103630743 - Natalie Katanec - EDU40008 Assignment 2-1 (3)

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Swinburne University of Technology *

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Apr 3, 2024

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Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 Swinburne Online University EDU40008: Arts Education Assignment 2: Folio Student Name: Natalie Katanec Student Number: 103630743 ELA: Liz Laird Due Date: Monday the 6 th of June 2022 Student ID: 103630743 Name: Natalie Katanec Unit Code: EDU40008 Assignment Number: 2

Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 Part A: Subject: Music Year Level: Kindergarten Resource: https://www.abc.net.au/education/music-for-the-dreaming-galaa/13870714 The music resource that has been selected is the video Music for the Dreaming: Galaa (Gifford, Elder & Butler, 2018). Content Descriptors: The Arts - Music Explore how and why the arts are important for people and communities (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2022, AC9AMUFE01, v.9.0). English – Language Explore different ways of using language to express preferences, likes and dislikes (ACARA, 2022, AC9EFLA02, v.9.0). Rationale: The music video resource that has been selected is Music for the Dreaming: Galaa (Gifford, Elder & Butler, 2018). This learning experience is based upon children in kindergarten who are aged from 5 to 6 years of age. This resource supports the Arts curriculum by encouraging children to learn and listen to other songs used by different groups in the local community; such as Aboriginal songs or Torres Strait Islander songs from their community, children can develop a level of understanding and respect to other cultures as well as supporting the introduction of music and provides opportunities for children to connect and respond to different varieties of music (ACARA, 2022, AC9AMUFE01, v.9.0). Additionally, the chosen resource can also link back to the English curriculum as students are given the opportunity to explore different ways of using language to express themselves (ACARA, 2022, AC9EFLA02, v.9.0). The aim of this experience is to engage the children by using a variety of their senses as they participate in the activity called ‘Draw what you hear’. This resource enables students to learn as they listen to the music

Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 and commentary composed by the artists the first time, before listening again for the second time in which they are to draw and interoperate what they think, hear, and feel when listening to this piece of music. This learning experience specifically incorporates the Arts curriculum as by listening to music, children can explore endless possibilities as they are able to express themselves in another manner (Australian Government, 2020). Children are able to consider different viewpoints, meanings and interpretations. For example, the teacher will encourage open-ended questions by asking “How did the music make you feel?” or “What did the music make you think about”. During this activity, the teacher will support and work with the students by scaffolding and participating in the experience themselves, as it is believed children learn best through role modelling (Fellowes & Oakley, 2014). The teacher will encourage open ended questions as previously mentioned in which children are able to freely communicate their thoughts and ideas with one another which encourages inclusion as students are able to work individually or with peers, as studies suggest that children can continue to develop their understanding of a topic through a more knowledgeable other (Fellowes & Oakley, 2014). Subject: Drama Year Level: Year 2

Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 Resource: Image 1: Drama Cards (Twinkl, n.d.) Content Descriptors: The Arts – Drama Create and co-create fictional situations based on imagination and/or experience (ACARA, 2022, AC9ADR2C01, v.9.0). The Arts – Drama Use the elements of drama and imagination in dramatic play and/or process drama (ACARA, 2022, AC9ADR2D01, v.9.0). English – Literacy: Interacting with others Use interaction skills when engaging with topics, actively listen to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements and giving instructions (ACARA, 2022, AC9E2LY02, v.9.0). Rationale:

Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 The drama cards have been selected as a resource suitable for children in Year 2 to explore and create fictional situations based on their imagination and life experiences (ACARA, 2022). This learning resource relates to the Art curriculum as it supports and encourages children to use the elements of drama and dramatic play as well as incorporating the English curriculum, as students are able to interact with one another while further developing on their listening, speaking, and receiving instructions skills, as well as learning to extend their ideas with the help of their peers as well as expressing and responding to opinions and statements, (ACARA, 2022, AC9E2LY02, v.9.0). The drama cards are to be used as a resource to support the children in creating a story in small groups of 3- 4 children. Each group will select a card from the two piles, one being a character they need to add into their role play, while the other pile is a place or object they are to incorporate. In drama, research suggests that in many ways, that drama is a distillation of our everyday lives, in both the contexts it takes and addresses (Dinham, 2020); this will help the students during this learning experience to engage and get involved as they make connections using their imagination and relate the context of the role play to the world around them as they have the freedom to make any storyline they wish. During this learning experience, the teacher will work alongside their students and encourage each group to get involved with the experience through collaborative learning studies suggest that when working in a team, collaboration and cooperation between peers is vital (Cash, 2015). The teacher may support students to do this by giving some suggestions in regard to their story line or team work, such as “What is your role?”. By having the teacher asking probing questions that enable critical thinking and analysing, students are able to continually improve their role play. Although drama is believed to be one of the most inclusive subjects in the Australian Curriculum (ACARA, 2022) it is still important that the teacher is aware of each student’s needs, whether that be based on a

Student ID: 103630743 - Natalie Katanec Arts Education Assignment 2: Folio – Due 06/06/2022 child’s cultural needs, education or behaviour support. Some children may not feel comfortable performing their role to the whole class, and that is okay as it should not be compulsory. Instead, children can be assessed on the learning outcomes that have been observed by the teacher in the lesson. Subject: Visual Arts Year Level: Year 4 Resource: https://www.youtube.com/watch?v=ZejfaAhmiEI The Visual Arts resource that has been selected is the video called Learn about Aboriginal Art with Ozzie +

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