The task for this module was creating an assemblage. I explored my natural environment and gathered a collection of vegetation and other small items representative of my outdoor space. I then arranged these items on a sheet of paper considering how this communicates an idea or a sense of my environment, how I feel about my environment, the way these items sit within a larger ecosystem, and how I can make this assemblage aesthetically pleasing. Whilst looking for these items I observed myself searching for things that were bright, colourful, and pretty. That made me think about the way I feel about my environment, and that I think my environment is colourful and beautiful as those were the things that I was seeking to find. When I was creating the assemblage, I inserted some personal items (glasses and pen), which I saw as me interacting with my environment. Although those items are usually associated with study and being inside, I put them in the middle of the collection, which portrayed me having balance with study, and interacting with my natural environment. The idea being addressed here is identifying the interconnections between the components of the environment and the people in that environment (ACARA, 2018).

 

So what?

The revelation that I find my environment, bright and beautiful was surprising. I live near Brisbane city, there are lots of buildings, roads, and man-made structures. The natural environment is sparse. When the task asked me to gather items from my environment, I was surprised to be drawn to bright, beautiful items, making me examine how I felt about my immediate environment, which was I think it is colourful and bright. The task revealed feelings and thoughts that I did not realise were present in regards to my environment. In this aspect, I am approaching the reflection in the way of a participant (not an educator or teacher). I am experiencing the learning the way a student may, and learning the things a student may discover by engaging in this same task. This enabled me to learn that by using arts in the manner I can create a connection between the student and their environment, which can then lead to further examination from a geography perspective. In this way, arts are not subservient to HaSS in the learning, but rather enhancing.

Now what?

This task provides a great example of integration of arts with another learning area. I can apply this method into my practice. The creation of the assemblage could be used as an introduction to the environment for the students. Once they have created their artworks and connected to their environment, they can conduct further inquiry into the items they have used in their assemblage. This enables them to describe and compare the characteristics of places in different locations at local to national scales and identify the interconnections between components of the environment and between people and the environment (ACARA, 2018), which is the achievement standard for year 4 Geography. This task gave me a perfect example of how arts and education can be a somatic experience and that exploring your environment with your senses and creating this artwork physically helps you interact and enhance the learning (UniSQ, 2023).

 

References

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2018). HASS.HASS (Version 8.4) | The Australian Curriculum (Version 8.4)

University Of Southern Queensland (UniSQ). (2023). EPA3200 Module 1: Understanding the transformative potential of the Arts in Education. https://usqstudydesk.usq.edu.au/m2/course/view.php?id=26042&section=4

In this week’s tutorial we were asked to gather five to six items that are recyclable or clean rubbish materials. We were advised that we would be engaging with some arts integration during this week’s session. 

During the session we discussed the elements of visual art like line, shape, colour and texture as well as the principles of visual art (balance, unity, contrast, pattern, emphasis). We then discussed how we teach these elements of visual arts whilst integrating with other subject areas. We then explored how we can do this with HaSS (geography) and visual arts. Whilst I considered ways to use the items I had collected and how those themes could be connected to both geography and visual arts I became aware how clearly the connection was mainly due to the fact of the materials we were using to construct our art piece. Using recycled materials lends itself immediately to sustainability. 

Now what? 

I created a flower out of a coffee cup. The connection of using recycled materials to recreate naturally occurring and living things is conspicuous. Viewing the task through a visual arts lens it was quite interesting in using rigid and straight materials to create naturally looking items where straight lines and rigidity are not usually found. I cut the coffee cup and rolled the edges to make the lines of the object softer and look more flowing. Moving forward I started to plan about how these items could be used to deliver a message via “stop motion” recording. I am looking forward to this task as I have not engaged with stop motion before. 

 

 

The activity for workshop 3 involved creating a dynamic moving artwork using stop motion under a theme of sustainability.

So what?

I started planning my project without considering the curriculum and approached it from a creative aspect. When I started to consider the story, I wanted to tell in the stop motion piece, it forced me to go backwards and then plan and consider the connections to the curriculum. I researched content descriptions for year 4 for media arts and identified the achievement standard that states students collaborate to plan and make artworks that communicate ideas (ACARA, 2018) as well as using media technology to manipulate images and sounds to tell stories (ACAMAM059). The HaSS achievement standard for year 4 geography asks students to identify the interconnections between components of the environment and between people and the environment as well as recognise the importance of the environment and identify different possible responses to a geographical challenge (ACARA, 2018). This task then uses principles of authentic arts engagement to ensure both HaSS and Arts learning areas are serviced equally. The media arts and visual arts looks at the elements of line and shape to repurpose items and make them look like naturally occurring flowers and a snail. The media arts learning area is serviced by using production skills to create the stop motion video. It uses art knowledge and skills, creativity, self-expression, reflecting and responding to the topic, and aesthetic development.

If this was done in a classroom setting, I believe it would be done in small groups and students would be able to work on collaboration and team work as well.

Now What?

Reflecting on this activity I learned that preparation and planning would be paramount for this type of exercise. As a teacher I would have to put guidelines, collaborative learning structures, and provide all the materials required to achieve this area of learning. This fits into the skills detailed in media arts of pre-production, production, and postproduction. By undertaking this activity, the students will be heavily involved in the skill generation of media arts.

References

 

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2018). Media Arts (Version 8.4). Media Arts (Version 8.4) | The Australian Curriculum (Version 8.4)

 

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2018). HASS (Version 8.4).HASS (Version 8.4) | The Australian Curriculum (Version 8.4)

 

 

 

The tutorial directed is to listen to a movement of music from ‘Carnival of the Animals’, use line, shape, and colour (art elements) to express (in an abstract way) which emotion you think the music is expressing. I made a concentrated effort to concentrate on the music and notice what emotions I was sensing during the piece of music. The issue I encountered was how can I create a visual representation of the music that replicates my feelings.

 

The activity asked me to discuss what is it about the elements that made me feel certain emotions. The first thing I noticed was the rhythm of the piano that was low and hammering continually. It sounded sad and morose. I depicted this in my abstract drawing with small pill shaped circles that moved across the page. I used the colour grey and blue to signify the sadness of this sound. The other major component of the piece was the strings, which I saw as equally sad and though the pitch was low. I depicted this sound as worm like lines in various shades of purple, but seemingly swimming upwards to the right corner of the page and embedded in a pink coloured stream. The colours (like the piano) signify the sadness I felt. However, towards the end of the song the strings and piano build to a higher register and take a higher pitch seemingly to a more positive emotion. Which is why I directed the lines and shapes in an upward direction.

This task enabled me to consider the choices I make when drawing and utilising the elements of visual arts to represent the elements of music to enable me to represent an emotion I was feeling listening to the music.

 

Considering these choices made me really think about why I think these shapes represent my ideas. The worm lines that represent the strings swimming up stream in a pink bed of water. I drew them and wavy and think worm like lines because that’s how I saw the string section in the piece of music. There were multiple layers of strings, hence there is multiple layers of worm lines. 

This activity provided me with examples of how you can explore elements of 2 arts areas simultaneously and appreciate the elements equally. By making a visual representation of the music we are exploring the meaning and interpretation of the music whilst considering the elements of rhythm, pitch, dynamics, and expression. We are doing this whilst exploring and experimenting with visual conventions such as line, shape, colour and texture to develop an individual approach to a theme or subject matter (ACARA, 2017).

This activity asked us to select an artwork and consider what emotions come to mind as you view it? I was immediately drawn to Kandinsky as I have liked his art previously. The term that immediately came to my mind was organised chaos. The circles and lines are strewn all over the piece, however they also seem somewhat organised and orderly. The emotion that came to mind was confusion. I feel this way when I have so many things going on in my head and I’m trying to organise my thoughts. The colours and lines and mixed and there seem to be no colour scheme or emotion being specifically communicated. The elements of line, shape, colour

I utilise the musical element of rhythm to portray the organised chaos feel of the Kandinsky piece. The beats where haphazard and all over the place. It made no traditional musical type of beat patterns, although it was still in 4x4 timing which helped portray the organised element of the organised chaos. I used several overlays of a synthesiser to show other parts of the art piece. There was one tone that played continually to portray the circle that was omnipresent in the piece. Then there were 2 other synthesiser tones that played which were there to signify the two big lase beams that intersected through the middle of the painting. Then I used a SFX sound that was called dew, that sounded like crickets chirping. This was used to portray the criss crossed lines throughout the painting, which to me seemed like static, which also enhances the confused emotion I felt. Lastly there was a hodge podge of sounds just thrown in there to add to the confusion and replicate the scattered shapes and lines.

I initially had trouble identifying an emotion, but then came to realise that that was the point of the piece (to me). Confusion was my emotion. This task helped me zero in on the elements of both these art forms and think about how they were utilised and how I can utilise them. This task also helped me understand how you can utilise general capabilities in lessons as well as this lesson helps you think about how emotions are portrayed and used in artwork.

 

 

 

 

 

 

This task asks us to develop a short movement sequence to express the defining physical and behavioural features of a native Australian bird. My initial thoughts were that I wanted to do an unusual fun bird to choreograph a movement sequence to, as I perceive that most birds are very similar in terms of movement. Which is why I chose the Little Penguin (Also known as the Fairy Penguin). The first step was research about their features, environment, needs, and how they move. Then I watched several videos of them moving and noted the most observable features and movement methods I could use to develop a sequence. I identified that they were leaning forward, seems to be wandering and stooping down, they waddle and their flippers waddle as well, the flippers are always out and to the side, and they are also great swimmers.

After noting these distinguishable features, I was aware of how it had full filled the science content description that states - living things can be grouped based on observable features and can be distinguished from non-living things (ACSSU044), (ACARA, 2017). By preparing for the movement sequence, I had engaged with the science content description.

The next step was taking these observable features and using the elements of dance to choregraph a movement sequence to exhibit these features. I considered these elements and concluded that it would be difficult to utilise relationship as I would be the sole performer, however this would work well in a group activity as penguins move in small groups. I decided I could use the element of time to communicate the wandering movements of the penguin, slow and languid. The element of action would be great for the waddling and fin movement. Space would also assist in showing this as well, as the direction and path they move in could show their wandering manner. There is also a good change in dynamics as they have this wandering state, but they also have a fast-running movement as they charge up the beach. Whilst planning the sequence I realise I had been improvising and structuring movement ideas for dance sequences using the elements of dance and choreographic devices (ACADAM005), (ACARA, 2017).

 

After identifying these elements I could use to mimic the penguin, I sought to create a sequence. I started by initially showing their leaning forward stature, then stooping down and then eating something, followed by wandering and waddling, then finishing of with a quick waddle / run. Reflecting on the task it is plain to see how by mimicking the animal you can purposefully notice those observable features, and by planning a sequence you are purposefully engaging in the elements of dance. 

 

I chose the week 5 learning about the people who were on the First Fleet. This learning activity has been developed for a year 4 class. The students will learn about the people who were on the First Fleet via a role-playing activity. Students will be introduced to the history of the First Fleet and how it consisted of convicts, marines, officers, and their families. They will explore the journey of the First Fleet via maps and how it was undertaken to establish a penal colony in Australia. They will learn that the experiences of the people on the First Fleet varied, including challenges during the journey and upon arrival in Australia. The students will do this by engaging in a role-playing exercise using role cards. The teacher will start the lesson by asking the students if they have ever imagined what it would be like to go on a long journey to a new place. The teacher will share a brief story about a group of people who went on a very important journey and ask the students to imagine being a part of that journey. The teacher will provide background information about the First Fleet, including the reasons for the journey, who travelled to Australia, and their experiences following arrival. The teacher will use visuals, such as pictures or a short video clip, to engage and capture the students' interest. One common misconception to anticipate is that all the people on the First Fleet were criminals, so it will be important to clarify the roles of convicts, marines, officers, and their families. The teacher will guide the students in a role play activity. Each student will be assigned a role from the First Fleet, such as a convict, a marine, an officer, or a family member. The students will use their role-playing cards, which provide information about their character and experiences, to portray their assigned role. The teacher will then set up a scenario where they are playing the guard assigned to watch the people come off the ships at Botany Bays and ask questions that enable the students to play the role they have been given on their cards. The teacher scaffolds questioning, starting with easy questions about their character and gradually progressing to more challenging questions about their experiences. The teacher will monitor student performance by observing their role play interactions, listening to their responses, and providing feedback. 

 

So What? 

This activity addresses the HASS content description, which is stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHASS085) (ACARA, 2017b). Whilst also addressing the achievement standard which is to analyse sources to detect points of view. Students develop and present texts, including narrative recounts, using historical terms. It also addresses the drama content description which asks students to explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama (ACADRM031) (ACARA, 2017a). It also works towards the achievement standard that asks students to be able to undertake improvisations that explore issues and ideas using empathy and use relationships, tension, time and place and narrative structure when improvising and performing devised and scripted drama. They collaborate to plan, make, and perform drama that communicates ideas (ACARA, 2017a). 

By hitting both content descriptors equally this activity is a true example of arts integration. This activity is also an example of learning through drama as role playing as it uses real situations and stimuli to allow students to explore the stories of various people from the First Fleet. It allows students to empathise and explore the stories of the different people on this journey by participating and portraying these characters using the elements of drama. They will utilise role and character to identify and portray a person’s values and attitudes, intentions and actions as imagined relationships, situations, and ideas in dramatic action. They will utilise situation which is the setting and circumstances of the characters/roles actions they have been given in the role card. They will use voice and movement expressively to create roles, situations, relationships, atmosphere for their identified character. These dramatic actions will paint a clear picture of the people on the First Fleet and the situations they were in. 

The assessment of this activity is the activity itself. It could be utilised as a formative assessment assessment task. The teacher conducts the questioning of the various students and characters to elicit understanding of the reasons for the person to undertake a journey on the First Fleet and the ability of the student to explore their character through dramatic play. The immediate nature of the task allows the teacher to direct the action and the line of questioning but also provide feedback. 

References 

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2017a). Drama.Drama (Version 8.4) | The Australian Curriculum (Version 8.4) 

 

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2018). HASS.HASS (Version 8.4) | The Australian Curriculum (Version 8.4)