 Conclusion 167 Review questions 167 Recommended reading 167 vii

8 Contents Part 3 How: Embedding the Arts in Education 169 Chapter 9 Integration and general capabilities 171 In this chapter 171 Introduction 172 General Capabilities 172 Integration of the Arts with other Learning Areas 176 Curriculum integration 181 Equity in the classroom and diverse learners 181 Everybody lives 185 Review questions 185 Recommended reading 186 Chapter 10 Organisation 187 In this chapter 187 Introduction 188 Planning for learning and teaching in the Arts 188 Approaches to learning and teaching in the Arts 191 Assessment in Arts learning and teaching 194 Organisation for Arts learning in early childhood settings 197 Organisation for Arts learning in primary settings 199 Conclusion 202 Review questions 202 Recommended reading 203 Chapter 11 Quality teaching 204 In this chapter 204 Introduction 205 Understanding quality teaching and reflective learning 206 Intellectual quality 207 Quality learning environment 210 Significance 212 Conclusion 214 Review questions 216 Recommended reading 217 Chapter 12 Quality Arts education and rich learning 218 In this chapter 218 Introduction 219 Characteristics of quality Arts education 219 viii

9 Contents Arts-rich learning 223 The Arts-rich early childhood and primary contexts 225 Your vision and role in delivering quality Arts-rich learning 228 Conclusion 229 Review questions 230 Recommended reading 230 Glossary 231 References 234 Index 247 ix

10 Acknowledgments The authors would like to thank the following: All our families and friends for their support and advice. Isabella Mead, Susan Hanley and the editorial staff at Cambridge University Press. The staff and pupils of Eleebana Public School; the Australian Dance and Talent Centre; Flinders University School of Education; the University of Newcastle School of Education; the University of Tasmania Faculty of Education; Gracie, Hannah and Liam for their work; and Rebecca Hastings, visual artist, for allowing us to publish her painting Smell this. We are grateful to the following individuals and organisations for permission to use their material in Teaching the Arts. Page 8: Buber, Wikimedia Commons; 11, 53, 56, 100, 102, 104, 114, 115, 153, 158, 191, 202: Amy Hamilton; 13: Nevit, Wikimedia Commons; 16: Dussel7, Wikimedia Commons; 26: Storye book, Wikimedia Commons; 29: Jeanne Boleyn, Wikimedia Commons; 45: Tupungato/Shutterstock.com; 46: EcoPrint/Shutterstock.com; 62, 65, 75, 80, 83 7, 89, 93, 94, 136, 177, 178, 180 2, 184, 185, 205, 208, 209, , 215, 220, 226, 229: David Roy; 103: greenland/shutterstock.com; 121: Caspian blue, Wikimedia Commons; 124 (top): Reproduced with permission from the Canada Council for the Arts; 124 (bottom): Photographer: Daniela-Maria Brandt. Source: Orff-Zentrum München; 125: Courtesy Photographie Institut Jacques-Dalcroze, Genève; 127: Arad, Wikimedia Commons; 130: WorldAccent, Wikimedia Commons; 148 (dog painting), 164: Courtesy of Rebecca Hastings; 148 (mobile): carroteater/ Shutterstock.com. All Shutterstock.com images 2012 Used under license from Shutterstock.com. Every effort has been made to trace and acknowledge copyright. The publisher apologises for any accidental infringement and welcomes information that would redress this situation. x