karen-mteach2016-blog

[karen-mteach2016-blog]

Something I came across while working on Visual Arts Lesson Plans. Obviously this has an American focus but there are some interesting ideas for activities that could be adapted for other artworks.  Perhaps there’s an Australian equivalent out there somewhere that I haven’t come across yet ...

[karen-mteach2016-blog]

This little USB device allows you to turn just about any object of your choosing into a computer input device (either a mouse button or a keyboard key).  Students could use it to connect different classroom objects or constructions they have made to the computer to control programs that they have designed or to a tablet to serve a variety of functions.  This is an interesting way to integrate design technology projects with digital technology projects and encourage innovation in both subject areas.

[karen-mteach2016-blog]

This is another good resource for art tutorials.  The website is aimed at people who want to learn digital painting but that still requires a solid foundation.  Section 1 of the first set of videos (”Digital Painting 101″) can be skipped as this will likely not be relevant unless planning to teach the students PhotoShop.  Sections 2 through 7 however are extremely useful and relevant.  Some videos could be shown to students in class, others can be adapted into lesson plans.  All of the videos are free and there are a number of other free resources available on the site (such as perspective grids).  There are also some selections of paid lessons, some of which could be useful but the free resources are completely sufficient on their own.

[karen-mteach2016-blog]

Working with Composition Studies (Resourcing: Visual Arts)

This is a video from Noah Bradley on how to do master studies.  Full disclosure: the video is about 2.5 hours long.  You don't have to watch the whole thing.  I have, and there are different thing to be learned from different parts of the video, but the part I specifically wanted to focus on is between about 3:18 and 22:50, which focuses on compositional studies.  In this section of the video Bradley conducts three different compositional studies of master paintings and explains the process and purpose as he is doing them.

The main limitation of this video is the tone and context.  It is aimed at an adult audience seeking to improve their painting skills, not at children.  As such, I wouldn't necessarily show this video in the actual classroom.  This is more of a planning resource.  It outlines and illustrates the process in a fairly simple, direct and comprehensible way.  This process can then be broken down and planned out into one or more lessons in order to teach students how to do compositional studies and get them to think about what makes a good composition.

References

Bradley, N. (2013). Week 1: Master studies - Noah’s art camp. Retrieved from https://www.youtube.com/watch?v=kQfF-P70V2Q&index=9&list=PLENzm2rVWFmzKqbbAqMs7h3rCJgZD-AZk

[karen-mteach2016-blog]

Tynkering with Coding (Resourcing: Digital Technology)

Tynker is a web-based system for teaching children how to code.  It uses games to teach the basics of coding.  In the beginner and advanced programs, for younger students, this involves a visual language interface very similar to the one used in Scratch.  What sets Tynker apart, however, is that it also includes advanced modules which teach students the basics of JavaScript and Python, allowing them to move past the visual block based language and begin to learn the syntax of some basic coding languages in order to build their own games.  This will appeal to older students, particularly those who are gifted and interested in moving beyond the basics.

Tynker offers a selection of free lessons to try as well as a few basic game deconstruction exercises.  The free selection is actually quite reasonable and provides a decent overview of the platform's offerings.  This includes one lesson in JavaScript and one in Python as well as several lessons in the Scratch-style visual block based programming interface.  Any more than that, however, does come at a cost. A class set of lessons and subscriptions costs $399USD and a school-wide subscription (including the lessons for all grade levels) costs $2,000.  The cost, therefore, is once again the limiting factor for this resource.  If the school is willing to pay for it, however, this seems like a good option.  If not, then Scratch is a good option for the younger grades and Codecademy for the older grades and more advanced students.  The free lessons from Tynker, however, would still make a great supplement for either of the other free options.

References

Learn to code. (2017). Retrieved 26 January 2017, from https://www.codecademy.com/

Scratch - Imagine, Program, Share. (2017). Retrieved 26 January 2017, from https://scratch.mit.edu/

Tynker | Coding for Kids. (2017). Retrieved 26 January 2017, from https://www.tynker.com/school/

[karen-mteach2016-blog]

Time to Get Making (Resourcing: Design Technology)

The STEM Hydraulics Maker Set was designed with science centres in mind but it's also a great toolkit for a Design Technology classroom.  It includes a class set of bases and pre-cut wooden material that can be used to construct a wide range of hydraulic machinery without using glue. The company that designed this product, Pathfinders, also make a range of specific sets, such as Da Vinci's Trebuchet, which would also be interesting to teach, but would be a little less versatile.

The major limitation for this resource is the cost.  Buying a class set of materials can be quite expensive, though the cost varies depending on where you source it from.  Alternatives could include simply making the same types of constructions with popsicle sticks, syringes, and glue, which is the classroom standard.  There are pros and cons to that approach.  On the one hand it is less reusable but on the other hand, since it isn't reusable, students have a finished product that they can take home with them if they want to.  The other major benefit of the STEM Hydraulics Maker Set over the standard crafts approach is that the lack of glue and cutting makes the logistics simpler, thus allowing students to focus on the mechanics rather than getting distracted by the minutia.

[karen-mteach2016-blog]

Local Performances (Resourcing: Dance)

The Queensland Performing Arts Centre (QPAC) offers a range of shows including ballets and other dance performances.  Seeing dances performed by professionals gives students a reference to draw from and may help inspire them to hone their own dancing skills.  Seeing a performance at QPAC can feel particularly special as it is a cultural focal point of the city and will also give students a valuable life experience to draw from in the future.

The major limitation to taking advantage of this valuable resource is the cost.  While ticket prices vary by performance and based on seating, they are nonetheless quite expensive.  Schools may not have the budget available to arrange an excursion to see a performance at QPAC.  It is, however, a great resource that should be taken advantage of if possible.  Alternatives include arranging for a group of professional dancers to perform at the school. Though this is a much smaller scale, it would also likely be much cheaper and would still provide students with the opportunity to learn from a professional dance performance.  Watching videos is also a possibility, which is even cheaper but doesn't really have the same effect.

[karen-mteach2016-blog]

Music Studio on iPad (Resourcing: Music)

Music Studio is a music production environment for the iPad.  It functions similarly to the desktop version of Garage Band.  Using this application, students would be able to experiment with composing their own music, perhaps using headphones if they are working privately to afford them greater freedom to make mistakes in their experimentation.  They are also able to experiment with pitch and sound editing right in the app before presenting their compositions to their peers.

The full featured app, with a huge range of instrumental sounds to choose from,  is a little expensive at the cost of $22.99.  There is, however, a Lite version of the app available for free, which includes 11 instruments.  The main limitation of the free version is the lack of a save or export feature. However it could still be used to create compositions in class which could be played for their peers once completed.

If the school is willing to pay for a music composition app, but the $22.99 price tag on Music Studio is too expensive, then the iPad version of Garage Band might be a reasonable alternative at $7.99.

[karen-mteach2016-blog]

The Power of Voice (Resourcing: Drama)

YouTube in and of itself is a valuable resource for teaching Drama.  It provides a variety of different examples of acting performances for students to view, study, deconstruct and reconstruct.  This particular video, however, is an interview with the voice actor behind Nintendo's most prominent video game character, Mario. 

YouTube on the whole is free, which is what makes it such a useful resource for teachers.  This video itself is perhaps more of a stimulus than an actual resource, but it provides a valuable perspective on Drama and acting. By disconnecting the physical features and performance from the vocal performance, students can focus on the vocal elements of drama and consider the aspects of these and the different characteristics that can be portrayed through voice alone.  The fact that the character is so well known helps to enforce that disconnect between the features of the actor and the character portrayed through his use of voice.

References

Great Big Story. (2017). ‘It’s-a Me, Mario!’ Retrieved from https://www.youtube.com/watch?v=jcdIqTFgWRA

[karen-mteach2016-blog]

An Arts Focus (Engaging - Public Media: Visual Arts)

This article describes a school in California that is running a first-time after-school art program as part of an initiative to develop a creative arts focused school culture. The article contains accounts from the organisers of the program as well as some of the student participants.

The limitations of this article are that it is situated within a very specific American context and is entirely anecdotal.  It does, however, provide some insights into students' responses to Visual Arts and the importance of dedicating sufficient time to it within the Curriculum allowances.

References

Cox, C. (2017, January 17). Highlands Elementary begins free after-school art program. Retrieved 25 January 2017, from https://signalscv.com/2017/01/17/highlands-elementary-begins-free-school-art-program/

[karen-mteach2016-blog]

A "Maker" Approach to Teaching (Engaging - Public Media: Design Technology)

This article describes a "maker" approach implemented by the Friends' School in Tasmania. The school is described as having a strong Technology emphasis, not only due to its being one of the first schools in Australia to have a one-to-one laptop program, but also because they integrate 'making' across the curriculum.  Design Technology at the school is not confined to one specific subject area but encouraged in all subject areas.

In the implementation of the Australian Curriculum in primary schools, Design Technology may not always be heavily emphasised.  Coding is seen as a key skill of the future and as such, the Digital Technology strand is often prioritised (Bhunia, 2017).  As such, it is useful to ensure that Design Technology receives adequate time and finding ways to integrate it within other subject areas in addition to any allocated time it does receive is an excellent way to accomplish this.

References

Beattle, E. (2016, August 18). Friends’ mission to engage students. Retrieved 25 January 2017, from http://au.educationhq.com/news/35660/friends-mission-to-engage-students/#

Bhunia, P. (2017, January 24). Digital Technologies Curriculum to hone students’ coding and critical thinking skills in Victoria. Retrieved 25 January 2017, from http://www.opengovasia.com/articles/7320-digital-technologies-curriculum-to-hone-students-coding-and-critical-thinking-skills-in-victoria

[karen-mteach2016-blog]

An Increased Emphasis on STEM (Engaging - Public Media: Digital Technology)

This article outlines a new Digital Technologies Curriculum developed for primary schools in Victoria. It describes an increased focus on coding in order to aid students in developing the skills they will need for Digital Age jobs.  In order to achieve this, they are investing funding to employ specialist coding teachers within Victorian schools.

This article demonstrates the importance schools are placing on the development of Digital Technologies proficiency in students (and also staff).  Digital Technologies is a key component of the Australian Curriculum: Technology and the Arts and developing these skills is clearly a priority for state governments such as Victoria's.

References

Bhunia, P. (2017, January 24). Digital Technologies Curriculum to hone students’ coding and critical thinking skills in Victoria. Retrieved 25 January 2017, from http://www.opengovasia.com/articles/7320-digital-technologies-curriculum-to-hone-students-coding-and-critical-thinking-skills-in-victoria

[karen-mteach2016-blog]

A Rationale for Media Education (Engaging - Public Media: Media)

In October of 2014, The Conversation published this article about the role of Media Arts within the Australian Curriculum.  At the time, there was a danger of Media Arts being removed from the Arts Curriculum and its content being reduced (Goldsmith, 2014).  This article was written in response to that Curriculum Review and makes a case for the importance of Media Arts as a subject area and its role within the Curriculum.  It analyses the aspects of a meaningful media arts education and how these build critical digital media literacy skills that students will need to navigate their future lives.

While this article is fairly old and therefore its relevance to the current educational climate is reduced, it still provides a valuable rationale for teaching Media Arts within the Australian Curriculum.  Since the Curriculum is frequently under review, this may become relevant again in the future.

References

Goldsmith, B. (2014, October 27). Media arts should be at the core of the Australian curriculum. Retrieved 25 January 2017, from http://theconversation.com/media-arts-should-be-at-the-core-of-the-australian-curriculum-33401

[karen-mteach2016-blog]

Integrating Dance with Other Curriculum Areas (Engaging - Public Media: Dance)

This is an article on Dr. Chris Matthews' approach to teaching Mathematics through story-telling and Dance.  This is particularly targeted at engaging Indigenous students in Mathematics learning by helping them to make connections between the abstract mathematical concepts being taught and their own stories about the world around them. 

While the focus of this article is in improving student achievement in Mathematics, it holds relevance to the Australian Curriculum: Dance as well.  One of the problems with our current educational climate, as discussed in the Drama and Music articles posted previously, is a lack of emphasis on the Arts due to the assessment-based culture and an increased focus on Literacy and Numeracy development (‘Facing the music’, 2017; Stephenson & Dobson, 2017).  Incorporating Dance into Mathematics teaching is not only a helpful differentiation strategy, but also a great way to allocate some additional time to Dance within a Numeracy-focused culture.

References

Facing the music: Benjamin Grosvenor. (2017, January 23). The Guardian. Retrieved from https://www.theguardian.com/music/2017/jan/23/facing-the-music-benjamin-grosvenor-pianist

Salleh, A. (2016, August 15). Maths, story and dance: an Indigenous approach [Text]. Retrieved 25 January 2017, from http://www.abc.net.au/news/2016-08-15/closing-the-maths-gap-with-story-and-dance/7700656

Stephenson, L., & Dobson, T. (2017, January 13). Teachers can use drama to bring writing to life for children. Retrieved 24 January 2017, from http://theconversation.com/teachers-can-use-drama-to-bring-writing-to-life-for-children-71164

[karen-mteach2016-blog]

Developing Future Musicians (Engaging - Public Media: Music)

The Guardian recently interviewed pianist Benjamin Grosvenor about his experiences with learning music. In the interview, Grosvenor discusses his musical influences, his recommendations for introducing someone to classical music, and the importance of musical education in primary school.  Grosvenor expresses concern with cut backs to musical education in recent years and emphasises the important skills and general mental improvement to be gained from a quality musical education.

Once again, this article was written within a British context, so it is not necessarily fully applicable to Australian primary school systems.  It is also entirely opinion based, so the statements made cannot be taken as fact.  However, it does provide useful insight into the perspective of professional musicians on the current educational trends in music.  Grosvenor also provides some useful suggestions and insights into the cultural background of the Western musical heritage.

References

Facing the music: Benjamin Grosvenor. (2017, January 23). The Guardian. Retrieved from https://www.theguardian.com/music/2017/jan/23/facing-the-music-benjamin-grosvenor-pianist

[karen-mteach2016-blog]

Providing Context Through Drama (Engaging - Public Media: Drama)

This article from The Conversation looks at the role of Drama in helping students to make meaning from their reading and writing exercises.  The article was written in a British context where the test-based culture has produced a curriculum focused on reading and writing at the expense of spoken language or drama (Stephenson & Dobson, 2017).  Stephenson and Dobson argue that drama encourages students to bring creativity into their reading and writing, thereby increasing their interest in writing as an artform, rather than merely a necessity in order to pass the next test.

While the British context does not entirely carry over to the Australian primary school system, the underlying concepts are still relevant.  Fortunately, the Australian Curriculum still places an emphasis on developing spoken language and Drama is still listed as a learning area. However, within the classroom there is still a heavy focus on test-based culture and the types of writing strategies required to pass national testing.  This article provides support for the importance of encouraging students' creativity through drama and perhaps finding ways to meaningfully integrate Drama and English units in order to allow students to carry that creativity into their writing.

References

Stephenson, L., & Dobson, T. (2017, January 13). Teachers can use drama to bring writing to life for children. Retrieved 24 January 2017, from http://theconversation.com/teachers-can-use-drama-to-bring-writing-to-life-for-children-71164

[karen-mteach2016-blog]

The Bare Necessities (Resourcing: Media)

I would say that a half-way decent video editing application is just about essential for teaching media. As a video editor, I have some pretty steep criteria when it comes to editing software.  Unfortunately these criteria are just about impossible to meet on a primary school budget.  So instead, I'll make do with recommending iMovie.

iMovie is a fairly minimalist but still well functioning video editing application that has the added benefit of a decent interface accessible straight on the iPad.  This means that students can film their videos and then edit them directly on the iPad, which is useful if computers are hard to come by.  It allows for basic editing, reasonable transitions, titles and music tracks.  So that's pretty much the basics of video editing and probably enough to get by with in a primary school setting. Depending on the iPad generation, the app may come pre-installed or be free, which would be an added benefit. Otherwise, it costs $7.99 in the App store.

Depending on the school's budget, this may or may not be feasible.  Hopefully it is, because iMovie functions very well as far as basic video editing applications go.  If it isn't feasible though, there are some free alternatives that can serve the same basic purpose in a slightly less elegant way, such as Splice by GoPro (2016).

iMovie

Platform: iOS (iPad)

Cost: $7.99 (or free if lucky)

Splice

Platform: iOS (iPad) or Android

Cost: Free

References

Apple. (2016). iMovie on the App Store. Retrieved 24 January 2017, from https://itunes.apple.com/au/app/imovie/id377298193?mt=8

GoPro. (2016). Splice - Free Video Editor + Movie Maker by GoPro on the App Store. Retrieved 24 January 2017, from https://itunes.apple.com/au/app/splice-free-video-editor-+/id409838725?mt=8