Alexandra McCann

110144843

EDUC 4216
Arts Across the Early Childhood Curriculum
Assignment 1- Project
(Submitted with Holli)

Part A

Micro Teach Arts Lesson Name: Steph, Holli, Jemma & Alex
Year level: Kindergarten Duration: 20 minutes

EYLF OUTCOMES
By the end of the lesson students will be able to:

- Outcome 1:
- Develop their emerging autonomy, inter-dependence, resilience and sense of agency
- Learn to interact in relation to others with care, empathy and respect

- Outcome 2:
- Develop a sense of belonging to groups and communities
- Respond to diversity with respect
- Become aware of fairness

- Outcome 4:
- Develop dispositions for learning such as curiosity, cooperation, confidence, creativity,
commitment, enthusiasm, persistence, imagination and reflexivity
- Transfer and adapt what they have learned from one context to another
- Resource their own learning through connecting with people, place, technologies and
processed materials

- Outcome 5:
- Interact verbally and non-verbally with others for a range of purposes
- Engage with a text and gain meaning from the text
- Express ideas and make meaning using a range of media
- Begin to understand how symbols work
- Use information and communication technologies to access information, investigate ideas
and represent their thinking

The main art forms being implemented are drama and visual arts (shadow
puppetry).
Main
concepts
(what are the
Students will have the opportunity to engage with a set text. This will be further
big concepts explored through creating and designing shadow puppets. This will be achieved
and why is the through the arts elements of visual arts and drama. Students will have the chance to
learning reflect on this experience by sharing their creations to another group in the class.
important?)
 - ENGAGE
- Interactive Smartboard used to show the storybook ‘The Gruffalo’ via a
YouTube clip, as well as a video on how to create shadow puppets (refer to
resources section)
- (If used on selected site, a hardcopy book would be read aloud to group of
children rather than shown as a YouTube clip.).
- EXPLORE
Learning - Children will have the opportunity to re-create ONE scene of the story by
Activities producing shadow puppets with the materials supplied (black paper,
cellophane, pipe cleaners, cardboard, wire etc).
- Children will need to communicate with one another to work out the number
of characters to be created.
- REFLECT
- Children will present a scene from ‘The Gruffalo’ to one other groups using
their shadow puppets, and vice-versa

- Ability to make sense of the selected text

- Ability to create correct number of characters required for selected scene
- Ability to communicate with peers
- Ability to use presented materials in way that resembles a character from the
Assessment selected text
- Ability to perform confidently in front of other peers
- Successfully recreates selected scene from text with peers

- White sheet
- Black paper
- Cellophane
- Torches
- Pipe cleaners
Preparation / - Cardboard
Equipment - Wire
- Scissors
- Sticky tape
- Pipe cleaners
- Popsicle sticks

- It’s Arts Play by Judith Dinham & Beryl Chalk

- Delivering Authentic Arts Education, 2nd edn, by Judith Dinham
Resources - The Gruffalo  https://www.youtube.com/watch?v=mT23k7ABeZc
- Shadow puppet video  https://www.youtube.com/watch?v=xDF5ddeswfM
Individual Reflection

Reflecting on the micro-teach exercise, I believe it was both a successful yet emerging experience. Our
lesson was constructed based on the areas of drama and visual arts, allowing participants to explore
dramatic concepts in the form of Shadow Puppetry. In small groups, participants were allocated a scene
extracted from the popular children’s text, ‘The Gruffalo’. With the materials provided, the group was then
asked to re-enact the specific scene through the use of silhouettes. My group was the last group to present
in the workshop which proved to be a drawback as we were under a significant time restriction. With the
time limit considered, we made sure all materials and resources were distributed before the micro-teach
commenced. This is something I would avoid doing with young children, as materials can often become a
distraction from activity instructions. To begin the experience, we explained how we worked collaboratively
to devise a unit that was engaging and relevant to the children that we would be working with onsite. We
provided a brief explanation about the learning intentions, overall expectations, content and the potential
outcomes we hoped to obtain through this experience. The groups were then able to spend time engaging
in the activity, exploring how shadow puppets could be created and used as a form of storytelling. To
conclude the experience, groups were going to be given the opportunity to share and perform their
recreation but we ran out of time.

Drama is an exploratory form of learning that ‘enables children to explore and express their sense of
themselves and their world through dramatic play, improvisation, role-playing, mime, puppetry, radio
theatre and other dramatic forms’ (Dinham, 2011, p. 186). Livermore (2003) describes how the arts provide
several different roles in education, allowing students the opportunity to develop an understanding of
artistic processes and practices as well as developing their own artistic capabilities (Livermore, 2003, p. 1).
Our overall aim was to design a unit plan that allowed students to learn both in and through the arts. The
idea was to create a learning process, which provided a quality arts education, that was child-centred,
had opportunities for performance and collaboration, and encouraged affective learning and supports
social and cultural interactions (Bamford, 2006, p. 89).

We received constructive feedback and positive responses in regard to our micro-teach experience.
Participants stated that the activity was an engaging experience and the idea of being in the dark would
be intriguing for younger children. They also thought that the experience provided a good use of modelling
and resources and was a form of quality group work. ‘The activity was a good example for children to
practise assigning roles and to highlight to students that not everyone can be the Gruffalo’. People who
currently worked in an OSHC or ELC said that they could imagine their students enjoying turning the lights
out and exploring in the dark. The tutor expressed how she loved the concept of exploring a different form
of art style and the links to history. Dinham (2011) explains that Shadow Puppetry is a dramatic art form that
includes Indonesian culture (Wayang Kulit). We thought the element of ethnicity would be relevant to our
onsite project, as many of the children are of different cultures. It also provides an opportunity for children
that are not confident speaking English or performing in front of others, as puppets can be ‘effective
transitional tools for shy students who may be more comfortable using the puppet as a medium through
which to speak and act’ (Dinham, 2011, p. 190). Participants also commented of the use of literacy learning
and how it was beneficial using a familiar text. The activity also demonstrated and incorporated narrative
styles. ‘When they re-enact stories, they have heard and/or create their own stories, they are practising their
language and communication skills while developing an understanding of narrative structure’ (Dinham &
Chalk, 2018, p. 177). One person suggested it be a good idea to introduce the narrative element once the
children have explored and become familiar with the art form. We agreed with this and modified our future
plan to explore the text and art elements separately and then introduce a collective approach. Another
suggestion was that in the initial stages of the learning, to allow children the opportunity to play with a big
sheet of material and explore using their parts/whole body, the shadows and shapes they can create. We
valued this idea and further added it to our plan. Overall the micro-teach experience allowed us the
opportunity to explore our choice of teaching strategies, materials, resources and learning concepts while
providing internal and external feedback on what worked, what didn’t and any other ideas that we could
incorporate.
 ARTS SUBJECT FOCUS: Drama, Visual Arts,
Dance
TEACHER: Alexandra McCann & Holli Caputo

UNIT TITLE TEACHER

The Gruffalo & Shadow Puppetry Alexandra McCann & Holli Caputo
SCHOOL CONTEXT YEAR LEVEL/ AGE-GROUP
Magill Campus and Community Children’s Centre (MCCCC) is a 3-5 Year Olds
childcare centre located next to UniSA in Magill. The following unit
plan will be based around the learning and development of children
in the ‘Kindy room’, who are aged between 3-5 years. The Centre
includes children from many cultural backgrounds, predominately of
Chinese decent. Some of these children do not speak a lot of English,
as English is their second language. Almost every child is able to
understand most English words when spoken to. There is an even mix of
both genders within the centre and no specific learning needs.
CONTEXT AND OUTLINE OF LEARNING EXPECTATIONS
OVERVIEW OF THE UNIT CURRICULUM LINKS
 Learning through play
The designed unit focuses on the Art subject areas  Intentional teaching
of Drama, Visual Arts and Dance, with focus on the  Learning in and through the arts
selected text “The Gruffalo”. Children will use this  Continuity of learning and transitions
text to explore the themes of various characters,  Assessment of learning
setting and feelings as they engage in shadow  Communicating learning through performance
puppetry, both through constructed materials and
use of their bodies. Children will begin by focusing Outcome 1: Children have a strong sense of identity
on the culture of shadow puppetry and its possible
connection with Chinese children who attend the - 1.2 Children develop their emerging autonomy, inter-dependence, resilience and sense
centre by collectively learning about how shadow of agency
puppets are used and created to tell stories. In this - 1.4 Children earn to interact in relation to others with care, empathy and respect
way, children are able to consider how shadow
puppetry reflects cultural diversity. Through use of Outcome 2: Children are connected with and contribute to their world
Visual Arts, children are able to add a kinaesthetic
dimension to their storytelling which enables them
to build safe and secure connections with their
educators and peers (Dinham & Chalk 2018, p. 15).
Shadow puppetry also caters for all children in the
sense that it allows them to express themselves in a
non-verbal manner, particularly for those with
English as a second language or with limited
confidence. As the unit plan progresses, children
will be able to experiment with their bodies through
the Drama elements, such as roles, relationships
and movements to express their interpretation and
feelings of each of the characters from the text.
Greater stimulation of learning occurs through
movement when engaging in such activities,
compared to when children are seated for
learning (Dinham & Chalk 2018, p. 69). Children
can then engage in the reflective processes at the
end of unit as they view themselves in and through
the arts as unique individuals. Children are
encouraged to work collaboratively throughout
the unit in exploring most of the art forms, but there
may be times where they wish to explore such
forms individually.
- 2.1 Children develop a sense of belonging to groups and communities and an
understanding of the reciprocal rights and responsibilities necessary for active
community participation
- 2.2 Children respond to diversity with respect
Outcome 3: Children have a strong sense of wellbeing
- 3.1 Children become strong in their social and emotional wellbeing
Outcome 4: Children are confident and involved learners
- 4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence,
creativity, commitment, enthusiasm, persistence, imagination and reflexivity
- 4.4 Children resource their own learning through connecting with people, place,
technologies and processed materials
Outcome 5: Children are effective communicators
- 5.1 Children interact verbally and non-verbally with others for a range of purposes
- 5.2 Children engage with a text and gain meaning from the text
- 5.3 Children express ideas and make meaning using a range of media
Broad Goals for learning
KEY UNDERSTANDINGS/LEARNING IN THE ARTS APPLICATION/LEARNING THROUGH THE ARTS

Children will learn to communicate verbally during
the production stages as well as non-verbally as a
means of communication and interpretation to
retell a story through shadow puppetry
Children will learn to collaborate with peers to share
their understanding of the arts and how it connects
to their world
Children will use the materials provided to construct
shadow puppets based on the selected text as well
as their bodies through the drama elements as they
explore the characters, character feelings and
setting
Children will learn how to be an appropriate
audience member and learn how to respond to
others’ arts concepts

Specific Learning Outcomes

Children will be able to:

Children will know:
- Express learning through discussion and
- Ways to view and listen to the selected text conversation at whole group level as well
and respond accordingly via interpretation as individually with peers and educators
 - The origin of shadow puppets relating to - Demonstrate their understanding of literacy
culture and diversity concepts through describing characters
- The elements of drama (role, characters, from the selected text and their feelings in
relationships, situation, movement) response to narrative genre
- Express action and movements using
different parts of the body
- Memorize and perform a routine
- Communicate and express ideas to an
audience
- Use role and story to express ideas and
understanding

Inclusion for Learning

Due to the difference in age and developmental levels of children within the Kindy Room, lessons may be altered and modified to meet the needs of
every child at each stage. The learning from the experiences provided will depend on the abilities that the child already possesses, therefore some
children may require additional support from educators to achieve appropriate expectations and outcomes. An array of open-ended materials and
resources will be used as prompts to learning whilst children are also offered the opportunity to experiment and build on their current understandings in
the arts. The learning experiences have been developed to cater for the cultural diversity found within the Centre, namely Chinese culture. Therefore,
some children with English as a second language may be less confident in their ability to speak and perform as English speaker. The use of shadow
puppets provides these children the opportunity to communicate in and through the arts in a non-verbal way, whilst engaging in the lessons. This also
caters for children within the Centre who are less confident in performing in front of a large audience.

EVALUATION
Learning Outcomes Assessment Evidence

- Children demonstrate making and
responding to art
- Children display evidence of understanding
the elements of drama (role, character and
relationships, situation, voice and
movement, focus, tension, space and time,
language, ideas, dramatic meaning; mood
and atmosphere; and symbol, audience)
- Children communicate a story or idea
through physical movement, expression
and performance
Formative assessment of children’s learning during the unit plan will include whole group
discussions with prompting questions relating to the selected text, engagement in the activities
and over reflections of learning throughout the unit. These learning conversations will be
recorded as evidence. Children will be assessed on their ability to negotiate and interact with
and alongside their peers, as well as their ability to participate and engage. Photographs and
audio recordings will be taken during activities as evidence. Depending on the needs of the
children at the time, these forms of assessment may lead to changes or alterations in the unit
plan to better suit the children and their learning outcomes.
Summative assessment will occur towards the end of the unit, where children will perform as
shadow puppets to their peers, recreating the selected text – “The Gruffalo” by Julia Donaldson.
Children will be able to reflect on their performance via video form and give feedback on their
performance and overall learning.
 - Children reflect on their learning through
evidence of discussion and conversations
relating to the practices they engage in

LEARNING PLAN
Learning Summary of Key Learning Events and Teaching Strategies
experiences

Lesson 1 Introduction:
- Children are seated on the carpet in front of the educators, ensuring all children can clearly see the educators (for
The intention of this children with language difficulties, they can visibly see and watch for mouth movements)
lesson is to begin - Introduce ourselves to the group, explain why we are here and that we will be working with them for the next few
developing learning weeks
relationships with the
- Discuss how we will be exploring the arts (Drama, Visual Arts & Dance) through a variety of activities
children. The
experience is based - After providing a few examples of what the group will be doing over the duration of the unit, explain that today will be
around the text a chance to get to know each other by reading a familiar text together as a whole group
‘Wombat Stew’ as it is - Show the children the front cover of ‘Wombat Stew’ by Marcia Vaughan
a classroom favourite - Ask if anyone is familiar with or has read the text? What do they think it may be about? What Australian animals do you
and the children enjoy think may be in the book? Encourage discussion and conversation
recreating the stew - Begin reading the story book to the class, ensuring every child has a clear view of the illustrations (and can still see the
during outdoor play. educator’s mouth)
- Ask prompting questions throughout the text and address children’s particular interests or comments

Body:
- Once the book is completed, allow for questions or discussion
- Reflect on the characters/animals that appeared through the book; Has anyone seen any of these animals before?
Where would we find them? Could we keep them at home as pets?
- Discuss the idea of wombat stew; What ingredients were used to create the stew? (mud, feathers, flies, bugs and
gumnuts) What do you think it would taste like?
- Create a visual list of the ingredients (although most children may not be able to read, older children could visually
benefit from having the words displayed)
- Introduce the activity, offering children the invitation to create their own wombat stew
- Children will have access to a variety of craft materials provided by the centre
- Allow the opportunity for children to offer their ideas of how they may recreate the stew; children who want to make
their own mixture can create their own ‘stew’ or recipes
- Hand out photocopied template of bucket
- Provide children with enough time to explore and create their stew
- Whilst children are working, spend time with each child, recording their names with a supporting interest or fact (this
information will be used to determine following lessons)

Conclusion/Summary:

Lesson 2 Introduction:
The intention of this
lesson is to begin
exploring the central
text, ‘The Gruffalo’. This
text will be used to
model the shadow
puppet experience.
The text is addressed
and discussed,
exploring elements of
characterisation and Body:
emotion.
Conclusion/Summary:
- Bring group back together on the floor to commence experience and partake in reflection
- Allow time for children to share and explain how they created their ‘stews’
- Discuss the concept of recipes and make the connection between their stews and baking a cake in a kitchen
- Children may take their artwork home
- Allow time for pack-up
- Children are seated as a group together in front of educators, making sure each child is clearly visible
- Short reflection on previous lesson; Who can remember what we did? What book did we read together? What did we
make?
- Explain that in today’s lesson we will be talking about and reading another book
- Show the children the front cover of ‘The Gruffalo’ by J. Donaldson
- Ask if anyone is familiar with or has read the text before? What do they think it may be about? What animals do you
think are in the story? Encourage prediction making, discussion and conversation
- Begin reading the story book to the class, ensuring every child has a clear view of the illustrations
- Ask prompting questions throughout the text and address children’s particular interests or comments throughout
- Once complete, initiate group discussion about the book’s setting and characters; Where was the story set? What
characters/animals did we see throughout the book? Who do you think was the scariest animal? What do you think
each animal sounds like?
- Continue discussion in reference to dramatic elements (eg. role, character, relationships, situation, tension, voice,
movement)
- Talk about how you think each animal would move and why? Do they move slow or quickly? Big or small movements?
- Discuss how we move; Why do we move in different ways? Do how we feel affect how we move?
- Introduce dance activity (‘We are going to dance and see how our bodies change and move depending on how
we’re feeling’)
- Play YouTube clip  <https://www.youtube.com/watch?v=m0R-ftFBm38> Stop playing clip at 1.26
- Reflect on how we felt and moved throughout the clip
- Introduce the next song, ‘The Animal Boogie’ and play  < https://www.youtube.com/watch?v=25_u1GzruQM>
- Reflect on how each animal moved differently; How do we know how animals move? Why do they move differently do
you think?
- Gather children on the floor as a whole group
- Reflect and discuss what everyone has learnt today during our lesson together
- This is time for the educator to complete assessment notes, commenting on their enthusiasm and involvement in the
activity, movement and use of drama and dance elements
- This will indicate whether more drama/dance activities are needed for development or ideas for potential future
outcomes for follow-on activities.
 Lesson 3 Introduction:
- Children are seated on the carpet as a group in front of the educators, ensuring each child is given adequate space to
view and listen.
Children are - Collectively review the selected text “The Gruffalo” from previous lesson in order to refresh children’s knowledge of the
introduced to the text. Allow children to engage in discussion relating to the setting, characters and mood of the text, and prompt
technique of shadow questions if required. Such questions may include:
puppetry and given
 Can we remember what this story is called?
the opportunity to
create and
 Who are the characters involved?
experiment with their  How do you remember the Gruffalo feeling at the start? How did he feel at the end of the book?
own shadow puppets  How do you remember the mouse feeling when he saw the Gruffalo? How did he feel at the end of the book?
to tell a story, both (As an addition, assess on the spot whether or not children remember the text. The text may need to be read to the group
verbally and non- once more if required, after prompting questions).
verbally.
Body:
- Hold up a template of a shadow puppet to the whole group. Ask children if they know what it is.
- Engage in discussion about shadow puppetry with children, giving a brief history of the origin (Chinese). Ask children
where they may have seen shadow puppetry before.
- Using the TV provided, play YouTube video demonstrating how to create shadow puppets as well as how they are used
https://www.youtube.com/watch?v=xDF5ddeswfM
- Once the video has ended, explain to children that they will now be able to create their own shadow puppets with the
supplied materials (black cardboard, popsticks, sticky tape, scissors, pencils etc.)
- Children will be given the opportunity to experiment and practice cutting out shapes using black cardboard, with the
assistance of educators (due to the age range of children). All supplies will be set up on the tables prior to engagement
in the activity.
- Children will use the cardboard boxes provided to engage in shadow puppetry with their peers and practice the
technique.
- Formal assessment of learning will occur during the process via conversations, engagement and production of
puppets. Photographs and/or audio recordings will be taken as evidence of learning and engagement.

Conclusion:
- Give children a 5-minute warning for pack up time. Assist children in packing up materials and throwing away any
rubbish.
- Have children seated on the floor with their shadow puppets as a whole group. Ask individual children if they would like
to stand up and show the group what they have made and how they felt whilst making their puppets.
- Explain to children that during the next visit they will get to put on a performance by being shadow puppets using their
bodies to tell the story.

Lesson 4
Introduction:
 - Children are seated on the carpet as a group in front of the educators, ensuring each child is given adequate space to
Children engage in view and listen.
the art form of drama - Collectively review the selected text “The Gruffalo” from previous lesson in order to refresh children’s knowledge of the
to recreate the text text. Re-read text if required.
“The Gruffalo” by
- Using a whiteboard and marker, ask children as a group to list the characters from the book which they remember and
performing specific
scenes from the book
record these.
in groups, using their - Again, ask children about the way each character looks and sounds, and write down these adjectives next to each of
bodies through drama the characters as a reference and evidence of prior knowledge.
as ‘shadow puppets’ - Next, ask the children who were present for the previous lesson on shadow puppetry what they remember about it.
to tell the story. Those children who are confident may like to stand up next to the educator and explain to the group what they did
(with assistance).

Body:
- Explain to children that there are many different events which occur throughout the story of “The Gruffalo” which make
it exciting.
- Explain to children that they will be able to put on a small performance using their own bodies to retell the story. Make
connections between the previous experience on shadow puppetry and the current experience.
- Group children in approx. groups of 3 and give each group a scene from the book. Educators will be required to
frequently move around to each group and assist children in selecting roles of characters.
- The focus will be largely on how children use their bodies to express themselves through the characters they are
portraying as they move around.
- After an adequate amount of time has passed for practice, have children seated on the floor in front of a large, white
sheet. Each group will be given the opportunity to go up and perform behind the sheet in front of their peers as
‘shadow puppets’.
- An educator will narrate and read the text as each group completes their scene. Another educator will record each
group on the Centres iPad. This will be used as an assessment item for evaluation of their learning.

*as an addition to this lesson, the shadow boxes from the previous lesson will be set up for children to engage with, using
premade characters from “The Gruffalo”. Children will also be invited to use their puppets from the previous lesson. This is to
cater for children who choose not to perform in front of their whole peer group and feel more comfortable using the smaller
shadow puppet theatre.

Conclusion:
- Ask children what they liked about the lesson and how they used their bodies to express their character.
- Explain to children that their recordings will be merged together to create a video of their performance. Both pre-kindy
and kindy groups will be able to watch the performance together.
 Lesson 5
Introduction:
- Children are seated on the carpet as a group in front of the educators, ensuring each child is given adequate space to
Children reflect on view and listen.
themselves as learners - Reflect with children on what has been conducted throughout the previous lessons, and as a whole group get them to
by viewing themselves discuss and share their learning. Prompting questions might be asked such as:
via a recording and
 What has been your favourite activity so far? What did you do and how did it make you feel?
provide feedback
relating to their
 What is something new that you learnt?
feelings and overall  What would you like to do next time?
learning. Children
engage in visual arts to Body:
create their own - Ensure children are seated towards the TV and have clear vision to view the screen.
‘Gruffalo’. - Explain to children that they will now be watching a video recording of themselves recreating the text “The Gruffalo”
through use of body movements as shadow puppets. Invite pre-kindy children to participate as audience members (if
appropriate).
- Play recording to group of children, observing their reactions as they view themselves and their peers as ‘shadow
puppets’.
- After viewing the recording, ask children
 Did you enjoy watching yourself on the TV?
 What was your favourite part about being a ‘shadow puppet’?
 Would you like to be a ‘shadow puppet’ for a different storybook?
- Explain to children that there are materials set up on designated tables for them to create their own interpretation of
“The Gruffalo”. Materials will be set up prior to the lesson beginning.
- As children finish their artworks, pin them up for other children to view to promote discussion.

Conclusion:
- Ask children if they enjoyed creating their own Gruffalos.
- For those who are confident in doing so, ask children to show their artwork to the group and describe what they used to
create it.
Congratulate children on their work throughout the unit

References

Bamford, A. (2006) ‘Goals and indications of quality in arts-rich education’, The wow-factor: Global research compendium on the impact of the
arts in education, Waxman, Berlin, 6/85-101.

Barefoot Books, (2010) The Animal Boogie, video, YouTube, 17 March, viewed 11 April 2018, <https://www.youtube.com/watch?v=25_u1GzruQM>

Dinham, J. (2011) Delivering Authentic Arts Education, 2nd Edition, South Melbourne, Victoria, Australia.
Dinham, J. & Chalk, B. (2018) It's Arts Play: Young Children Belonging, Being and Becoming through the Arts, Oxford University Press, Melbourne.

Donaldson, J. (1999) ‘The Gruffalo’, Macmillan Publishers, UK.

Early Years Learning Framework 2009, Belonging, Being & Becoming, Australian Department of Education, Employment and Workplace, viewed 6
April 2018,
<https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf>.

Fitzrovia YouthInAction, (2014) Emotions through Dance, video, YouTube, 11 December, viewed 11 April 2018, < https://www.youtube.com/watch?v=m0R-
ftFBm38>

FullTimeKid 2014, How to Make Shadow Puppets / Full Time Kid / PBS Parents, video, YouTube, 24 January, viewed 6 April,
<https://www.youtube.com/watch?v=xDF5ddeswfM>.

Livermore, J. (2003) ‘More than Words can say: A view of literacy through the Arts’, Australian Centre for Arts Education, University of Canberra,
ACT.

Vaughan, M. (1984) ‘Wombat Stew’, Scholastic Australia.