Drama-EXAM- Notes PDF

Preview

Summary

Exam notes...

Description

The Arts unit in review CREATIVITY ▪ What is creativity? CREATIVITY IS THE CAPACITY TO SOLVE PROBLEMS, INTERPET IDEAS, THINK LATERALLY TO INVENT NEW SOLUTIONS AND BE INNOVATICE. - creativity the process of having original ideas that have value - capacity to interpret ideas – solve problems – think laterally to invent new solutions – be innovative, go beyond the ordinary or obvious - it involves complex reasoning processes - classifying – problem solving – making decisions – investigating – inquiring – deducting – inventing – inducting – analysing errors - causes of creativity – confidence – observation – humility – mindfulness – curiosity – resourcefulness – energy – action support the development of creative capacities - open ended activities, pedagogical approaches and the right educational climate - the development of creativity in young people is needed for their personal growth and to meet our society’s demands

▪

How do we foster it and nurture it in the classroom? - Classroom climate – student centred – continuous work with arts practices and processes – a positive learning environment – valuing students artistic interpretation - Developing capacities – creative behaviours – arts literacies – self expression – identity formation and self confidence – cultural awareness

▪

Who are the theorists reinforcing creativity? - Wallas and Guilford models of creative processes - Guilford –DIVERGENT THINKERS - fluency, ability to generate ideas – flexibility, take ideas in many different directions, sees alternative possibilities and solutions – originality, clever or unusual responses – elaboration, expand, develop and embellish products, synthesize ideas, come to a result or solution - fluency – the ability to generate ideas – a greater volume of ideas represents a greater fluency - flexibility – the capacity to generate ideas in many different directions to see a range of alternative possibilities – see things from a different viewpoint - originality – the ability to produce clever or unusual responses

- elaboration – the ability to expand, develop and embellish products – draw ides together -

Wallas – preparation, identify the challenge, gathering information and ideas – incubation, pondering and experimenting –

illumination, possibilities crystallise, see a way forward – verification, work on the production

- Preparation

– involves becoming acquainted with the challenge, gathering ideas and hunting out information that may be useful

- Incubation – the period of pondering on the problem – thinking or daydreaming behaviour – free flowing exploration of possibilities – active exploration of ideas and materials or process - inquiry

- Illumination – the moment of revelation - Verification – the stage when you work on the production, refining the possibilities that emerged at the illumination stage – end result of the - inquiries – solution of response to the challenge ▪ What are the principles of the theory and how can we apply them?

AUTHENTIC ARTS EDUCATION ▪

What are the features of Authentic Arts education? - Explore – make – reflect – connect - Arta making capacities and understanding developed through action and reflection - Open ended problem solving activities - Learning by doing - Creative thinking and action - Arts literacy skills are developed - Childrens self expressions, aesthetic sensibility and cultural arts awareness - Content relevant and meaningful - Authentic arts activities are by nature, sound vehicles for developing creative capacity - Multi dimensional and embraces arts making and arts understandings - Practical in nature and learning is achieved by doing - Focus on developing childs capacity to express their ideas and feelings and to present their creation in artistic form - Project approaches are represented by units of inquiry promote sustained engagement with concepts and ideas that create genuine arts - Integrated into the curriculum to support arts learning

Arts learning looks like and is achieve through ⇒ ⇓

Arts education program Children’s capacities centred on artistic looks like expression looks like and to ⇓ develop ⇒ ⇓

Creativity Opportunities for children Strengths in relation to: Self to : - Creative expressio - Imaginatively thinking and n develop ideas, behaviours Arts innovate and - Aesthetic literacy problem solve sensibility (skills and - Make and present - Self knowledg artworks that expression e) express and through the present their arts own ideas and - Identity interpretations formation - Reflect on their - Cultural ideas, their awareness artwork and the and artwork of others connection - Connect their artistic lives to the wider world of cultural expression

▪

What are the pedagogical approaches to teaching and applying Authentic Arts Education - Units of inquiry – project approach - Constructivism – theory of learning found on the premise that we generate knowledge and meaning from our own experiences – children (with teacher guidance) construct their own knowledge in contexts that are part of real life

-

Open ended structure – invite children to make their own responses to the criteria or challenge – encourage individual solutions and responses, they are still structured Closed tasks Directed experience

▪

Who are the theorists who support the principles of Authentic Arts Education? - GARDNER – multiple intelligences -

▪

How do we apply the principles of the theory in the classroom?

▪

How is the Arts Australian Curriculum organised by subject area? - Visual arts - Drama - Dance - Music - media

▪

What are the domains of arts education and what do they mean?

- MAKING – arts literacy, making and performing skills – attention -

to children developing their own ideas Arts practice Arts ideas Arts materials and processes

- RESPONDING – understand arts as cultural enterprises – -

▪

reflecting on their own and others artwork Arts understanding Arts responses Arts in society

What are the benefits of Authentic Arts Education for our students? - Students with high levels of arts and participation outperformed arts poor students - High arts participation made a more significant difference to students from low income backgrounds than for high income students - Sustained involvement in the arts is highly correlated with success in maths and reading - Learning in the arts had significant positive effects on learning in other domains - Arts rich programs improve attendance and behaviour - Contributes to humanity

-

Nurture us and give depth and dimension to our lives Enable us to express who we are and to make sense of our world Transcend the mundane Students develop confidence in themselves and have the tools to deal with challenges throughout their lives Interesting and enjoyable Reflection skills Builds confidence and self awareness Identity formation Relationship between purpose and product

▪

What is arts Literacy? - Multi literacies conception of education - People need to be literate in different domains of learning in order to function in the world - To be art literate – to be knowledgeable and able to express yourself in the various arts fields - The arts are forms of knowing, expression and communication - Different arts domains represent modes of intelligence, ways of understanding and means of investigation - Ways to construct and express ideas and feelings – to communicate meaning - Arts literacy – developing childs capacity to express themselves in the different arts forms

▪

What are the skills developed through Arts education? (Skills beyond the classroom) -

PLANNING IN THE ARTS ▪

What do you need to know about planning Drama lessons? What is the lesson structure? Performance Skills... Brainstorm

▪

What do you need to know about planning for Dance? What is the lesson structure? Safety Consideration...Brainstorm -

Cardio – warm up – stretches – choreography – cool down (mental and physical)

▪

What do you need to know about planning for Visual Arts? What is the lesson structure? ...Brainstorm

▪

Can you name some activities that we did in the course?

▪

How would you apply the practices in a Unit of Inquiry - Cross curricular links - 6 pointed star map – cultural references, making, goals, reflecting, responding, imaginative thinking, concepts of understanding -

▪

What is the difference between performance skills and audience skills? -

Performance skills – movement – character – personal focus – social participation Audience skills – etiquette involved – entering the dramatic action – paying attention – encouraging performers – participating actively

RESPONDING & ASSESSMENT IN THE ARTS ▪ 5 R’s reflecting tool

1)REPORTING – what you have seen/heard/created 2)RESPONDING – response to the substance of what you have seen/ heard/created – make your own observations, express feelings, raise questions 3)RELATING – relate or make connections between the substance and your own learning, experience or understanding 4)REASONING – highlight the factors contained in the presented work and show why they are important 5)RECONSTRUCTING – suggest how your understanding of the information, substance, content and the issues raised will influence your future actions

▪

How can you reflect and respond to art works in the classroom?

- CONSTRUCTIVE FEEDBACK – a way of communicating with children to support their ongoing improvement – clarify what they have done well – what needs to be improved – establish strategies or a pathway that should enable improvement to be made ▪

Principles of assessing in the arts – on balanced judgement AVOID OVER ASSESSMENT -

Student involved in assessment process – inform of the criteria

-

Criteria based assessment – objectives should be criteria based Educationally rigorous On balance judgement – when you assess students response to the assessment criteria by balancing the degree of ambition and ingenuity against the quality of the end result - Not assessing the final product – emphasis should be on the project - Develop the understand of the arts elements - Formative ongoing assessment - Base artwork on process – based on student exploration of materials, process – pedagogical approach of inquiry - Do need close ended activities – step by step instructions - Process over product - Based on the elements of the Arts - Should not be subjective – no personal opinion - Breakdown into skills used - What am I wanting the children to achieve in this task? Have they achieved this? How well have they achieved it? - Rubrics – criterion based – variety within the criteria when assessing rather than excellent, very good etc - Checklists – rubrics – marking key (blend of checklist and rating scale) – rating scale – observation – anecdotal notes – photographs – recording – reflection – focus groups - Teachers learning objective – information and learning support (teaching) – students task - Evidence of learning - Plan – teach – assess – evaluate - Authentic arts assessment: 1) Be clear about what you are asking of the children (objectives) 2) Your planning should cover the learning parameters of authentic arts education and be reflected in the assessments you make 3) Make sure your criteria for the project relate to authentic arts learning and behaviours 4) Be clear about what will be evidence of children addressing the criteria 5) Decide how you will determine the difference between levels of achievement 6) How will you know what the child was aiming to achieve or what thinking process were used 7) Review your teaching and the activity 8) Aim to assess the body of work created for the project rather than just the final piece 9) Make on balance judgments by balancing the degree of ambition, ingenuity and effort against the success of the final result 10) Remember that whether you like the final effect is not relevant - Reporting to parents – to report on students learning progress EVALTUATION OF STUDENT PERFORMANCE AND EVALUTAION OF TEACHER PLANNING AND PERFORMANCE LEADS TO ACTIVE ZONE >

RETEACH AND MODIFY AS YOU GO – REVISE TEACHING STRATEGIES – REVISE PROJECT FOR NEXT TIME > IMPROVEMENT IN STUDENTS ATTAINMENT OF DESIRED OUTCOMES

INCLUSION ▪

Linking in culture, disability & arts accessibility for all – what are the benefits - Be open minded - Diversify instructional activities and materials - Accessibility to materials – art room - Availability of space - Independent and group work – peer collaboration – match students strength – buddy teach - Classroom seating plan - The only disability on life is a bad attitude - Keep some room in your heart for the unimaginable - Make the curriculum accessible - Make the education and materials accessible to the students - Understanding and knowing the students – don’t underestimate students - Don’t pre judge and make assumptions - Think laterally - Understand the want or the dis want to participate - Working in mainstream classrooms - Covers minority groups – culture, physical disabilities, learning disabilities, ESL, gender, home life, socioeconomic - Need to provide the same education no matter what the student strengths, weakness, gender, socioeconomic, cultural background is

SHORT ANSWER – 13 QUESTIONS – 40 MARKS EXTENDED ANSWER – 2 QUESTIONS – 60 MARKS YOU HAVE A PARENT WHO DOESN’T BELIEVE THAT ARTS EDUCATION IS IMPORTANT – HOW WOULD YOU CONVINCE THAT PARENT THAT ARTS EDUCATION IS AN IMPORTANT PART OF THE CURRCIULUM? Dance, Drama and Visual Arts Exam Exam Content Review 13 short answer questions - After each question it will state what each question is worth to give an indication of the length of the answer Two extended responses - 1-2 pages in length Example short answer question: Outline how several of Ken Robinson’s claims indicate a creative outcome

Long answer will probably be on creativity...