Visual Arts And Drama Integration Essay

Teachers are in a profession that requires a lifelong approach to learning; the direction of this unit is at exploring one's own capabilities, and to start scaffolding our own learning. Knowing what one can do, can direct one to further improvements (Dinham, 2014, pp. 62-63). This unit is a great start to personal learning of the arts. There is evidence of improvement of learning and have responded to the above in an appropriate way with in text references, in a creative thinking self-expression meaning making of ideas.

They will analyze and describe this in the verbal and written communication. They will be able to continue the classroom experience in their own lives through discussions of the value of art that they will share with their families, friends and other acquaintances.

"Gin and guns—either one is bad enough, but together they get you in a dickens of a mess, don 't they."—Accused murderer Belva Gaertner, 1924 (National Geographic, N.D)

It is through completing the Art Making and Responding activities that I have demonstrated my learning of contemporary arts education through developing an appreciation for authentic practices through observing and reflecting on the processes. These activities have changed my perception of arts education as a meaning-making experience; demonstrating my abilities through the form of performance and written analyses. With this, I have learned that it is important to critically reflect on my responses to the Art Making and Responding activities to further my development as an educator. It is because of these activities that I have been able to position myself as an authentic learner of the arts and recognise the skills which will influence positive

This theory looks at how we present ourselves in social situations in terms of our identity.

The arts are a fundamental element of ones human condition as it provides a medium for the freedom of self-expression such as thoughts, ideas, beliefs and culture. There is a natural necessity to create as it shares an insight into identity and culture (Wright, 2003). Through implementing arts into early childhood, it can foster and support a child’s mean making, self-expression and holistic development (Ministry of Education, 1996). The arts play an immense role in a child’s holistic development as it supports the links between body, cognition, spirit and culture. It also has multiple benefits to a child’s visual, spatial, aural and bodily-kinaesthetic modes of learning or multimodal leaning (Wright, 2003). A children who contributes participates and views art, experience and demonstrate imagination, creativity, pride and pleasure. Through this, children are able to record their thoughts and feelings without verbally communicating. In all environments and cultures, there is a vast amount of visual arts. These arts can be

(“Benefits” 1). Fran Smith chimes in that “arts learning can also improve motivation, concentration, confidence, and teamwork” (2). Being able to open up and verbalize feelings through the art of drama will give students a different perspective on the outlook of life. The world is always telling students what to be, how to look, what to wear, what is cool and what is not; however, being able to express oneself through the Fine Arts can let the youth shine their own light.

Studies have shown that this rather significant ‘gap’ between the expectations of a demanding curriculum and initial teacher education in arts education (alter et al, 2009) resulted in the difficulties of delivering quality arts education for students. The teachers confidence, attitudes, self-efficacy, and personal experience in the arts affected both the amount and quality of arts they would teach in schools (Hudson and Hudson, 2007). Teachers have expressed feelings of being overwhelmed with the need of all curriculum areas and the ‘crowed curriculum’ was the reason they neglected creative arts education in the classroom (alter, hayes,

A study done in 2015 by Paul T. Sowden of the University of Surrey, Chrishelle Redlish from the University of Hertfordshire, and Lucie Clements from Trinity Laban Conservatoire of Music and Dance discovered that having improvisation interventions like theater games (improvisation) and or giving the opportunity to have time to express and do your own thing which means respecting the children's divergent thinking and creativity, helps improve that thinking and creativity. This helps support the role of arts based education activities and extends the benefit beyond the artistic domain itself. In the real world, people are hired in the business industry to think of new creations and ways of doing things and kids need to be taught and learn how to find their way of doing that. With improvisation, it helps practice that quick, creative thinking. Art helps the creative thinking which betters the students'

These benefits make it imperative that in all aspects of primary schools there is a great emphasis being placed on ensuring that the Arts are being integrated through all key learning areas. The benefits encompass “students having the ability to become problem solvers, creative thinkers, risk takers; to be more cooperate and independent in their learning and to seek self expression and a better self concept” (Burton et al., 1999 In Byrant, 2007). In today’s society, possessing these skills are vital. It is vital that primary schools are continually ensuring, that all educators are utlising the resources available when using the Arts through all key learning areas. Through this the importance of integrating the Arts is evident as students are provided to a “greater exposure and experience to assist develop these essential skills” (Byrant, 2007). On the other hand, it is important to understand that not all educators have a passion for the Arts. Due to this, there may be less of a focus on the Arts within the classroom, as those educators feel like they do not have the appropriate skills or background. Furthermore, students whom learn best through the Arts are more likely to disengage and lose interest in learning, as the Arts has not been integrated with other key learning

The construction of a matrix for the learning journey of a lower school student from year seven through towards year eight is complex and should be diverse. I will be discussing the considerations and why we have made our decisions as a group throughout the matrix, before narrowing down on my focus to the one year exploration of visual arts for a year nine. Considerations for its construction include the influence of learning (specifically learning theories), creativity, teaching and learning processes, and assessment. It is important to note that what students can do at the beginning of this journey in comparison to what that can do at their completion of this pathway should be vastly improved upon.

This essay will discuss the definition of the creative arts, also briefly define and identify the benefits and significance of the Arts in early childhood education. According to the unit standards, this paper will determine a summary of the concepts and skills of the four strands (music, dance, drama and visual arts) of the Creative Arts. Furthermore, identifying and explaining play-based learning as a pedagogical practice will be focusing on this essay. Additionally, this essay will discuss, how play-based learning supports children's sensory, intellectual and aesthetic development and artistic expression using supporting documents such as Australian Curriculum, Assessment and Reporting Authority [ACARA], (2017. v. 8. 3) and Early Years Learning Framework [EYLF], (2009). Also, this paper will argue about play-based learning which supports children creativity by creating connections with the theorists, Rudolf Steiner

There needs to be an understanding to the strength and diversity art can offer additional subjects. Developing the skills to observe and learn to comprehend is valuable to not only art but all academic classes.

Teaching as an art demonstrates ways in which the teacher may use creative ways to present the material so it is fun and interesting for his or her students. Some examples are games, “hands-on” activities, and/ or movies relating to the topics being covered. In The First Year, Genevieve DeBose gave disposable cameras to her students for a”getting to know each other” activity. The point of this activity was for her students to be creative and learn

     There have been many dramatic plays over the centuries. Many of these plays have died in their time, while others have lived on. What makes these plays endure time and continue to be influential over time? Perhaps it is the storyline or the interesting nature of the play is what makes these dramas last. I think that it is the focus on human nature and its essential truths that keep these plays alive. Most of the plays, still enacted in theaters today, deal with social issues that people can learn from and relate to.