Media is subjective to an individual and how we interpret it is due to our ethics, values, and our enjoyment (Dinham, 2019). 

 

“The skills most relevant to media arts applications are those related to artistic expression” (Dinham, 2019)

 

Media is considered useful in all learning areas to enhance understanding in and out of the classroom (Dinham, 2019). 

 

Media is the most recent addition to the arts curriculum and my initial reaction when starting this module was, I was less confident compared to dance and drama. However, what I have learnt is that I actually use media art every day as a tool for my own education! I use apps on my phone each day, I read blogs, listen to podcasts, put nursery rhymes on for my son and constantly take photographs and videos. All of which are forms of media art (Light bulb moment for me). 

 

Media is a subject that explores and experiments with codes and conventions within the curriculum. These skills include technical, symbolic, audio and written. (SCSA, 2016). All of which facilitate higher-order thinking for students. 

 

The skills which I feel confident using present-day are written; as I feel I am able to select appropriate texts to engage and enhance a viewpoint. Music is a massive part of my life, in fact, I sing and write my own song and used to teach guitar to younger children. I have an understanding that music conveys mood, and different sound effects offer different meaning to the individual. The two skills I feel less confident with are technical and symbolic. Upon learning I feel these two have more levels and could constantly be refined due to technology always changing. 

 

As a pre-service teacher, I believe I need more understanding of the cautions of media. The advantages speak for themselves however the use of media requires a sound understanding of copyright codes and to recognise content to enhance learning, rather than become a distraction. In order for me to develop this knowledge, I wish to do further research over the next four years and be exposed to as much content in this area that I can. I also believe by keeping up with technologies is a massive part of this learning area to ensure that my students are exposed to past and present media pieces.  

 

The task of creating a dance to a simple piece of music I really had no choice but to drag my sister into it.

 

We choice Chitty Bang- Bang as it was a childhood favourite and came up with three sequences of movements to the chorus. This was a lot more challenging than I first thought. I had to take into account the time and tempo of the song, the use of space, and the type of movements we would be using that helped tell the story. Before we rehearsed it, I had to make sure I knew the dance before teaching and was aware of the elements of dance that I would be using.

 

After completing this task I realised how great this subject is for education (again not just as a hobby, but a learning tool). Learning, thought, creativity, and intelligence doesn’t just come from the brain alone, but from the entire body (Dinham, 2019). Movement combinations increase memory, order, and sequencing skills. Creating dances also increases self-esteem which is so very important to learning (SCSA, 201). The importance of movement for children is a need and having experienced first-hand within my placement this semester the positive effects that music and dance have on students’ development, I feel it is important for dance to be included in all curricula.  

The Australian Curriculum states. 

Benefits of Dance in education. 

- Increase in cognitive development = body and mind are connected 

- creativity, communication, critical thinking & collaboration

- Through these creative processes students use their imagination

- Problem solving with peers 

- Discover solutions to problems. 

- Health benefits (being active, strengthen muscles, increases flexibility) 

 

Drama is open-ended and allows students to think outside the box to express themselves in ways that they may not think they can. It is accessible to all age groups and is learning that will challenge and also support students to develop the meaning of the world around them. (Dinham, 2019). 

 

Dramatic elements aren’t just about the action they the capacity to move and transform participants and audiences. It can affirm and challenge values, cultures and identities (SCSA, 2016).  

 

Drama is both real life and imagination which can overlap at times. It has the ability to bring community to the classroom, enables students to symbolically show feelings and also offers consequences for certain behaviours. 

Drama includes a wide range of experiences, such as dramatic play, improvisation, role-play, text interpretation, theatrical performance and multi-modal/hybrid texts. All of which draw on different contexts from cultures and societies that are past and present. (Dinham, 2019). 

The linked website Patch; is a theatre company which “focussing on a reimagined style of design rich theatrical experiences that put children and their curiosity first” 

 

Students are involved in dramas that are inspired by storybook and science where light is the main part of the pieces. The light is the who, what and how of students telling these narratives through dance. It also provided the audience with a chance to join in.  This company and companies alike provide inspiration and rich theatre experiences to diverse audiences.