The document describes the author's experiences participating in drama, dance, music, visual arts and media arts sessions during an on-campus program. On the first day of drama, the author found the interactive elements uncomfortable but enjoyed the visualization exercise. They realized they are more comfortable observing drama than participating. In dance two days later, the author felt more at ease since they knew the other students. The author enjoyed the music sessions and felt like a musician. Key learnings included the importance of a safe and comfortable environment before involving students in arts activities, as well as allowing time for creativity.

1. My Reflections from on campus days.
Day 1&2 - Drama and what a frustrating morning! I found it
very difficult to comfortably engage in this unit the
interactive work - initial greeting, air kissing, hello Darling!
quite excruciating. Pinocchio visualisation, was fine with. On
reflection I worked out I have only ever been a watcher of
Drama, never a participant and the forced interaction with
strangers was too much too early.
This lead me to a very interesting discover on day 2 because
as nervous as I was about Dance I felt none of the angst of
interacting because I now knew other class members and
tasks started as independent and became group work.
This was an important learning experience in what Dinham
calls ‘classroom ethics’ (p 65, 2011). Teachers need to be
able to ensure children feel safe and comfortable in their
environment before involving them in The Arts. Further to
this, Teachers need to allow for what Dinham calls the
‘stages of creativity’, allowing children time to ‘become
acquainted with the challenge’ (p 36, 2011).
Day 3 - I believe that learning in & thru Drama can help
children explore and learn about social and emotional issues
and behaviours. Involvement in Drama, thru reading,
performances and studying scripts can offer children a
platform to express behaviours, take on different personas,
and play at life in a manner different to the everyday.
Children are given a unique education setting where failure
is not possible. They have a ‘natural instinct for dramatic
play that underpins their participation in drama’ (Dinham,
pp175) and contributes to their willingness to participate
and success.
An important part of my learning from these session was what
Dinham talks about as the ‘relationship of trust’. Dinham discusses
how important it is that ‘relationships of trust must exist between
members of the classroom’ as ‘they are being encouraged to step
outside their comfort zone’ (Dinham, p 66). Children need teachers
to take time to ‘stimulate children’s investigations’, know and
‘follow their interests’, plan arts curriculum lessons for different
levels of knowledge and skill and provide a safe ‘social context for
learning’ (Dinham, p 66-7).
WHAT WE DID IN - F-2
ACARA - Making
2.1 Imagine and act out roles and situations participating in
dramatic play and role play
2.2 Explore feelings, ideas and stories including those from the Asia
region through words, voice and movement
2.3 Work with others to create imagined situations in imagined or
real spaces
2.4 Plan and shape a sequence of events in their drama
2.5 Share role play, process drama and improvisations with each
other
2.6 Connect drama to other Arts subjects and learning areas
ACARA - Responding
2.7 Express thoughts and feelings about their drama experiences
2.8 Watch and listen as an active participant, performer and
audience member
2.9 Describe their experiences of places or contexts in which drama
happens in order to explore perspectives

2. Music Day 1 & 2 - My stress levels return to normal. I know as
little about music as Drama but have recently been supporting an
Autistic child in Music lessons so am immediately more
comfortable in the setting. Even when Alice starts Ti Ti Ti-ing and
Ta Ta Ta-ing I feel comfortable, I have no idea what she means but
the language is familiar. Making sound and music seems so easy
and the music the class makes sounds beautiful, even as
beginners. I walk out on top of the world. I AM A MUSICIAN !!!
and even though my year 9 music teacher told me I cant hold a
note I don’t care, my kids love it when we all sing our favourite
songs together. Build a collection of songs you know and are
comfortable sharing, be enthusiastic, use all the body, acoustical
music. Have explicit classroom rules about use of musical
instruments and talking.
Day 3 - Just as much fun! Listening for the beat, finding that with
some young children, a challenge in itself!! Teachers need to focus
on having an engaged community of learners, find out what work,
use different resources, be inclusive and diverse when planning
lessons. Everything can make a sound, a beat - use it. Junk is only
junk if that’s how you look at it, instruments can be cheap ( straws
for Kazoo), use balls to hear, feel the beat. Collect resources, use
other curriculums for ideas and inspiration. Get children to share
(appropriate) music they like, their family listens to, they make.
The clip below was a great example for me of using different
resources to engage and I have seen guitar teachers getting
children to bounce a basket ball to a beat also.
WHAT WE DID IN CLASS F-2
ACARA - MAKING
2.1 Play with and explore sound, silence and sound
sources
2.3 Learn about and recognise the elements of music as
they sing, play and compose
2.4 Sing and play a range of music from their own and
other cultures
2.5 Record and share music they sing, play and create in
different ways
2.6 Connect music to other Arts subjects and learning
areas
RESPONDING
2.7 Share what they think and feel about music as
creators, singer, players and audience members
2.8 Talk about features of music they perform and listen
to and how pieces of music sound and work
2.9 Describe and experience music in different places or
contexts to explore perspectives

3. Dance - Day 1 & 2 - What a joy! All combinations of fun are afoot. I feel a
little nervous but really ….. I can move to music … and then surprise,
surprise after some warm ups we’re actually moving to music, making,
creating our own moves. Then sneaky Cherie gets us to pair up, share
and combine our moves, then again, and again. Until we have created a
16 beat dance we have all learnt and can perform to the rest of the
group. What a hoot - we have performed a a group dance, fairly easily,
with - in a lesson. Cherie used a very simple technique to show how a
dance could be developed through team work and co-operation. Each
member in the group had input that was incorporated into a group
‘performance’. This lesson was a great learning tool.
Showing how a)to include all learners at a level and pace where they are comfortable.
b)All participants can be given a ‘voice’ in how they wanted to participate
in the lesson.
c)a teacher can work the room and had quiet one-one discussions with
groups to help or extend. All members were showing and being
supported.
d)to use positive reinforcement/feedback to keep class on track, focus on
attention getters rather voice.
e)expect requirement of co-operative behaviors for success.
Dinham’s ethical arts classroom principles ( p. 65-67, 2011) in practice.
Day 3 - Thanks Jeff for another great dance session!! A little bit more out
of my comfort zone this time as there was a lot more individual
participation within the group work, felt a little exposed, but sharing the
video results - wow! - look what we achieved!! Bit old for ECE but as a
starting concept for unit of work - great. Remember warm ups, children
need to be aware of bodies and what they are capable of, look after each
other and be respectful. Use appropriate dance language, body, space,
time, relationships - Important in all areas of the arts. Sharing feedback
as a group, remember its about creating, performing AND appreciating.
WHAT WE DID IN CLASS F-2
ACARA - MAKING
2.1 Create spontaneous movements through use of
imagination and familiar play activities
2.2 Identify the elements of body, space, time,
dynamics and relationships when expressing ideas
through dance movement
2.3 Organise and record a series of movements
2.4 Practise and perform fundamental dance
movements safely demonstrating control and
expressive qualities
2.5 Share dance by performing for others
2.6 Connect dance to other Arts subjects and
learning areas
RESPONDING
2.7 Share and record a personal response when
reflecting on their own and viewed dance
2.8 Recognise and describe the movements used in
their own and others’ works
2.9 Identify features of dances in their own life
including dances from Aboriginal and Torres Strait
Islander peoples and dances from the Asia region to
explore perspectives

4. Visual Arts - Day 1 & 2 Sitting in class I remembered how much I
used to enjoy art lessons both primary and secondary but
particularly secondary. We had a fabulous Art teacher who would
let us sing while we created. I also remembered that I actually
loved Art enough as an adult to go back and do some lessons.
When I look at my observational drawing from the day (below- l) I
think – not too bad, not Picasso but not crap either. The session
was fun. It slowly built on skills with activities I can remember
doing years ago and loving it – filling in your name – simple, easy,
confidence building exercises that create positive emotions of
absolute success. This feeling reminded me of a drawing my
daughter did recently (top - top). She is not a confident free drawer,
generally preferring to use a formula, copy or trace but she drew
this picture and I have it pinned up because it is such a wonderful
picture of movement and colour. I feel confident in my ability to
teach the visual arts. The you tube clock clip was very interesting
and a great reminder for all teachers that in all curriculum areas
but particularly the arts creativity takes time.
Day 3 Print making, instant, fun, cheap and easy. A variety of
techniques, styles and time limits. Look at the three created within
a 2 hour workshop. I see visual arts as the simplest yet most
engaging of the Arts I am sure this comes from my history but also
because a lot of visual art is individual work and the artist is having
to push themselves rather than being forced to engage with others.
This I have finally recognised in myself I am not a strong team
player. (Not enough drama or dance in my early life?)
From a young child's marks on
paper (l) to an older child’s more
sophisticated drawing beginning
to show movement (b) - children
explore and play with a range of
images, spaces, patterns and
form.
WHAT WE DID IN CLASS F-2
ACARA - MAKING
2.1 Look at and imagine images, objects, patterns and forms
2.2 Explore and play with a range of images, materials,
surfaces, spaces, techniques, patterns and forms
2.3 Talk about their ideas and materials when making images,
objects, shapes and spaces
2.4 Make visual arts works about people, objects and
experiences that are familiar, imagined or remembered
2.5 Recognise that visual and spatial ideas are developed and
understood in different ways
RESPONDING
2.7 Share thoughts, ideas and feelings about their visual arts
works using visual arts terminology
2.8 Talk about visual arts works of others, considering different
viewpoints
2.9 Recognise that environments, societies, cultures and times
are represented in a range of visual arts

5. Media Arts- Day 1 & 2 - The area I most struggle to see as part
of the Arts. Not a traditional form and I see I must over come
that not be a traditionalist or art snob! After the first session
with Grant discussing film etc. I was skeptical of the inclusion
in the curriculum even when reflecting on the amazing films,
sets and costume that abound in the industry. However when
we started making the single shot clay animation movements
with Janet I remembered how much fun it had been writing
films as a child. Preparing actors, drawing story boards, finding
props and costumes, what a great integration of all the arts in
all its forms. Looking at, and reviewing, ‘Finding Nemo’ also
reminds you of the many viewing skills children need to learn
to be savvy television viewers and consumers. My teapot cozy
(b) - Is it Nemo? Apparently. Is it Art or is it Craft? There is a
question! For Some (me, Dinham, pp 276) there are issues
with the inclusion of Media Arts in The Arts curriculum.
However as Dinham points out there needs to de a distinction
made between the Media and Media Arts, where children
should be engaged in ‘making personally meaningful artistic
creations using the forms and technologies of different media while cognisant of different audiences and purposes’ (Dinham,
pp277). Media Art should be assisting children to become
media savvy supporting them in their understanding of how
media works and developing their ‘media literacy’ (Dinham,
pp276).
Day 3 - Genres of Media, codes and conventions, remember
ages appropriateness is important in schools, as is recording
images of any kind. Children creating, story boards, clay
animation, drawing, stop motion techniques. Remember the
message, the audience. Analysing films with children, what
does it Look Like - camera angles, lighting and colours used,
sound Like - instruments, music, Feel Like - imagery, sets.
WHAT WE DID IN CLASS F-2
ACARA - MAKING
2.1 Play with and explore equipment and media
technologies
2.2 Explore story structures including those from Aboriginal
or Torres Strait Island peoples and the Asia region using
available media technologies
2.3 Create media arts works about self, others or their
environment for a familiar audience
2.4/5 Organise ideas by discussing possibilities for media
arts works with guidance
RESPONDING
2.7 Express ideas and feelings in response to their own and
others’ media arts works
2.8 Recognise that media arts works are made by different
people in different places for different purposes
2.9 Recognise that the representations in media arts works
can be imagined or based on reality and that different
people understand them in different ways