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The first class was very nerve-racking, I am not typically an outgoing, expressive and attention-oriented person so it felt very intimidating to me. As the class progressed though I started to relax and actually enjoy myself.

I really enjoyed the collaborative group-work element of the workshop, it feels more safe and comfortable for me to perform as part of a group. My most uncomfortable moment was probably when we had to all individually move and become part of a scene- our theme was beach. I honestly felt myself tense up and freeze because it feels like a spotlight has shone on you but eventually I was able to join the scene and it was ok.

I am hoping to see an increase in my overall comfortability with performing and being 'seen' by the group in various activities and exercises.

I found it very interesting to learn about effectively using voice and space to engage your audience whilst performing, particularly the points the tutor discussed on opening your body up to the audience so they can better absorb what you are doing. I had not realised previously within the Arts just how essential purposeful body movement and positioning can be.

I went to a primary school that was mainly music-based so there was a lot of pressure and expectation surrounding that and seeing as how I was not that musically gifted it felt quite intimidating and stressful for me. I regret that my experience of the Arts was not as enjoyable in primary school, but I hope I can take that experience and what I learn from these Arts units to create more accessible, safe and welcoming Arts lessons for my future students. Within these future lessons I would love to employ strategies and resources such as collaborative group work, interactive environments, hands-on exploration and positive space utilisation to enable students to more authentically and effectively learn in drama.

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This is an accurate representation of how I felt just before each performance during the Week 1 lesson

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This is an accurate representation of how I felt just before each performance during the Week 1 lesson

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I read an extract from a webpage on the importance of drama that really resonated with me, where CEO of Fitzroy Learning Network Jane Tonkin talks about the benefits of drama and its less-obvious ones, "...that was around how the students had worked with each other, and connected socially, and drawn on social and emotional maturity,". This point was something I had not really ever considered but it makes sense, where the requirements from drama and performing enable students to develop skills and abilities in these areas of essential human growth and development. For children in their formative years, having safe and supportive spaces to work on these skills is immensely important as they are skills that they will always use in their immediate and future lives.
https://www.artshub.com.au/news/career-advice/why-drama-is-the-most-important-school-subject-2527005/

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The second class was still a bit intimidating, especially since I was a little late and had to jump into a name pairing activity straightaway. I always experience this initial fight or flight moment and stepping into the circle and partaking in the activity was a bit much but once I had paired my name with a food item (Jalapeño Jacob) I was fine and it was fun seeing everyone else's responses.

I engaged well with the 'a prop for what it is not' exercise, where my group used a balloon as a watermelon in a post-apocalyptic world where watermelons were thought to be extinct. It felt like such a ridiculous storyline but it was really fun planning it out and I could definitely see myself using a similar activity with my future students. The use of an object as a prop/prompt and then letting students create a story/scene is a great way of engaging their creative and imaginative thought processes.

I struggled with the mime exercise where Nathan and I had to create a mime scene based around the theme of 'escape'. It was enjoyable to plan but then when it came to presenting, it was that same fight or flight response and I could feel myself getting tense and we had planned out our mime sequence but I became very nervous and rushed through it. I want to work on being able to live in the moment and commit myself to the performance piece and be able to block out the audience and focus on what I have to do. This has probably been my most important lesson this week, the need to commit to your performance and the ability to block everything else out whether it be the nerves, pressures or the audience.

Focusing on miming and prop utilisation this week was very informative as it demonstrated to me different ways educators can engage students to construct creative and imaginative performances, but also how some students can struggle with committing themselves to these acts or conceiving an idea and then presenting it to an audience. A theme that has been continuously covered in this class that I will be adamant to continue in my own teaching practice is the necessity to create a safe and respectful environment for the students. In Arts education, especially in an area like drama, you will be asking students to show some vulnerability by sharing and performing their ideas so it is paramount that they feel same and as comfortable as possible to do so.

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A mother and child are reunited after losing each other at the shops

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(I could not export the whole video as the file was too big)

In Week 2 as part of the puppetry component of the lesson, we were given balloon garbage bag puppets and had to manipulate and use them to convey a story. The premise of our story was a mother and child losing each other in a grocery store and then finding each other and embracing. It was quite tricky keeping in mind how to position and block yourself whilst moving so as to not face away from the audience and also keep the flow of the performance going. I felt less nervous partaking in this activity as I was part of a larger group and it was also interesting to see the different ways groups manipulated their puppets and the themes and stories they tried to present. Puppetry can be quite tricky but it can also be a useful tool within the Arts to demonstrate to students how to utilise an object as an extension of their body, collaborating with others and conveying an idea through objects.

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Wk 2
This video is fantastic not only because of the brilliant mime artist, but more so his ability to get an audience member to be an active participant in his mime and to achieve the 'suspension of disbelief' with the audience member. The child is hesitant at first, thinks it is silly and so on but as the mime progresses and the artist continues to encourage him to participate, we can see the child commit to the act. It was great to see the suspension of disbelief in practice and it is something paramount to effective drama performances within the Arts.

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This week's focus was on voice and story in drama. It was really interesting to explore vocal and story activities we can use with students. I really resonated with the section on readers' theatre. I love the concept of it. I think it is a fantastic way to engage learners in literacy development in a context where they can still work on other skills like vocal projection, movement and communication.

This week we did not have our SEM class because of the public holiday so i have been engaging with the assessment task. Already, i have been able to engage with some helpful tips from the lecture on recognising our voices as our most valuable tool and how we can effectively utilise it. I have been practicing employing dramatic and purposeful pauses in my speech, my pacing, vocal projection, eye-contact (tested on my parents!), and tone. I am not the most confident public speaker, and it is always a source of anxiety and stress for me, but these tips have helped give me some confidence.

I think the readers' theatre and speech tips were the most important aspects of this week's learning content for me. This is primarily because I could definitely see myself utilising readers' theatre in the classroom and the tips will help me develop my skills and abilities in communicating with students and publicly speaking (which I will have to do as a teacher).

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This was just fantastic. It is amazing to see just how easily reader's theatre can be utilised. It does not require many resources, nor does it require much space. As an educator, budget constraints or space availability would not serve as hindrances to the use of this activity. I honestly think it is brilliant. It is such a fantastic way for students to develop reading skills, speaking skills and public speaking confidence (in a low-stakes environment).

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The Chamber Readers -- The Legend of Lightning Larry, by Aaron Shepard (Reader's Theater)

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This simple guide has been fairly helpful and has acted as a point of reference for me when trying to improve my speech presentation

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Before doing my speech I watched this video on warming up your voice before speaking and it was a little bit silly but it was also interesting and insightful. The techniques the associate professor provides were somewhat helpful in my speech preparation. My vocal projection felt better than it has in the past with previous speeches and I felt like I was able to get in a nice vocal flow.

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Here's how to warm up your voice before you speak

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Obviously i did not attend class this week because of COVID isolation protocols and I found this funny. I did find it interesting learning about the different elements of dance and how we can apply them in primary school settings. I really love the idea of promoting the celebration, exploration and appreciation of cultural diversity through dance. I think dance and exposing students to different cultural dances is a fantastic way to expand their worldview and their understanding of different cultures and ethnicities.

I enjoy casually dancing but the thought of teaching it has always been very stressful for me. I can however appreciate the importance of it and just how beneficial it can be as a tool to support students in unlocking their creative and expressive potential. I would like to understand more dance theory and hope this will lead to an increase in dance proficiency where I can instruct and assist students on learning dance.

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I am by no means a dance expert but I was very fascinated by this week's topic of simple choreography. I think choreography is a great tool to utilise in not only getting students engaged in dance movements, sequences and performances, but also in the other skills it promotes: such as collaborative communication, memorisation, negotiation, problem-solving, leadership and following instructions.

I really liked learning about Laban's 8 Effort Actions and it was amazing to see how- without even realising it, during the individual and group choreographic exercises we engaged with during class, we utilised and incorporated some of these actions in our choreographed dance.

I also loved the use of movement maps in transcribing dances. I benefit immensely from visual cues and resources in helping strengthen my learning and I know many students benefit from this too. I think it will be such a beneficial tool to utilise in the classroom to better ensure students can comprehend and follow the types of movement they need to do within a choreographed dance.

Dancing remains very much an uncomfortable process for me, but I can really appreciate how for many people it can be such an important and necessary medium of creative expression and outlet. Students need to be able to engage with this type of creativity, so it is my job to help facilitate this type of learning and learning engagement within the classroom. I do not have to be an expert on choreography, but I must possess foundational knowledge on the elements of choreography, effort actions, design concepts and devices that can be utilised and experimented with.

*I am also unable to edit past published entries, but my Wk 6 Isolation entry was my 4th entry.

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https://bangarra-knowledgeground.com.au/productions/i-b-i-s/watch-excerpts-from-i-b-i-s

I thought the dance was incredible and it was really powerful to see their exploration and depiction of the themes of identity and sustainability. It also gives a very intimate and personal portrayal of some of the present-day issues facing the Torres Strait Islands, and how groups like the I.B.I.S are so important in the assistance and services they provide to communities throughout the islands.

It was also nice to see notions of hope and promise for the future being communicated, and how they remain hopeful for the future. They masterfully demonstrated a balance between exploring the issues and realities of the present, with optimism and hope for the future.

Their use of different choreographic devices was stunning. I especially enjoyed how they utilised unison and repetition to emphasise certain dance segments and concepts and drive home ideas.

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I.B.I.S was choreographed in 2015 by former Senior Bangarra Artists Deborah Brown and Waangenga Blanco, and explores themes such as identity, inequality, climate change, and sustainability, while also expressing a hopeful and positive outlook for the future. I.B.I.S stands for Island Board of Industry and Services, a little, local store that services the communities on some of the 274 islands in the Torres Strait.

... we've created a fictional I.B.I.S store where the people are modern day hunters and gatherers. - Deborah Brown & Waangenga Blanco, 2015.

This production features the First Nations' languages Kala Lagaw Ya (Western Torres Strait region) and Meriam Mir (Eastern Torres Strait region).

Bangarra would like to acknowledge the many people in our family who are no longer here but have left an indelible mark in our cultural and creative continuum.

We acknowledge and pay our respects to the people of the Torres Strait Islands, whose Country and stories have inspired I.B.I.S.

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Watch Excerpts from I.B.I.S - Bangarra Knowledge Ground

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I.B.I.S was choreographed in 2015 by former Senior Bangarra Artists Deborah Brown and Waangenga Blanco , and explores themes such as identity, inequality, climate change, and sustainability, while also expressing a hopeful and positive outlook for the future.

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Wk 7 In-Class Group Choreographed Dance 

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Wk 7 In-Class Group Choreographed Dance 

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A very nerve-racking but enjoyable experience. I always feel like my stomach is in knots just before a class performance. It feels like all eyes are on me and everything is going to go horribly wrong. That being said, once I started getting in to the groove of things and started focusing just on the sequence and completing my movements, it was fun.

When the dance is in-sync with the music it can be a very enjoyable experience. I loved our group's use of unison and contrast to diversify the dance and draw focus to specific components of the sequence.

The group collaborative exercise was also a great opportunity for everyone to make suggestions and present ideas. In a low-stakes environment such as this one, it felt like a safe space for everyone to share and voice their opinions on what they felt could be part of the choreographed dance. No one felt invalidated or dismissed, everyone got an opportunity to share. I think this it is so vital and critical to provide students with opportunities to safely and equally collaborate and discuss ideas within a group. It helps promote and teaches them negotiation, communication, compromise, problem-solving and active listening.

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This week's focus was on an introduction to media arts. There were defined knowledge and skills as well as curriculum-oriented concepts to be considered when engaging with media arts in learning settings. I like the idea of aiding students in the creative and critical use of language and technology as a skill, where they can communicate through the media they create and consume. I think the duality of media in creating it and consuming it is important, and students need to develop agency in understanding the different ways they engage with media based on if they are making it or digesting it.

I am very interested in engaging in professional development to improve my understanding of post-production in the final production stage. I have limited experience with media arts, particularly because my school offered limited media programs. I do however love the idea of being able to provide more meaningful media arts engagements for students. I think media arts also provides a fantastic different medium for students to demonstrate learning, collaborate and work in teams, share ideas, reflect on learning, express themselves, and engage with creativity.

Finally, I agree with the skepticism and concern on the benefits of app utilisation in the classroom, but I think if sandbox, evergreen and skill-based apps are appropriately selected and utilised, they can help enrich the learning experience for students. This is because they provide another avenue for learning development and engagement, where students are utilising and interacting with digital tools. I also think the use of apps and technological devices and programs is important as it is another means of helping strengthen students' digital fluency and literacy.

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I absolutely love the idea of using digital storytelling in the classroom! I think it is a fantastic way to help students develop their literacy skills. In primary education, it is essential that educators construct learning environments conducive to literacy development.

Without the development of their literacy skills, students will struggle to progress throughout their learning journeys and become active and successful lifelong learners. The use of digital storytelling is a fun and engaging way of helping students develop their literacy abilities, in a less typical and archaic way.

I think it is also a great means of students developing their communication and writing abilities in settings and scenarios that are less stressful, such as typical written assessments.

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Use this powerful form of communication to build literacy for emerging readers and writers

Digital storytelling is a powerful way to connect young learners to reading, writing, and digital literacy. While students in the primary grades may be more likely to watch stories than read and write their own, today's digital tools make it easy for these emerging writers to create and publish their own stories.

Digital storytelling tools provide opportunities for primary learners to begin communicating their ideas by simply adding pictures and recording their narration to describe what they've drawn, providing an opportunity to practice retelling before they begin writing. Digital storytelling relies on showing as much as telling, exemplifying that 21st-century literacy is more than just words on paper.

For students who aren't yet strong readers or confident speakers, or are new to the English language, creating digital stories provides an authentic opportunity to practice fluency. Digital stories are meant to be shown and shared; if you give your young learners headset microphones, they can record, listen, and rerecord until they are comfortable with their fluency and ready to incorporate their narration into the digital story.

Digital storytelling develops strong foundations in the craft of writing

The process of developing a digital story provides opportunities for students at all competency levels to develop and improve their writing craft. Many digital storytelling tools include a storyboard view of the pages in a project, helping students see how their writing is organized and providing an easy way to change the order events and ideas. Students can also look at the visual details in the pictures they have added to their stories and then enhance the story with additional descriptive writing.

Digital storytelling provides a compelling need to read and listen carefully and to write and edit effectively. Writing, adding images, writing more, rearranging the order of a project, and changing specific details helps students see that effective storytelling requires time, reflection, and editing.

Digital storytelling establishes the relevance of school work

Creating digital stories, like the ones they are watching on YouTube and Netflix, help young learners see how the skills they are learning in school connect to the world around them. "Why do we have to do this?" isn't heard that often in a room of eager primary learners, but crafting digital stories firmly answers this question and establishes that what is learned in school is relevant to their world outside of it.

What can primary students create?

While digital storytelling requires skill in narrative writing, it isn't limited to this form of writing. In fact, the most powerful writing often combines informational, narrative, and opinion writing to inform and entertain, to raise awareness, or to change behavior.

Original Stories

Many young students love to tell stories, and some of them are even interested in writing them down. But for others, getting the ideas in their head down onto paper is a struggle. Because effective digital stories, show, not tell; images and sounds are as integral to effective storytelling as the text itself, easing the stress many young students feel when asked to write.

You might choose to have reluctant writers brainstorm ideas and begin "writing" by finding and adding them to their story. Tools for digital storytelling, like Wixie, make it easy for students to change the order of pages and then use the recording feature to narrate their story without having to write at all. You could also have them record their ideas as a first draft, find a parent or assistant to type the words into a word processing document and then have them work to edit the printed version before recording again.

Pattern Story Adaptations

Emerging readers love pattern stories because they "know" what is coming next and can "read" the story without having to know how to read the words. You can also use patterns to build the confidence of your emerging writers by asking them to add just a few words to complete a pattern for a class adaption of your favorite story.

After reading your favorite pattern story, use its pattern, or develop your own version, and ask your students to complete it. If the pattern requires just one or two words to complete, students may be able to type on their own or with you at a station or interactive white board. Have students use paint and imaging tools to add supporting illustrations.

There are many great children's literature titles that are easy and fun to adapt. Many digital publishing tools, like Wixie, even let you create your own template that makes it easy for students to begin creating their page as well as tools that make it easy to collect, combine, and share their work as a class book.

How-to Instructions

While not a traditional narrative, how-to instructions make for a great digital storytelling project. How-to writing helps teach students the importance of organization and sequencing. Using digital tools to create a short series of pages that each contain a simple sentence or two along with supporting visuals and illustrations, allows emerging writers to create products that effectively communicate an idea or process.

Many young students have already used a YouTube video to learn how to make glitter slime, do simple card tricks, or complete holiday crafts. Some of them even know how to search and find a video on their own when they want to learn something. Developing and publishing their own how-to digital stories connects the work students are doing in school to the world they encounter outside of it.

Passion Projects

Everyone likes to be an expert and many young students have high-interest and high-expertise in a specific area. Create a learning culture that shows students you expect them to share their expertise with other learners, by challenging them to create informational texts that teach others about the topics they are passionate about.

When you ask young students to develop informational texts, the added benefit is that you end up with informational texts written at the level of your learners. While the Web contains a wealth of information on just about any topic, the content and reading level of the information is often way above the ability of primary students.

If you share student work online, or export as PDFs or eBooks, you let students know that their work is important. Your digital library can be full of literature and informational texts that were written and published by your students!

Raising Awareness and Inspiring Action

Stories inspire action. Use digital storytelling projects like opinion pieces or public service announcements to let learners know that their writing and publishing can change the world. Students use their growing writing and digital communication skills to raise awareness and educate others about issues for which they are passionate.

When first-grade teacher Barbara Fairchild's students were studying families, she asked them to create stories that shared their opinions as to why a special someone was their favorite relative. She supported her writers by structuring the project so students created pages that:

1. stated their opinion,

2. shared two or three reasons or examples to explain why, and

3. finished with a concluding statement

When several of the people mentioned in the stories cried after viewing them, students saw the power that their words and stories could have.

Let your emerging writers know you believe in them!

Not only are emerging writers and primary learners able to create digital stories, the process of creating them develops strong foundations for digital-age communication. Digital storytelling also provides a powerful opportunity for students to practice authentic digital literacy skills through work that is shared with the world beyond the classroom.

Popular Topics

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Digital Storytelling in the Primary Classroom

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Digital storytelling is a powerful way to connect young learners to reading, writing, and digital literacy. While students in the primary grades may be more likely to watch stories than read and write their own, today's digital tools make it easy for these emerging writers to create and publish their own stories.

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I think this article correctly highlights the significance of media arts and why it must be part of the Australian curriculum. Students are surrounded by media within their daily lives and they consume a vast quantity of it. Giving them tools to meaningfully engage with media via creating and consuming is extremely important in this increasingly digitally and media-oriented world.

Digital literacy is also becoming an increasingly and ever-important skill and for students to be involved and active citizens, a degree of digital capabilities is required. Media arts helps students develop their digital literacy. For students that may not already be digital natives, or do not have access to digital technologies at home, media arts provides a learning environment where they can develop digital skills.

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The review of the National Curriculum recommends ditching media arts. That's a terrible idea. World Bank Photo Collection, CC BY-ND

The Final Report of the Review of the Australian Curriculum is seriously flawed. Many aspects of the report have attracted comment - but the recommendation that schools do away with a major, world-leading innovation has not.

For the first time, media arts, one of the five strands of the Arts curriculum, was to become a compulsory subject for primary school students. This will no longer be the case if the Review's recommendations are adopted by the government.

The Review recommends removing media arts from the mandatory arts strands, and "substantially reducing" its content. Rather than being an integrated part of the arts curriculum, media arts would become a "stand alone" subject.

Further implicit in the Review is the assumption that some media arts content will be, or already is being, covered in other learning areas "such as English, health and physical education, history and technologies".

This is not only wrongheaded: it is ignorant of the essential role that media arts plays in digital media literacy education.

What is media arts?

In media arts, students both make and respond to media works.

"Making" media involves students learning technical production skills such as how to frame and compose a shot, how to record sound, how to edit image and sound tracks, and how to add visual and sound effects.

Such skills are important for developing conceptual knowledge, for recognising how media works are constructed. They also enable students to use media to communicate and tell stories - and complete assignments, as many students increasingly use digital media to do.

"Responding" involves analysing media works with the goal of assisting students to become active and ethical media creators, users and consumers. Students learn about how media works - including, ideally, social media. They learn about key issues and practices such as copyright, the creative commons, and the ethics of sharing media works and personal information online.

Digital literacy for our times

It is insufficient to suggest, as the Review does, that the slack can be taken up in subjects like English or ICT. While media studies is part of the English curriculum in some States, this rarely if ever involves media production. And while students may learn about media technologies in ICT, there is very little if any emphasis on storytelling or communication ethics.

Other learning areas might teach some aspects of digital media literacy, but unless they are deliberately spread across the curriculum, only media arts will teach them holistically.

The Review further justified the marginalisation of media arts by highlighting the costs of resourcing the curriculum and providing the necessary professional development opportunities for teachers, particularly at primary level.

It is true that teaching media arts can be costly, but so are many other learning areas. Education budgets are limited, and schools and education authorities are justifiably concerned about rising technology and access costs. And the primary curriculum is already crowded.

But the key point is that digital media literacy is as vital as reading, writing and numeracy for children's futures. Misrecognising this has the potential to detrimentally affect young people's prospects of prospering in the 21st century digital economy.

The basics of digital media making can be taught on many kinds of device, using free or low cost technologies and software. Schools can make use of a growing number of online resources and services to facilitate responses to or analyses of media works. Some of these services, such as ABC Splash, are free to access and use, and cover a range of learning areas.

Skills for the future

The need for Australian children - indeed, all Australians - to develop competencies and formal skills to use and understand digital media has never been greater. Alongside almost ubiquitous use for leisure, more and more jobs now and in the future will require engagement with digital media content and technologies.

Many children already live thoroughly mediated lives.

They produce, communicate and consume media via smartphones, televisions, tablets or other computers, and an ever growing range of other devices, both at school and especially outside school time. Many children informally develop extraordinary capabilities with digital media content and devices. But such vernacular digital literacy may not fully equip them to deal with the many challenges and opportunities of contemporary life.

We must be wary of falling in to the trap of assuming that any child is a "digital native" and so does not need formal education in digital technologies, how the media work, or the ethics and implications of sharing and communicating via social media.

For me, the term digital native wrongly implies that children innately understand digital technologies and content, and that they will naturally evolve the ability to use digital media. They will not. Competencies, skills and understandings need to be taught, learned, and practised.

One distinguished media educator gave me the analogy of a child entering kindergarten. While they may be able to use language and hold a conversation, they need to learn how to form sentences. They need to be taught how to write. The same is true for their engagements with media.

Every young person needs to know how to participate creatively, safely and ethically in digital media culture. Only media arts teaches students how to engage with and understand the media through making and responding to media. Only media arts teaches children and young people how to creatively tell stories and communicate with digital images, sounds and texts.

Its benefits are immense, life-long, and vital to the futures of Australia's children. Rather than being downsized and made an optional extra, media arts should be at the very core of the 21st century Australian Curriculum.

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Media arts should be at the core of the Australian curriculum

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The Final Report of the Review of the Australian Curriculum is seriously flawed. Many aspects of the report have attracted comment - but the recommendation that schools do away with a major, world-leading innovation has not. For the first time, media arts, one of the five strands of the Arts curriculum, was to become a compulsory subject for primary school students.

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This week we finally got to present our performance to the class and tutor. It has been such a journey getting to this point. It was so fun and enjoyable working on this project with my group members and we all put in so much effort and I feel that it was reflected in our final product.

I still felt very nervous being on stage and performing in front of my peers, but the nerves were nowhere near as intense as those first few weeks of performing.

I now feel like I can almost 'flip a switch' and just get into 'performance mode' when I need to present. I do not come from an Arts background at all so I have very much had to be proactive this semester and just go for it with different subject areas and performances.

I can vividly remember how daunting it felt seeing an Arts unit on my uni timetable and I was so nervous coming into this unit and class. I can now say though that it has helped with my confidence and ability to perform in front of people so much. This will aid me immensely in working with future students and when I have to facilitate learning, present, speak to them, demonstrate things etc.

Ultimately, I do not think a career as an Arts education specialist specifically is for me. In saying that, the tools this unit has helped give me and the broad content knowledge it has provided me will help me immensely on my journey as a teacher and in future practice. I also plan to go teach rural/remote so there is a high chance I will have to teach my students in the Arts anyways so I do look forward to that idea too!

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Watching the performance now it is very easy to be hyper critical and analyse all the mistakes made but in general I am happy with our performance.

I had a great time with the group developing this performance and working on it and to finally have completed it feels great.

We had to make many changes, ad-libs and improvisations but overall I feel it came together nicely.

I also very much dislike presenting in front of other people (peers and tutors) but it has consistently felt easier to do in this class. I will also say this class has felt like one of the most inclusive, supportive and safe environments to be creative and perform.

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