So What? While completing this activity, I initially felt uncertain about what to gather from my surroundings especially being in a public place. Therefore, the gardens in which were filled with dried leaves and fallen bark, seemed uninspiring at first. However, as I looked closer, I began to appreciate the beauty in these natural elements. The process of arranging them into something so simple turned into a creative exercise. The leaves, with their various shapes and shades, formed the crown of the tree, while the bark pieces created a sturdy trunk. This activity made me realise that creativity can emerge from even the most overlooked and mundane items in our environment. It also reminded me of the interconnectedness of nature and how different elements come together to form a larger ecosystem.

Now What? This activity highlighted the importance of creativity and how it can transform our perspective on the world around us. It reminded me that art can be created from anything, and that children, in particular, can benefit from engaging with their environment in this way. Moving forward, I will look at my surroundings with a more creative eye, seeking out the potential for art in everyday objects. This experience has inspired me to encourage others, especially children, to explore and create using the natural materials they find around them. The simple act of arranging leaves and bark into the shape of a tree has given me a new appreciation for arts within my planning, as it can be so easy!

What?

This week’s focus was on integrating process drama with literature during our online tutorial. Although I missed the live session, I was able to catch up by watching the recorded tutorial - which has been an absolute live saver this trimester! The activity centred around the picture book Fox. The lesson began by brainstorming potential themes and characters of the book and made predictions about its plot - I found it interesting since I hadn't heard of this book. As part of the exercise, everyone participated in a "conscience alley" activity where they imagined interacting with characters (a dog, a fox, and a magpie) as they walked down an alley. Then reflected on how these characters might react to particular interactions. The task also involved predicting the story's ending and considering how process drama could be used to explore various possible conclusions.

So What?

Since I had not previously encountered Fox, the brainstorming and prediction exercises were quite enlightening. Initially, I was unfamiliar with the concept of process drama, which made the conscience alley activity somewhat challenging to grasp. I was also initially very uncomfortable, however I have seen on forum posts that it is important to put myself out there. Although, the absence of the tutorial’s live interaction made the task less overwhelming for me. However, observing my classmates perform the activity helped clarify its objectives. The brainstorming exercise proved to be a valuable way to spark student engagement at the start of a lesson without the pressure of right or wrong answers, obviously because it was a new text. Although I was initially unsure about the conscience alley technique, seeing it in practice made me more comfortable with the concept. Overall, exploring process drama has demonstrated effective methods for integrating literature with the arts while creating an interactive classroom experience.

Now What?

After some practice I am excited to incorporate it into my teaching practice. I recognise how this approach can enhance student engagement, deepen their comprehension, and encourage personal exploration of their learning. This technique is also adaptable to other subjects, such as English. Gaining insight into how to teach and integrate drama into the classroom has been immensely beneficial, and I am enthusiastic about applying these strategies in my future lessons.

So What? While completing this activity, I discovered a new way to engage with music. Instead of just listening, I visualised the sounds and translated them into lines and shapes. This process made me more aware of the nuances in the music, such as changes in tempo, dynamics, and mood. By focusing on these elements, I was able to create an artwork that not only represents the music but also enhances my appreciation of it. This exercise demonstrated the interconnectedness of different art forms and how they can be used to express and interpret one another. Additionally, I felt this activity calmed me down and allowed to have a couple of minutes of pure relaxation.

Now What? This activity highlighted the importance of creativity and cross-disciplinary exploration. Moving forward, I will continue to experiment with turning music into visual art, exploring how different genres and compositions can inspire various artistic expressions. This approach can be a valuable tool in teaching and understanding music, as it encourages a deeper engagement with the material. It has also inspired me to encourage others, especially children, to explore similar activities, fostering their creativity and appreciation for the arts. I could also incorporate this activity frequently for students with anxiety or high needs, to use for relaxation purposes.

So What: When I first saw that this task involved recording a video of myself, I know this task would be unachievable. However, I still did some research on kangaroos and observed others participating in the activity. Researching one of our native animals was fascinating, especially as it is only in Australia.

Now What: Looking at the task and considering how it could be used in the classroom, I have a range of ideas. This activity could be developed into a very fun and engaging warm up for students or introduction to a new unit. One important aspect to note is that not all students will feel comfortable recording themselves or performing in front of others. This provides an excellent opportunity to build courage and foster a supportive environment, however I would never force students to participate in an activity like this - it is encouraged.

Additionally, I decided to pull out and write about an inclusive resource I have found particularly useful for Arts Integration within the classroom.

The 8 Aboriginal Ways of Knowing (Yunkaporta, 2009)

Incorporating the 8 Aboriginal Ways of Knowing into arts integration fosters a culturally inclusive and enriched learning environment. Story sharing can be used to inspire visual art, drama, and music projects, while learning maps help students visually organize their creative processes. Non-linear learning allows exploration of various art forms in an organic manner, and deconstruct/reconstruct techniques encourage deep understanding and innovation. Engaging with community links by involving local Aboriginal artists and cultural leaders provides authentic experiences. Symbols and images from Aboriginal cultures can be incorporated into student artworks, and land links can inspire art connected to nature, using natural materials. Emphasising non-verbal learning through visual arts, music, and dance allows students to communicate ideas and emotions diversely, appreciating different ways of knowing. This integration respects and values Aboriginal knowledge systems, enhancing students' artistic and educational journeys. I plan to incorporate this framework to ensure I have an inclusive teaching practise.

Yunkaporta, 2009. Reclaiming Aboriginal Knowledge at the Cultural Interface. James Cook University.  https://researchonline.jcu.edu.au/8651/1/0902_d.pdf

This week, we were asked to create an artwork using recycled materials from our house that expressed the importance of sustainability. Initially, I found this task quite challenging and gave myself a few days to think it through, I eventually found inspiration over our dinner conversation with my niece about the life cycle of a butterfly. I decided to gather a left over box from our dessert packet. I then used additional materials such as bubble wrap and left overs from a canvas package. Using these items, I created an artwork depicting the life cycle of a butterfly, starting at an egg then into a chrysalis, to caterpillar to butterfly.

So What?

As I contemplated the topic of sustainability, I initially struggled to find inspiration, this is because the way I see sustainability is rather basic. However, after additional conversation with my sister and her daughter, I found considered that ecosystems contribute to sustainability. Which then led me to think more about the impact of life cycles on the environment. By using recycled materials to create the life cycle of a butterfly, I aimed to symbolise transformation and the potential for positive change. The butterfly's life cycle—from caterpillar to chrysalis to butterfly—mirrors the process of renewal and growth that we need to adopt in our approach to sustainability.

Now What?

This experience taught me the importance of looking beyond conventional resources and taking the time to think creatively. I did not rush this process. It also showed me ways to include arts into other subjects, such as HaSS and science. It also reinforced the idea that students should not be pressured to have a predetermined starting point for their art tasks and as a teacher it is importance I nature and foster their creativity.

Week three's activity involved using the art work I created in the previous weeks' class. I created an egg, chrysalis, caterpillar and butterfly to out of my house hold rubbish to represent the life cycle of a butterfly. I then used the stop motion app to create a stop motion based on this life cycle. I found this very engaging and exciting as it is something I hadn't ever done before as well as produced an educational video.

So What?

After reflecting on this activity, I believe there are ways that I could produce my stop motion differently. This includes planning it a bit better, I started the life cycle mid way through the cycle at the cocoon however next time I would start at the egg. Therefore, I would re-iterate to the students to think and plan throughly before taking photos.

Now What?

I would definitely implement this activity within my classroom, as a group activity. There are many aspects to build a stop motion such as planning, making/building and creating, therefore as well as it being a cross curriculum priority (sustainability) it would also help students building their social skills.