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Let me introduce myself: My name is Kristin

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Let me introduce myself: My name is Kristin

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Hello, my name is Miss Wells (future Mrs Scown); I will be married when I graduate from University. I am a pre-service teacher studying for my bachelor of primary education at the University of Southern Queensland. I am so excited about all the fun, exciting learning and teaching during this course.

I was born in Redcliffe, Brisbane. I enjoy camping, walks on the beach, playing AFL, watching old movies, and listening to music. I also love chocolate, travelling, photography, and dogs. I've been an educator for Seven years. I am an educator because I want to help change the world; education is where I can have the most significant impact. As an educator, I nurture and encourage children's lifelong learning. Each child is an individual, and as an educator, I will value, support and develop each child's strengths, interests, skills, abilities and knowledge to extend their learning. I want children to feel that no question is too silly to ask. The social and emotional development of students is paramount. Children need to feel confident, resilient and safe in a school environment. I work to ensure that students feel safe and can share feelings, allowing them to be themselves. Security and trust are critical components of my relationships with each child.

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The luxuriant vegetation in my garden is represented in my assemblage. I clipped back a couple of the overgrown plants in the front of the home and put them in a jar and a vase. I appreciate how the leaves come in various green hues, textures, and forms. The environment as a whole got me to think about the trees I hadn't planted and the stages of their lives.

What This Means: I appreciated this activity because it allowed me to see how many various kinds of plants are in nature. It brings up the idea that every student is distinctive in their own particular way.

What's next? This exercise demonstrated how I might successfully combine geography with visual arts. There would be chances to incorporate discussions on cross-curricular priorities as well. This would be a quick and straightforward activity to incorporate into an art lesson in my future school. To put into practice authentic artistic expression.

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We had to produce artwork that was sustainable for this task. Since arts education must be authentic, one might look for connections in the curriculum, like sustainability, when creating works of art that convey ideas. This piece of art was made from an old egg carton. In this task, I discovered colour, form, texture, and creation components.

What This Means: I noted the readily available recyclable components that could be quickly constructed by referring back to this course.

What to do next: Through repurposed materials, this exercise allowed me to illustrate how elementary school kids may utilise a similar technique to produce artwork. This artistic endeavour has emphasised the value of arts education (Dinham, 2011).

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What: We were instructed to make a stop motion video for this session using the resources left over from the previous week. I added some elements to my stop-motion video using stop-motion technology to convey a message about sustainability in the real world. The purpose of this animation is to obtain information about the life cycle of a caterpillar and how it benefits the environment.

So What: The presence of hazardous elements in the environment is called pollution. On this planet, there is a lot of pollution. The flowers are there because butterflies pick up pollen and spread it to other plants. Fruits, vegetables, and flowers can generate more seeds because of this. This assignment exemplifies genuine artistic involvement because it incorporates both media and visual arts. ICT as a whole, critical and creative thinking.

Now What: After finishing this task, I can now see the potential of integrating the arts into other subject areas to address critical issues, such as sustainability, that allow students to express an opinion or belief through creative expression and hands-on activities so students can make a difference and improve the world (Gibson & Erwing, 2011).

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Down by the Beach - Abstract Art by Kristin

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Down by the Beach - Abstract Art by Kristin

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What: Consolidating arts integration was part of this task. Which put an emphasis on music, visual art, and feelings. We were not informed beforehand which movement we would listen to in class. When I heard it, I observed that the music began gently and that the piano was all I could listen to afterwards. The pitch started to increase in pitch in the middle. The mood stayed calm despite the music becoming increasingly influential. I thought I was at the beach watching the waves break.

So What: Following the workshop's exploration and interaction with various visual arts images and videos, we drew out our feelings while listening to music. Starting with essential design components like line, colour, and shape. In reaction to the musical piece Carnival of the Animals - Tortoise, abstract art was created. This is the result of my attempt at my piece. I concentrated on the pitch, rhythm, and dynamics as I listened to the song and chose to portray it with two colours. For the cello, I utilised wavy blue and green lines. I sketched upward-moving lines to represent the dynamics of the increase in emotion as the violins became heavier.

Now What: After reflecting on my decision-making, I considered why these shapes best convey my ideas. This job was intriguing in terms of how the two topic areas combined to work together, and I enjoyed finishing it so much that I gave it a few more tries and was still able to obtain a result that was quite comparable. I'll have plenty of experience bringing this into the classroom for my pupils to learn in the future.

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With this assignment, students will participate in a theatre activity incorporating history. HASS in the Arts of Drama caught my attention during this exercise. The First Fleet is a theme integrated into the Australian Curriculum Year 4 HASS and Drama subject descriptions, where students actively participate in the learning process to examine potentially significant topics. Students are encouraged to consider "how it would have felt and been like to travel on this ship as the First Fleet" by looking at "The Voyage" in this image.

So What: Half of the students will close their eyes and play the part of the audience, while the other half of the class will be the players. The players will position themselves to portray experiences such as being trapped in a storm, mistreating employees, becoming ill from exposure to the heat, and going without water. The audience will be instructed to close their eyes during this performance. The audience will be told to open their eyes as the actors remain still. They have to collaborate and figure out what the performers are trying to say. The actors and the audience will switch places after a few rotations. Every child has the opportunity to participate and a chance to play both roles. The teacher can use questions to collect ideas, opinions, and expressions to comprehend how the pupils have processed the First Fleet's Journey events.

Now What: All children can perform this task with ease. Students may also utilise ICT to self-reflect and record themselves. Students will gain new insight into First Fleet with this activity.

Formative evaluation: After finishing the work and as an exit ticket from the lecture, students can show the teacher the recordings they made of themselves.

Summative evaluation: Students answer questions on a questionnaire about daily life in the 18th century. Students must include the convicts in at least two plays as part of their assignments.

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For this exercise, our lecturer instructed us to use soundscape to compose a piece that responds to a stimulus piece of visual art. 'Desert Storm' by Sidney Nolan is the piece of art I chose for my composition. Consolidating my knowledge of integrated arts, revisiting the tenets and pillars of meaningful integration, and emphasising how constructivism and sociocultural learning is the most natural method to learn because it results from a desire to discover new things.

So What: I examined the artwork's terrain, lines, colour, and atmosphere. Even when I followed the instructions, I found this programme to be rather challenging to use. So, I decided to continue working on the theme of country-style artwork. I decided to combine the three noises to simulate a tractor that has broken down or a piece of equipment that is still in use but has been trapped in a storm.

Now What: As a teacher, I'm dedicated to ensuring that kids consider the bigger picture when they create art. If I were to implement this in my classroom, I would need to be knowledgeable about any programmes I use and give pupils the required skills to finish the work. Additionally, I would incorporate music and visual art. This assignment is a genuine arts practice that allows students to consider their thoughts, feelings, and ideas and respond artistically.

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Arts Curriculum - Kristin Wells Written Reflection

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Arts Curriculum - Kristin Wells Written Reflection

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When I reflect on my educational experiences, I hardly remember any of them having any arts-related content. Some technology and specific arts were occasionally present, but something could be more meaningful. Today, though, as a result of my more recent experiences, I am more aware of the significance and power of integrating the arts into many academic fields. I initially needed to improve my capacity to complete these activities. Still, I understood my full potential after letting my imagination wander and learning about arts integration to express emotion and thoughts. I now know the abilities needed to pursue these activities in the classroom after seeing the results of my finished artwork. After completing these practical assessments, I have a stronger connection to art and its importance to education.

My responsibility as a teacher is to implement and advance educational practices that engage students and connect what they are learning and their lives. While simultaneously fostering a deep and rich understanding through connections and enquiry, it allows students to use various outlets and learning styles (Poon, 2000).

The discussion on media arts (David et al. 2019) emphasises how using iPad apps in the classroom can help kids struggling with fine motor skills. They have access to activities and can communicate their understanding. For the content to visually express the information, I produced a picture video. My understanding of capturing scenes and constructing a structured framework for a visual tale has increased due to participating in this exercise and generating a storyboard. I've discovered several camera perspectives, cuts, shot types, and movements can create an engaging visual, emotional, and conceptual environment.

The development of children's aesthetic sensitivities, encouragement of self-expression, sense of accomplishment, support of self-esteem, and a heightened knowledge of various cultures are all benefits of music instruction, according to Judith Dinham (2013). According to (Váradi, 2022), which supports this, music substantially impacts students' cognitive, motor, social, and personal competencies. It can also engage, inspire, and enrich all pupils. I am more receptive to and aware of many musical art forms now that I've had the experience of creating a soundscape. Following Gardner's idea of multiple intelligences, this pedagogical method offers teachers a way to cater to various learning styles. Students can learn, understand, express themselves, and communicate with teachers who employ these methods (Dinham, 2011).

According to (Dinham, 2013), arts are a means of storytelling, communication, and creative expression. Therefore, my future learning will use technology and integrated arts to create opportunities for active learning using multiple modalities. Students can better understand their sense of the world around them and how they might use art to communicate their emotions by appreciating various forms of art across contexts in the classroom. As a teacher, I ensure students consider the big picture when producing work. If I apply this in my classroom, I must be familiar with any programs I use and provide the students with the necessary skills to complete the assignment. I would also embrace visual and musical arts. This task is an authentic arts activity that enables students to reflect on their ideas, feelings, and thoughts and reply creatively.

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What?
Following a study of the fundamentals of dance and a discussion of Bangara Dance Academy's "Brolga" performance, I was asked to create a brief movement sequence that would convey the distinctive physical and behavioural traits of an Australian bird specific to the continent.

So What?
The bird I chose was the Australian Wedge-tailed Eagle to combine science and the arts. I studied the relevant data to comprehend their visible characteristics (science). The Australian Curriculum Science content description states that "living things can be grouped based on observable features and be distinguished from non-living things (ACSSU044)" is integrated into this activity. The movements I made replicate an eagle's behaviour, including its beautiful glide with wings spread and its rapid descent towards prey.

Now What?
Students in the classroom will collaborate in small groups through making and responding. Students will organise essential data as they research, brainstorm, and make a mind map to develop their choreographed dance based on an Australian native animal. In light of the assignment, it is clear how imitating the animal can help you identify those distinguishing characteristics, and by deliberately creating a sequence, you are intentionally utilising the elements of dance.