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Teaching combined arts

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Teaching combined arts

  1. 1. Teaching Combined Arts
  2. 2. <ul><li>“ While most of us will never sing like Celine Dion, an education in the arts can help all of us reach our individual dreams. Research now shows that music education not only lifts our children’s hearts, but also dramatically increases their abstract reasoning, spatial skills, and their scores on math and verbal exams.” </li></ul><ul><li>(Hillary Rodham Clinton: US Senator and Presidential Candidate, 2007) </li></ul>
  3. 3. Arts in Society <ul><li>Communication and self-expression </li></ul><ul><li>Grafitti </li></ul><ul><li>Dances </li></ul><ul><li>Decorations </li></ul><ul><li>Symbols </li></ul><ul><li>Cultural heritage and social identity </li></ul><ul><li>Pass on rituals, values, stories, knowledge, beliefs and attitudes </li></ul><ul><li>Keep history alive </li></ul>
  4. 4. Arts in Society <ul><li>Values and emotions </li></ul><ul><li>Formulate, clarify and reflect our ideas, beliefs and feelings </li></ul><ul><li>Construct and reinforce our values </li></ul><ul><li>“ walk in their shoes” </li></ul><ul><li>Personal development </li></ul><ul><li>Connect left-brain with right-brain </li></ul><ul><li>Develop verbal, sensory and literacy skills; critical thinking; fine and gross motor skills; interpersonal and social skills </li></ul>
  5. 5. <ul><li>Creativity and life skills </li></ul><ul><li>Meaningful explorations of our own personal creativity; stimulate imagination; assist understanding of other people </li></ul><ul><li>Develop skills of planning, experimenting, problem solving, decision making, leadership and teamwork </li></ul><ul><li>Develop self-esteem, trust, cooperation, critical thinking, social skills, self-discipline </li></ul><ul><li>Quality of life </li></ul><ul><li>Giving opportunities to relax, create, communicate and explore what it means to be “me” </li></ul><ul><li>Offer us enjoyment, satisfaction and meaning in life </li></ul>Arts in Society
  6. 6. Discussion Question: <ul><li>Look at one day in your life and list all the ways in which you are actively or passively involved in the arts; categorize them under the six headings as discussed in “The Arts in Society.” </li></ul>
  7. 7. Content in Music What? Elements : Types: Making Duration Vocal music Performing Pitch <ul><li>Songs, rhymes, raps </li></ul><ul><li>Singing </li></ul>Tone colour Instrumental music <ul><li>Playing instruments </li></ul>Dynamics Student compositions <ul><li>Moving </li></ul>Structure Music for movement Appreciating
  8. 8. Content in Visual Arts Subject Matter: Elements: Forms: People Line Two-Dimensional: Emotions Tone <ul><li>Drawing </li></ul>Other living things Colour <ul><li>Painting </li></ul>Objects Texture <ul><li>Printmaking </li></ul>Places and spaces Shape <ul><li>Photography </li></ul>Events Form Three-Dimensional: Space <ul><li>Sculpture </li></ul>Pattern <ul><li>Collage </li></ul><ul><li>Ceramics </li></ul><ul><li>Textiles </li></ul><ul><li>Digital forms </li></ul>
  9. 9. Content in Dance Elements: Contexts: Action (what we move) Teacher-directed dances Time (when we move) Students’ compositions Dynamics (how we move) Cultural and historical dances Space (where we move) <ul><li>Patterns </li></ul><ul><li>Body shapes </li></ul><ul><li>Size </li></ul><ul><li>Extension </li></ul>Simple directions Relationships (with whom) Structure (organization)
  10. 10. Content in Drama Elements: Types: Performance Drama games Focus Improvisation Mood Storytelling Time Reader’s Theatre Contrast Movement and mime Symbol Play building Space Scripted drama Tension Puppets and masks Video-audio drama
  11. 11. Discussion Question: <ul><li>How have you seen arts education presented in schools? How was it presented in your schooling? Discuss the pros and cons of these different approaches. </li></ul>
  12. 12. Different Ways of Viewing Arts Ed. <ul><li>Time-filler activity: Let’s do art to fill time </li></ul><ul><li>2. Closed activities: We’ve done the theme, now color the picture </li></ul><ul><li>Open-ended activities: Here are the materials, let’s make something </li></ul><ul><li>Product-oriented activities: Let’s put on a show </li></ul><ul><li>Process-oriented activities: Let’s learn the arts and be creative </li></ul>
  13. 13. Discussion Question: <ul><li>Pretend that you are an elementary school principal. Describe how you would develop an effective whole-school arts education policy and practice in your school and state rationale behind your decision. </li></ul>
  14. 14. <ul><li>“ People who participate in the arts live longer than others, according to a Swedish study.” </li></ul><ul><li>(British Medical Journal, 1996) </li></ul>
  15. 15. The Importance of the ARTS <ul><li>A cademic Achievement : hands-on experiences of implicit, deep learning; outperform peers </li></ul><ul><li>R espect for self and others: connect and empathize with others as they understand and appreciate their own cultures, traditions and symbols </li></ul><ul><li>T raining for life: comprehensively prepares them for the competitive and creative arena of the world of work </li></ul><ul><li>S elf-expression: express thoughts and feelings </li></ul>
  16. 16. Confident Communication <ul><li>S elf-confidence </li></ul><ul><li>P osture </li></ul><ul><li>E nthusiasm </li></ul><ul><li>A ids </li></ul><ul><li>K now your subject </li></ul><ul><li>E ngage your students </li></ul><ul><li>R eview for feedback </li></ul>
  17. 17. Classroom Management <ul><li>C hildren </li></ul><ul><li>R ewards, rules and routines </li></ul><ul><li>E nvironment </li></ul><ul><li>A ttitude </li></ul><ul><li>T ime and resource management </li></ul><ul><li>I nteractive activities </li></ul><ul><li>V ariety </li></ul><ul><li>E ffective communication </li></ul>
  18. 18. Assessment <ul><li>Observation </li></ul><ul><li>Consultation </li></ul><ul><li>Using outcomes and indicators </li></ul><ul><li>Self-assessment </li></ul><ul><li>Peer assessment </li></ul>

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