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Arts Resource Folder

Content and Overview


This Webfolio is a collection of 5 resources used in the Arts throughout Primary School
Levels
Media - Foundation - We're going on a Bear hunt
Dance - Grade 1 - African Tribal Music and Dance CD
Music - Grade 3 - Inanay
Drama - Who Pushed Humpty?
Visual Art - a painting by Joseph Lycett
All of these resources have been created for use for the classroom teacher, so other
lessons are implied than just the arts. I have done this becasue I will be a regular
classroom teacher in the future and I chose things that I could use.

Media
We're Going on a Bear Hunt
We're going on a Bear Hunt

By Rosen &

Oxenbury
This book is good quality children's literature as it has all the
good characteristics such as repetition, predictability,
rhythm and describing words.
AusVELS Level that this is intended for
Foundation
In Media, make and record sound effects to accompany a story book they have created.
Students look at a variety of different media, textures and print to analyse and produce
their own ideas. Students explore the use of common materials such as paper,

cardboard, glue, fabric, wood and plastic containers. They replicate the rhythms and
sound patterns in stories, rhymes, songs and poem.
The above has been collaborated by myself to organise thoughts, ideas and standards
from AusVELS curriculum from areas of Media, English, Communication, ITC, Creativity
and Design.
Rationale
'Were going on a bear hunt' is already an engaging and fun book/song, so allowing
students to go further with exploring aspects within it can be very rewarding. Creating
sound affects for a specific reason and recoding them will encourage students to
develop their thinking processes and hearing the finished product will be rewarding for
them. It is also important for students to learn to work collaboratively and in a nice
manner.
Learning Intention
In groups, students use a variety of materials to produce sound effects that is
appropriate to use in the picture book Were going on a Bear Hunt. The sounds will be
recorded and played to the class.

Learning Outcomes
-Students explore a range of different materials and make different sounds with them
(eg. Scrunching up paper will make a different sound than scrunching up cellophane).
-Students are able to use recording device sensibly and effectively
-Students work well within a team
Teachers will have to explicitly teach different aspects of sound (such as loud, soft,
crackling, smooth etc), how to use recording device and why and what sound affects
would be appropriate to use for the book. A good way of doing this, would be showing
the students a video of the song from the book and copy sound affects with voices.

Teachers will be helping students make sounds and introducing different ways of
exploring on materials (for example, scratching, scrunching, hitting etc). Teachers will
be assessing mostly by observation and of the end production.
The specific arts elements or languages that will be developed
Students will learn terminology in Aural media such as sound, voice and instruments
in making sounds. They learn individually and collaboratively by being actively involved
in exploring and creating media products (Roy, Baker & Hamilton, 2012, p. 111). It is
important for students to understand that a camera and recording devices to tell
events that has happened in the past. Students make meaning of the sounds by
creating them themselves and relating it to the picture book.

Dance
African Tribal Music and Dances CD
This CD offers African Tribal Music and Dances from a
variety of different artists. It offers 20 traditional
songs that encourage tribal dancing to.
AusVELS Level that this is intended for
Level 1
In Level 1, students gain an understanding of their bodies through different means of
communication and learn about different cultures.
During Dance and Physical Education, students practice using their body's in different
ways, such as imitating an animal and practising basic motor skills such as hopping,
jumping, balancing, twisting, turning and learn more complicated actions such as
leaping and dodging. They develop control over their speed, direction and levels
(including low levels being close to the ground such as crabs, or high levels being as
tall as a giraffe).
Students understand that different social circumstances has different communication
methods. They recognise different ways of communicating and expressing emotion,
such as facial expressions and body posture and gestures. (Communication, English).

Level 1's explore a range of different artefacts from different cultures and times, such
as picture books, songs and artwork. They can identify Australia on a map and other
places that relate to them.
The above has been collaborated by myself to organise thoughts, ideas and standards
from AusVELS curriculum from areas of.Dance, Communication, Physical Education,
English, Humanities and Interpersonal Development.
Rationale
Learning, improvising and experiencing another culture and their dance styles can be a
shock to young minds and they can start to see the similarities and differences within
different cultures and their own. This is important to introduce to younger students as
they can begin to view other cultures within the multicultural society we in live. It also
teaches them to control their body movements, consciously communicate ideas using
non-verbal means and actively listening to music to express these movements.
Learning Intentions
For students to be introduced to African music and dance, be able to improvise animal
movements and create.
Learning Outcomes
- be able to improvise animal movements and understand that African dancing
develops by imitating animals.
- students recognise the differences between African culture and their own
- students practice rhythm and listening to the beat while learning simple choreography
Teachers must make this a positive and fun experience for the students and model
different animals and dancing techniques, so they know your expectations of them.
The specific arts elements or languages that will be developed
Student will be Making their own dance moves and Responding to the African music
through movement, choreography, action, space, structure and dynamics.
Through planning this lesson, I have considered (Roy, Baker & Hamilton, 2012, p. 72):

Stimulus - African music links to animal movements, different culture and different
means of communication
Style - the students will experience with improvised/ free form, as well as
Structure - This is a whole class activity, although can be divided into groups
Skills - Students will be expressing themselves through whole body movements,
introducing their foot and hand movements to relate to African dancers.
Space - Teachers can decide where they do this lesson- classroom with tables out of the
way, gymnasium or outside. Students are aware of their space in which they move
-levels, directions, smooth or jolting movements
Sound - The music will be in a form of CD or audio from a computer program or
internet.
This lesson incorporates other art elements from different art strands including:
Music: tempo, rhythm, beat
Drama: time, symbolism, movement and mood. This lesson focuses on Dance as part of
the Arts, but also can be used in everyday classrooms for the communication and
cultural part aspects.

Music
Inanay - Sung by Tiddas
This Aboriginal Song is great, not only because it is in
another language, but because it has a strong beat and
rhythm to it. Students will generally sing this with
clapping hands or instruments in beat.

Although all year levels learn Aboriginal studies as it is a


cross-curriculum priority, I think Level 3 students will
benefit more with this song as they explicitly learn about Aboriginal Heritage during the

year. Because of this, I would use the song Inanay as a means to engage them in
further studies in the classroom.

AusVELS Level that this is intended for


Level 3 students learn about the Aboriginals and Torres Straight Islanders and relating
ideas through the year. As mentioned above, I would teach this song in relation to
course work, so, listed below, I have the listed the different areas of the curriculum and
link that into how I would teach it.
English Students look at pronunciation of words, repetition and style of writing. An
exercise could be making up a translation to English, noticing repetition of words,
Aboriginals resources and imagine what they would sing about, beat and syllables of
words.
Communication - Students learn that music and songs are a form of communication,
that is sometimes has meaning and story behind it. Research some more Aboriginal
songs and relate these to Dreaming stories. Music can illustrate a variety of
perspectives on a range of topics and ideas.
Languages - making them aware of how many different languages there were/ are in
Aboriginal societies and teaching them some of it. This strongly links in with
Communication.
Humanities (History) - Who lived here first and how do we know? Looking at
different points of views and perspectives, how society and values change over time,
what other songs and languages got faded out of the Aboriginal culture through time.
Humanities (Geography) - students can place where this song originated and track
its process from there.
Civics and Citizenship Students can look at how this song has impacted lives and
how it is being used and presented in Australia today. For example, teaching and
learning in Aboriginal society from generations to generations, other schools using
songs (finding presentations on YouTube) and how it became a popular song in the
western society.

Music - students create sound pictures that show variation in rhythmic patterns and
contrasts in pitch and duration. They practice rhythm and beat, which will be
elaborated on later.
Rationale
Learning a song, looking at art work and listening to Dreamtime stories from Aboriginal
culture, will allow students to connect with their culture on a personal level and
experience more from this unit. Inanay is a song that has a positive feel with it, and
can be experienced and learned from people across the globe and lifespan.
Learning Intention
By listening, learning and reproducing this song, students will be able to connect,
engage, enjoy and experience Aboriginal culture within the classroom and unit.
Learning Outcomes
-Students are able to learn song. Including pronunciation of words and rhythm and beat
of song.
-Students are able to produce work and assessment tasks relating to the song and unit
(examples of work are in above AusVELS section).
-Students understand different forms of communication within the Aboriginal society
and relate this to their own world.
Assessment will be summative and formative, depending on what task is, and will be
done throughout the whole unit of work.
The specific arts elements or languages that will be developed
The main element that this song is using is time/ rhythm and beat. This is a good song
to practice beat to as clapping is usually involved when singing.
However the song can be altered to change tempo and dynamics. Instruments can be
involved to add and emphasis on beat and rhythm. The class can also be split into
groups and sing at different times.
Just like children's literature, songs are great for repetition, and this song does this
nicely.

Drama
Who Pushed Humpty? By H. Dunnit and C. Smith
This picture book is an extension from the Nursery Rhyme

of

Humpty Dumpty. It explores the after affects of Humpty


falling and proceeds to blame other Nursery Rhyme
Characters in an attempt to find out 'Who Pushed
Humpty?'. This book brings a comical light on the Nursery
Rhyme, while addressing issues of accusations and crime
solving.

Using this book at a Level 5 classroom, i would develop the ideas of court processors
and encourage students to think of, plan, argue and present to the class. I would spilt
the grade up into groups to defend a particular character in the court. Students will
have to present an alibi, created evidence, rebuttal of other characters accusations and
be able to refocus their accusations to someone else.
AusVELS Level that this is intended for
Level 5
During this year, students learn about the government and politics, which include the
process of changing laws, the role of courts and police and presumption of innocence.
Students are to develop their speaking and understanding skills through role-play and
group work to from varies opinions and express a point of view. Level 5 students learn
the affects bullying has on a person and has experience of what it feels like to be
singled out. Reflecting on ideas, performing, group participation strategies are
important to improve and further understand on ones own thinking processes. They
form questions, investigate, distinguish between fact and opinion and express point of
views through personal experiences. They research, plan, rehearse, improvise during a
presentation.
The above has been collaborated by myself to organise thoughts, ideas and standards
from AusVELS curriculum from areas of Drama, Civics and Citizenship, Communication,
Interpersonal Skills, Mathematics, Thinking Processes, Literature and Literacy.

Rationale
Through the focus of this lesson, students learn and experience the basic structure of
court - accusations, innocence, proving guilty, alibies, collecting evidence, equality and
justice. Not only does this link in with the curriculum of content affectively, students
will develop how to form an argument, deliver it in groups to the class and be able to
improvise if argument needs rebutting or clarifying, whilst staying in character to
effective role-play. Ultimately, students will be engaged with this activity and accessing
higher order thinking skills, and going off their previous knowledge with school work,
media and personal experiences in court.
Learning Intention
Students act as Lawyers to defend their fictional character in court
Learning Outcomes
- students collaborate together as a team to find the best possible solution, questions
or argument
- performance skills such as voice, role play, body gestures, students choose selective
words to justify and enhance their argument.
- groups creativity, rehearsal time, overall performance, justification on different points
of views and the overall knowledge students have about the proceedings of court.
Teachers teach the students about law, court proceedings and debating prior to this
activity. This can be an end assessment for the whole unit, or simply a 'light' fun
activity to introduce the unit.
The specific arts elements or languages that will be developed
The main Drama element that will be explored in this lesson (it can be a unit if
structured around government and court proceedings) is 'Tension'. The conflict between
characters, including arguments, debates, accusations and alibies will add a lot of
tension to this lesson, especially if students are engaged and they maintain their roleplay. The mystery of what's going to happen next and the fact that it is entirely the
class's story and interpretation will add anticipation and drive to the students.

This does however, need to be developed in the classroom by making a safe,


comfortable atmosphere for students to explore, experiment and get the most out of
the learning experience. You can do this by knowing your students, developing games
and activities for students to interact and have fun with everyone to build trust within
the classroom dynamic.

Visual Art
Joseph Lycett's Painting

"North and South Head's on Port Jackson", by


Joseph Lycett, 1818.

This painting was created by a convict/ artist Joseph Lycett in 1818, Sydney Australia.
It not only displays the colonisation happening at that time, but it shows the power man
had over the land with the view it was taken.
AusVELS Level that this is intended for
Level 6
Students begin to research, and with guidance, analyse art works to interpret and
compare key features, symbols and cultural characteristics of art from different historic,
social and cultural contexts. They use appropriate art language to describe the content,
structure and expressive qualities of their own and other people's work. They discuss
the purpose in which art work was created for a specific time and place.
.Roy, Baker & Hamilton, 2012, p. 152 describes:
Level 6 drawing skills suggests that at this level, students look at different perspectives
and angles used in drawing.
The above has been collaborated by myself to organise thoughts, ideas and standards
from AusVELS curriculum from areas of The Arts.
Rationale

Through exploring paintings such as this one, students can grasp an understanding of
the intentions and messages behind artwork. This can ultimately help develop their
skills as an artist. This discussion can also lead to colonisation, power and government,
as their understandings of that progress.
Learning Intention
To brainstorm and discuss ideas with why this artwork was created.
Learning Outcomes
-To be able to notice the perspective and angle of which this piece was drawn from
-To identify the artist and discuss reasons why he has chosen to display it this way
-To be able to play with different aspects of this in their own artwork.
Scaffolding needs to take place prior this class, by looking at perspectives and angles in
different pictures and experimenting with it themselves. Teachers need to be aware
that symbolism in pictures are not an easy concept to understand, so guidance will be
needed with discussions. Teachers will notice the students understanding of symbolism
through formative assessment during class discussion about this painting.
The specific arts elements or languages that will be developed
Responding to artwork can gain an understanding of personal, cultural, social and
historical contexts and help develop their critical thinking skills (Roy, Baker & Hamilton,
2012, p. 163). Students gain an understanding with audience, purpose and structures
of artwork by discussing other peoples work (peers or famous artists) and
experimenting with different techniques. At level 6, students explore different
perspectives within drawings and talk about symbolism using appropriate art language.

Reference
Roy, D., Baker, W., Hamilton, A. (2012). Teaching the Arts: Early childhood and primary education,
Cambridge Press, New York.