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I found this Youtube video helpful to assist children in learning what Tableaus are and how to use them in a game form. Teaching children these concepts in game/activity form can help children grasp the concept easier and demonstrate it, putting it into practice.

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abc Education's section on Media Literacy provides a range of media resources for primary school students such as videos about news, AI and social media. These videos can be used at the start of a lesson to guide the activities that follow or just to watch as 'brain breaks' for students in between work.

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Curriculum-linked learning resources for primary and secondary school teachers and students. Videos, games and interactives covering English, maths, history, science and more!

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During this activity, students are put into lines and asked to walk in sync to a sing or beat. The teacher adds different steps to the walk as they progress. I believe that this activity helps students gradually gain confidence and learn to follow different rhythms. Asking them to walk in lines avoids singling out students and putting them in a vulnerable situation. This gains trust and makes the classroom a safe space odd students to feel comfortable performing and putting themselves out there.

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This video is a great resource for teachers to refer to when looking for dance games or activities in general for their classroom, it provides visuals and explains the activities so that teachers can see how it can benefit different aspects of children's learning and development.

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creativeDANCE - Children's Creative Dance & Movement

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I found the lesson on the use of camera angles very helpful and interesting, it provided information about how camera angles are taken and positioned and what they may be used for by showing a YouTube video (attached) with examples before the teacher went into depth talking about them further. The lesson was interactive, allowing us to take our own photos using each of the camera angles in spaces and ways we wanted using creativity in groups. We all chose a camera angle and were given five minutes to come up with an idea and find a location to take it, the photos were then shown to the class and discussed. I liked this activity because it was interesting and interactive whilst still being educational, it gives students the opportunity to be explicitly taught before putting what they have learnt into practice in a fun and collaborative way. It can also show the teacher how well students retained and understood the content by allowing them to see their photo. For these reasons, I would likely use this form and layout of activity in my future classroom, as well as a very similar lesson in a media class if I were to teach it. Camera angles are also a part of the year 3 and 4 SCSA media arts curriculum, assisting with teaching those year levels.

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7 Basic Types of Camera Shots | 2 East 8th

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I explored the ausDANCE website, as recommended via canvas, whilst conducting my own research. The website discusses ways for teachers to enhance the dance curriculum, it also emphasises the importance of integrating dance into primary schools as it promotes creativity and movement. Overall, ausDANCE advocates for the inclusion of dance in primary schools.

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Our mission is to educate, inspire and support the dance community to reach its potential as a dynamic force within local, national and international communities.

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This website provides a list of detailed lesson plan ideas and activities that are fun and align with the dance curriculum. This prompted more activity and game ideas for me and is a website I would use further into my teaching career to source activities.

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This page helped give a guideline for dance curriculum expectations for each year level in Australian Primary Schools. I would refer back to this page before teaching dance, using dance activities or creating a lesson plan to ensure that what I am doing aligns with the Australian curriculum and therefore is beneficial to students.

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In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.

In the Foundation Year, students undertake The Arts appropriate for their level of development.

They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others' art making.

As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.

As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.

Students learn about safe practices in the arts through making and responding safely in the different arts subjects.

They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.

In Dance, students:

become aware of their bodies and learn about the body bases, parts and zones used in dance

explore space, time, dynamics and relationships as they make and observe dances

explore locomotor and non-locomotor movements and use these fundamental movement skills in their own dance

experiment with simple technical and expressive skills and begin to learn about choreographic devices through selecting and organising movements in their own dances.

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In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world. In the Foundation Year, students undertake The Arts appropriate for their level of development.

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common sense education is a website full of resources to teach primary and secondary students about media arts. I would likely use this page in future to guide my lessons and find premade, approved activities to use in my classroom or a media classroom if needed, this saves time rather than creating your own activities and is guided by the curriculum.

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Media Literacy Games, Tools, and Lessons | Common Sense Education

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Media Literacy Games, Tools, and Lessons is a list of 23 apps, games, and websites curated by Common Sense Education editors.

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Btn is a website that creates child aimed news reports on current situations. We watched a btn episode in class, I have further explored the btn website and looked through the countless episodes they have posted. Due to them covering real, relevant topics, I believe this is a good resource to use to allow students to learn about the real world and problems that are occurring whilst analysing media elements such as voice overs, storylines and more.

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Behind the News is a fun, accessible way for upper primary and secondary students to learn about what’s happening in the world around them.

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Throughout the module, I gained a wide range of games and activities that are highly adaptable and can be used in both general classroom settings (provided there is sufficient space) and in dedicated dance lessons. One example I would likely incorporate is the activity where students rotate around the group, replicating the previous person's movement and then adding their own. Activities like this are not only enjoyable but also help to create a supportive and inclusive environment. They encourage students to feel more comfortable participating, asking for help, and engaging in collaborative tasks. In addition to these, I learned a number of movement based strategies suitable for dance or physical education contexts. For instance, the "walk to the beat" activity supports students in developing basic dance steps while also enhancing their ability to follow rhythm and move cohesively within a group. These types of activities contribute to both physical skill development and classroom engagement.

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Media Arts is not currently offered in all schools, often due to budget constraints and limited access to necessary resources. However, there are still accessible and cost effective ways to incorporate media into the classroom. For example, using school iPads (where available) for stop motion animation or encouraging students to take photographs from various camera angles are simple yet effective strategies. Media is also embedded in many other subjects and everyday classroom contexts, such as presentations, internet research, and music integration. Teaching students foundational skills in animation, sound design, and camera techniques can benefit their broader learning and support their engagement in both school projects and real world applications. According to the School Curriculum and Standards Authority (SCSA), the activities and concepts explored in this module require only minimal additional research to be adapted appropriately for primary school settings.

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Twinkl is a website that provides a range of resources for primary school teachers in a range of subjects. I would use twinkl when planning lessons as it is convenient and can be altered to fit the content descriptor the students are currently working on.

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Drama For Kids Resources - F-2 - Australia - Twinkl

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Up the classroom engagement with our Drama For Kids Resources! When it’s time to set the stage for learning, this collection of resources won’t let you down.

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I found the Media Arts module particularly engaging and enjoyable, largely due to my personal interest in the subject. I appreciated learning about the various ways digital tools, apps, and media, such as stop motion, can be integrated into creative learning experiences. These technologies are highly versatile; they can be adapted into interactive games and also serve as valuable tools to support and enhance other art forms. The module demonstrated how media arts can be both expressive and educational, offering innovative opportunities for cross curricular learning.

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Initially, the dance module pushed me beyond my comfort zone, however, I found it to be both engaging and enjoyable. Among the various modules, I believe this one offered the most transferable knowledge applicable to general classroom settings rather than being limited to specialist contexts. This is largely due to its practical, hands on nature, which incorporated numerous activities and games. While many of these were dance based, they effectively served as lesson starters, helping to set the tone, engage students, and foster a positive and participatory learning environment. Additionally, the module provided practical benefits beyond the classroom, such as techniques for movement and stretching, as well as opportunities to enhance balance, hand eye coordination, and a sense of rhythm.

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This organisation offers Drama incursions and programs for primary schools in Melbourne, Perth and Sydney. This can be a fun incursion to get students engaged with drama or serve as an introduction or conclusion to a drama unit, it can also be used generally to prompt creativity and interest in drama in young children.

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Unique drama incursions and Social Emotional Learning programs for preschools, primary schools, & holiday programs in Sydney, Melb and Perth.

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Soundscapes involve creating atmospheres with your body and sound. Students can sit/ lay in a quiet room with their eyes shut. The teacher then gives them a prompt, such as a calm forest, students then make sounds using their mouths of bodies to imitate parts of that environment, adding what they want. For example, one student may be whistling to imitate a bird, whilst one stomps their feet to imitate thunder, and so on. Students can creatively and independently add to the sound scape and collaborate with each other. We explored soundscapes during the module, these promote mindfulness and collaboration between students. The atmosphere is calm and quiet and does not take up much space, prompting students to use drama elements and use brain power in a way that is not draining. Therefore I would use this activity as an end of the day mindfulness reset to calm students down, or in between classes to prepare them for quiet working time.

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This module has been valuable in developing my understanding of how to effectively teach drama to children, both within a general classroom setting and in a dedicated drama classroom. It has provided a range of practical strategies, activities, and games that can be used to engage students in drama-based learning.

According to the School Curriculum and Standards Authority (SCSA), by Year 6, students are expected to explore and demonstrate an understanding of all ten elements of drama, plan and structure scripts, and develop improvisation skills. With this in mind, the knowledge and skills gained through this module have equipped me to confidently introduce and teach most of these concepts. Where necessary, I am prepared to extend my learning through further research to ensure I am delivering content accurately and in alignment with the curriculum requirements. I also feel confident in teaching drama across year levels from Year 1 to Year 6, drawing on both the content covered in this module and additional self-directed learning as needed.

A particularly useful aspect of the module was the introduction to a variety of drama games and activities. These games are not only engaging but also serve multiple purposes in the classroom. I would strongly consider incorporating them as brain breaks, icebreakers, or reward-based activities. They encourage collaboration, support students in getting to know one another, and create a more relaxed and inclusive classroom environment. Additionally, many of these games promote physical movement, helping students to release energy and refocus for learning.

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In conclusion, I found the drama module both helpful and enjoyable, as it provided me with valuable insights into drama skills, performance techniques, key terminology, and the fundamental elements of drama. This knowledge is not only applicable in teaching but also transferable to everyday situations, such as completing assignments or enhancing general communication and presentation skills.

The module has given me a solid foundation to confidently support or lead a drama class in future teaching settings, using the information and strategies I have gained, alongside any additional research I undertake. Furthermore, the inclusion of various games and activities such as soundscapes and tableaus, was particularly useful. I plan to incorporate these into my own classroom as brain breaks, icebreakers, or confidence-building exercises. These activities contribute to a positive classroom atmosphere and support student engagement and wellbeing.