Creative Arts Deidhre Wauchop Creative Arts Unit, Curriculum K-12
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Creative Arts
Deidhre WauchopCreative Arts Unit, Curriculum K-12
Today’s presentation
o Teaching and learning in creative arts – what is it?
o Explicit teaching in the arts-what does it look like?
o Assessment in the arts-how do you do it?
o Support for COGs and creative arts
In creative arts …
o What do you want students to learn?
o Why does it matter?o What are you going to get the
students to do?o How well do you expect them to do
it?
What is your opinion?
1. True2. False
Being good at drawing/ performing/ dancing/ singing is based on talent and cannot be learned.
What is your opinion?
1. True2. False
Kids are artists and make unique works.
What is your opinion?
1. True2. False
The arts should be primarily about having fun.
What is your opinion?
1. True2. False
The arts are good activities for students of lower academic ability.
What is your opinion?
1. True2. False
The key outcome in the arts is the performance/ exhibition.
What is your opinion?
1. True2. False
The key outcome in the arts is self-expression.
What is your opinion?
1. True2. False
Assessment in the arts is subjective.
What is your opinion?
1. True2. False
Assessing student artworks destroys confidence.
FACTOIDS
o ASSESSMENT IS SUBJECTIVEo TALENT OR GIFT – CANNOT BE
LEARNEDo KIDS ARE ARTISTS & MAKE UNIQUE
WORKSo ART SHOULD BE FUNo ASSESSING DESTROYS CONFIDENCEo SELF-EXPRESSION – “SCRIBBLE”
something resembling a fact; unverified information that is given credibility because people believe it – a myth with an element of truth
In creative arts …
o What do you want students to learn?
o Why does it matter?o What are you going to get the
students to do?o How well do you expect them to do
it?
In creative arts …
o What do you want students to learn?
DANCEDRAMAMUSIC
VISUAL ARTS
DANCEDRAMAMUSIC
VISUAL ARTS
Knowledge, skills, understandings in foundation statements
Foundation statements …
o What must be taughto Common curriculum requirements in
creative artso Encompass outcomeso Allow selection of content for your
context
DANCEDRAMAMUSIC
VISUAL ARTS
DANCEDRAMAMUSIC
VISUAL ARTS
In creative arts …
o Why does it matter?
Cognitive and affective learning
Artistic and cultural understandings
EquityChoice
Research
Cognitive and affective learning
Artistic and cultural understandings
EquityChoice
Research
In creative arts …
o What are you going to get the students to do?
Planned activities and explicit teaching of skills
and knowledge
COGsScope and sequence
Planned activities and explicit teaching of skills
and knowledge
COGsScope and sequence
1. Strongly Agree2. Agree3. Neutral4. Disagree5. Strongly
Disagree
EXPLICIT TEACHING?I can sing or play a musical
instrument well.
1. Strongly Agree2. Agree3. Neutral4. Disagree5. Strongly
Disagree
EXPLICIT TEACHING?
I can dance well.
1. Strongly Agree2. Agree3. Neutral4. Disagree5. Strongly
Disagree
EXPLICIT TEACHING?
I can act well.
1. Strongly Agree2. Agree3. Neutral4. Disagree5. Strongly
Disagree
EXPLICIT TEACHING?
I can draw or paint well.
EXPLICIT TEACHING IN THE ARTS
o Facilitating o Modelling o Participating with studentso Investigating with studentso Practice brings confidenceo Letting go of the mantle of the expert
(WHAT IS WRONG WITH ALL THOSE OTHER QUESTIONS?)
In creative arts …
o How well do you expect them to do it?
Establish relevant criteria
Criteria acknowledge a range of creative responses Assessment practices apply to visual arts, dance, drama and music
Establish relevant criteria
Criteria acknowledge a range of creative responses Assessment practices apply to visual arts, dance, drama and music
COG unit: ME (ES1)
Consider:What was the planned learning activity that resulted in these student responses?
COG unit: ME (ES1)
Self-portrait drawing 1Materials provided, no direction
Self-portrait drawing 2Subject: faceObserve features, observe details
COG unit: ME (ES1)
VAES1.1 Makes simple pictures and other kinds of artworks about things and experiences• makes two drawings of themselves (self-portraits)
VAES1.2 Experiments with a range of media in selected forms• explores the quality of different drawing media in their self-portrait
VAES1.3 Recognises some of the qualities of different artworks and begins to realise that artists make artworks• talks about artworks, noting what they are about & who made them
VAES1.4 Communicates their ideas about pictures and other kinds of artworks• identifies features in artworks and makes links to their experience.
COG unit: ME (ES1)
Assessment strategyThe teacher:•analyses collection of work samples (drawings)•compares first and second self-portraits•observes student oral presentations about their self-portraits and portraits by artists•observes students while drawing their self-portraits
Assessment criteriaThe student:•talks about their own work and the work of artists focusing on details and intentions•includes details and main features in their drawings (self portraits)
Assessment of/for learning
o assessment should be an ongoing process of gathering evidence over time
o the evidence is drawn from both the processes and finished artworks
o it also includes what students say and write about their own works and others' works
o assessment should not be based on finished artworks alone
Assessment strategies
o Observation o Discussion o Assessment of process o Assessment of student work
samples o Record keeping
Support for COGs: professional learning
Curriculum K-12 Directorate website: creative arts
http://curriculumsupport.education.nsw.gov.au
Assessing: parameters
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