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CREATIVE ARTEFACTS

DRAMA

Dinham, J (2020). Delivering Authentic Arts Education. In J. Dinham, Drama (5th ed., pp.235-276). Cengage Learning Australia

The drama tutorial was challenging at first as I felt inadequate to actively participate but when I gave it a try then I was successful and learned games that I can scaffold students into. The games involved working together as a round body and moving and working together through the participation of individuals through signals such as zip, zap and whoa. It was really cohesive and I would be happy to use this same drama game in my class as it enables children to explore their reality, beliefs and emotions (Dinham, 2020).
We also worked in groups to produce a theatrical play. This theatre promotes students to explore their diversity of ideas and is effective learning for diverse learners that require greater learning challenges as it involves a higher level of difficulty and challenge (Dinham, 2020). As a teacher I would task students that require learning challenges with leadership/production roles in this theatrical game in order to challenge them (Dinham, 2020). The image of where drama tutorial took place is below.

Dinham, J (2020). Delivering Authentic Arts Education. In J. Dinham, Media Arts (5th ed., pp.280-317). Cengage Learning Australia

Alter, F, Hays, T, & O’Hara, R (2009). Creative arts teaching and practice: critical reflections of primary school teachers in Australia. International journal of education & the arts, 10 (9), pp 1-22.

MEDIA ARTS
The Dinham (2020) textbook reading was informative as I analysed mass media communication and elements in media arts. I learned from Dinham (2020) that kids play a major role of construction of media arts and the mass media communication is derived from it (Dinham, 2020). In the workshop the class was tasked to work in groups to produce a film through taking photos and using designer programs that can be used in mass media communication. I worked with two lovely ladies to make a film on the topic of a fairy’s life. When I returned home; I also made a film myself on the topic of a fairy’s life based on the photo’s taken on my mobile during the workshop; the below youtube presentation is my film. This pedagogy of taking photos and designing a film on software to make mass media communication is really enjoyable and I would love to partake in a similar pedagogy in the class that I teach. There is an issue with this pedagogy in contemporary Australian primary classes as it takes a lot of time to setup with the technology required for each group of children; as discussed in Alter et al. (2009). This issue could be addressed by spreading the lesson into a unit of a couple of lessons and have the children work as a class to produce the film rather than smaller groups in order to make it fit into a shorter period of time; but this would also reduce participation and then quality of each child’s learning (Alter et al., 2009).

Dinham, J (2020). Delivering Authentic Arts Education. In J. Dinham, Visual Arts (5th ed., pp.362-402). Cengage Learning Australia
VISUAL ARTS
The visual arts workshop was disrupted by a storm; consequently the class was assigned readings to complete from Dinham (2020). During my research and studies on the topic of visual arts that it is produced from the elements and principles to make the whole sensory experience. Kids are very skilled in making the elements but it is the older children that are really skilled in making the principles; the symbols and metaphors in the art (Dinham, 2020). The elements can be categorized in at least 5 ways (Dinham, 2020):
1) Lines= refers to how many lines and how many lines are crossed (Dinham, 2020)
2)Shape= refers to if it is a square shape or rectangle with uneven sides (Dinham, 2020)
3)Colour= refers to hue. I prefer to primary coloured art in my students but if I can receive brown tertiary colours I am impressed (Dinham, 2020)
4) Texture= I prefer smooth rather than rough (Dinham, 2020)
5)) Value= it refers to the lightness and darkness (Dinham, 2020)
Based on the concept, children can be scaffolded to appreciate the elements and principles of art. I believe I can scaffold children to make justifiable principles through scaffolding children on the design principles such as (Dinham, 2020):
1)Balance: the composition has to seem right as a whole (Dinham, 2020).
2)Rhythm: Is how the elements flow or contrast. It can be produced through repetition of lines; directions of lines or the progression of shapes from the direction of lines (Dinham, 2020).
3)Contrast and emphasis: Contrast can be produced by the working with the extremes of each art element and putting them against each other. Such as with value and tone. In Value it is with light and darkness and with texture it is with smooth and rough (Dinham, 2020).

ARTSLIVE. (2023, April 15). What’s that instrument?. https://create.artslive.com/explore/duet-teacher-mentoring/whats-that-instrument

MUSIC
In the music workshop we were introduced to concepts such as tuned and untuned percussion instruments, rhythm, beat and melody through exploring in a structured timed environment (ARTSLIVE, 2023). The music literacy was to evolve in us students through scaffolded exploring. This pedagogy worked for myself and I turned a bit music literate after the workshop. I believe I can scaffold students to a form of music literacy after analysing the workshop in hindsight. Below is a couple of pictures from the workshop (ARTSLIVE, 2023).

PLAY AND CREATIVITY IN ARTS
The play and creativity workshop was informative as in groups we wrote our ideas about what "play" is on paper. The participatory part of the subsequent game was entertaining; it involved working in group and describing what a ball is. The comedic results and participation was entertaining and I learned that I could use this playful participatory pedagogy in many areas of cross-curricular teaching in order to illicit a positive result in the children.

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