013446 Creative Arts Education for Primary Schools
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade, no marks
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 012242 Creative Arts Education for Primary Schools
Requisite elaboration/waiver:
Admission to:?C04326 Master of Teaching in Primary Education?
Description
This subject develops pre-service teachers' understanding of visual arts, music, movement, and dance in a primary school context. The subject provides a comprehensive foundation of theory and practice in creative arts education in primary school. Pre-service teachers have the opportunity to develop skills in creating 2D, 3D and digital art forms in a variety of media. They also learn what equipment and materials are suitable to teach visual arts in the primary school classroom, and how to manage them safely. Pre-service teachers develop, also perform, create, listen and respond to sound and silence through various music genres. The movement and dance components of the subject develop knowledge, skills and understanding about the elements of dance, and composing, performing and appreciating dance.?
Subject learning objectives (SLOs)
| a. | Acquire the generalised artmaking skills across a range of visual art mediums needed to deliver art sessions in a safe, constructive and inclusive environment at the primary level |
|---|---|
| b. | Demonstrate the capacity to deliver and manage learning in K-6 visual arts education through the development of effective programming (inclusive of age-appropriate learning experiences, assessment, resources) in accordance with the NSW K-6 Visual Art syllabus and support documents |
| c. | Identify and apply knowledge of how students learn in music and dance and plan integrated lesson plans and units, using knowledge of student learning, content and effective music and dance teaching strategies |
| d. | Embed and make explicit the teaching of Aboriginal and Torres Strait Islander histories and cultures through visual arts, music and dance. |
| e. | Create and maintain a learning environment that encourages artistic excellence but also is inclusive and safe. |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.
- Interpret and critically analyse the content of relevant syllabuses & apply a scholarly approach to teach them. (1.2)
- Plan, implement and evaluate teaching & learning programs based on contemporary perspectives on teaching and learning. (1.3)
- Create and maintain inclusive,supportive and safe learning environments founded on contemporary psychological and sociological perspectives of learning. (1.4)
- Critically reflect on Indigenous contexts to inform professional capabilities to work effectively with and for Indigenous peoples across education contexts. (4.1)
Teaching and learning strategies
A range of activities will be used to enable pedagogical and creative learning, including lectures, discussions, studio artmaking workshops, dance, drama and music workshops, and peer review practices. Dance involves performing, composing and appreciating through the elements of action, dynamics, time, space, relationships and structure. Music involves performing, organising sound and listening through the concepts of duration, pitch, dynamics, tone colour and structure. Visual arts involves making various art forms such as painting, drawing and digital media. Pre-service teachers will be encouraged to reflect on their teaching practices and to be aware of research and thinking around creative arts education. Pre-service teachers will learn how to utilise cultural resources such as galleries, museums, music and dance performance spaces, and their websites. There will be opportunities for students to reflect on their learning and receive formative feedback will be provided by teaching staff and peers, including through the use of peer review.
Content (topics)
Exposure to and knowledge about Visual Arts practices and the conceptual framework of the Visual Arts component of the Creative Arts key learning area of the NSW K-6 Creative Arts Syllabus, including:
art making practice (2D, 3D and digital)
art criticism
art history
notions of the artist, artwork, audience and artworld
the frames (subjective, cultural, structural and postmodern relationships with literacy and numeracy).
Exposure to and knowledge about Visual Arts pedagogy including:
post-modern visual arts curriculum
discipline-based art education
visual culture art education
a range of strategies for teaching and assessing visual arts
the development of student capacities for differentiating the curriculum to meet the diverse needs of learners in the visual arts classroom.
Exposure to, knowledge of and experience in implementation of the contemporary NSW primary (K-6) Visual Arts syllabus and related Foundation Statements including:
planning and programming
assessment, reporting and evaluation
syllabus articulation bridging primary and secondary visual arts programming (eg for gifted and talented programs, for students' secondary school preparation, for teaching in middle school etc.).
Visual Art methods and concepts as well as cross-disciplinary thinking;
Theories and contexts of modern, traditional and contemporary art, and how these contribute to expression, communication and learning;
Knowledge of central concepts, skills and structure of the Music and Dance component of the Creative Arts key learning area of the Australian Curriculum, Foundation to Year 6
Recent theory and practice in learning in music and dance
Music concepts - rhythm, pitch, dynamics and expression, form and structure, timbre and texture.
Musical skills – listening, composing, performing
Dance elements - space, time, dynamics and relationships
Dance skills – improvising, exploring, selecting, creating and structuring movement
Music and Dance pedagogies
Models of pedagogy and teaching techniques
Assessment strategies in individual and group settings
Differentiation for diverse learners
Engagement with tools and activities that engender musical and movement development
Musical sound sources – instruments, found sounds, technologies
Symbolic representations – literacy, materials, props
Repertoire – instrumental and vocal music, poems, stories, games, dances, pictures/images, cultural protocols related to the use of Aboriginal and Torres Strait Island material
Assessment
Assessment task 1: Individual teaching task: Music
| Objective(s): | b, c, d and e | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 30% | ||||||||||||||||||||
| Length: | Five minutes | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Group teaching task: Dance
| Objective(s): | a, c, d and e | ||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||||||||||
| Length: | 7 minutes per group | ||||||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Still Life Painting
| Objective(s): | b, c, d and e | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 30% | ||||||||||||||||||||
| Length: | 400 words plus painting | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Attendance is essential in this subject as learning, knowledge and development of skills is body-based, which involves collaborative composition and discussion, and there is no substitute for these activities.
References
Board of Studies of NSW. (2006). Creative Arts syllabus K-6. Sydney: BOSTES.
NSW Department of Education and Training & University of NSW. (1999). Chemical safety in schools: The safe use and storage of workplace chemicals in schools. Creative Arts, Vol. 2. Section 3.1, 2-47. See UTS online Subject Readings
Board of Studies NSW (2006) K-6 Creative Arts Syllabus. Sydney: Board of Studies(online)
Geissler, M. (2022). Dreaming the Land: Aboriginal Art from Remote Australia. Thames and Hudson.
Shenanigans (1994) Vol 2. Bush dances of New Holland. Northcote Victoria: SHenanigans Music. CC 49406, La Bastringue tr 10
Jones, J. and Peacock, A. (2013). Home: Aboriginal art from NSW. Art Gallery of New South Wales.
https://open.spotify.com/album/52q9momM9Vkq3Fz4PJbdT9
Maes, P.-J., & Leman, M. (2013). The influence of body movements on children’s perception of music with an ambiguous expressive character. PLoS ONE, 8(1).
Phillips-Silver, J., & Keller, P. E. (2012). Searching for roots of entrainment and joint action in early musical interactions. Frontiers in Human Neuroscience, 6(00026), 1-11. doi:10.3389/fnhum.2012.00026
Phillips-Silver, J., & Trainor, L. J. (2007). Hearing what the body feels: Auditory encoding of rhythmic movement. Cognition, 105(3), 533-546. doi:10.1016/j.cognition.2006.11.006
Staveley, R. (2014). Neuroscience in practice in the music education classroom. Musicworks: Journal of the Australian Council of Orff Schulwerk, Volume 19
Indicative References
Amoaku, W.K. (1990). African songs and rhythms for children.New York: Schott.
Anderson, W. M., & Lawrence, J. E. (2004). Integrating music into the elementary classroom. Belmont: Thomson/Schirmer.
Art and Australia (2008). Current: Contemporary Art from Australia and New Zealand. Paddington, N.S.W.: Dott Publishing.
Ashton, L. (2008). Activating postmodern pedagogies in Art education. Australian Art Education, 31, 1, 82-98.
Barnet, S. (2014). A short guide to writing about Art. Upper Saddle River NJ: Pearson.
Barret, T. (2007). Why Is that Art? London: Oxford University Press.
Butler, P. (1991), Hickety Pickety: Fresh, original rounds for children. Melbourne: Dellasta Publishing.
Butler, P. (1993). On the susso: And other little aussie rounds. Melbourne, Vic: Dellasta Publishing.
Calantropio, S. (2005). Pieces and Processes.New York: Schott.
Caruana, W. (2012). Aboriginal Art. Thames and Hudson.
Chiu, M. (2010). Contemporary Asian Art. London: Thames and Hudson.
Colwell, R. & Richardson, C. (Eds). (2002). The new handbook of research on music teaching and learning. New York: Oxford University Press.
Crees, G & C. (2008). Off the wall dances compilation.Sydney: G & C Crees.
D’Alleva, A. (2012). Methods and theories. London: Laurence King.
Davies-Splitter, S. (2013). Beat Street: Teacher’s manual.East Bentleigh, Victoria: Welcome to Music.
Davies, S. (1993). Rainbows, trees and tambourines. Australia: Two Up Music Education.
De Botton, A. (2013). Art as therapy. New York: Phaidon.
Decter, J. (2014). Art is a problem. Zurich: JRP Ringier.
Devenport, R. & Rees, V. (1990). Artifacts, book one: An exploration of Art and Design for junior secondary students. Sydney: McGraw Hill.
Flohr, J. (2005). The musical lives of young children. New Jersey: Prentice Hall.
Frazee, J. (2007). Orff Schulwerk today: Nurturing musical expression and understanding.New York: Schott.
Freedman, K. (2003). Teaching visual culture: Curriculum, aesthetics, and the social life of Art. New York: Teachers College Press.
Fuoco-Lawson, G. (1989). Street games. New York: Schott.
Goodkin, D. (1997). A Rhyme in Time.New York: Schott.
Goodkin, D. (1998). Name games: Activities for rhythmic development.Miami Florida: Warner Brothers Publication.
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Goodkin, D. (2007). Now’s the time: Teaching Jazz to all ages. San Francisco: Pentatonic Press.
Goodkin, D. (2008).Intery Mintery nursery rhymes for body, voice and Orff ensemble. San Francisco: Pentatonic Press.
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Greenberg, C . (1971). Art and culture critical essays. Chicago: University of Chicago Press.
Harding, J. (2013). From wibbleton to wobbleton: Adventures in the elements of music and movement. Chicago: Pentatonic Press.
Haselbach, B. (1971). Dance Education – basic principles and models for nursery and primary school. New York: Schott.
Hoermann, D. & Bridges, D. (1985). Catch a song. Sydney: Educational Supplies Pty. Ltd.
Israel, Glenis. (2009). Artwise contemporary Book 2. Milton Qld.: John Wiley and Sons.
Israel, Glenis. (2010). Senior artwise Visual Arts 11-12, Second Edition, Qld., Milton: John Wiley and Sons.
Judah-Lauder, C. (2001). Canya conga? Bridgewater Va:Beatin’Press Publications.
Judah-Lauder, C. (2001). Hand Drums on the Move. Bridgewater Va:Beatin’Press Publications.
Judah-Lauder, C. (2004). To Drum: Hand drum activities for grades 1-8. Bridgewater Va: Beatin’Press Publications.
Kwami, R. W. (1998). African Songs for School and Community.New York, US: Schott.
Lopez-Ibor, S. (2011). Blue is the sea: Music, dance and visual arts. San Francisco, California: Pentatonic Press.
Lopez-Ibor, S. & Maschat, V. (2007). Singing drives away sorrow: Songs, games and dances from Latin-America.New York: Schott.
Madin, J. (1997). Marimba Music 2.Geelong West, Vic: Marimba Music.
Madin, J. (2002). Marimba Music 1.Geelong West, Vic: Marimba Music.
Madin, J. (2006). Marimba Songs.Geelong West, Vic: Marimba Music.
Maubach, C. (2007). Dancing Around the World.Victoria: VOSA.
Minton, S.C. (1997). Choreography: A basic approach using improvisation.Champaign: Human Kinetics.
NSW DET Professional Support and Curriculum Unit, (1997). Sync or swing: A resource for teaching music K-6. Sydney: NSW Department of Education and Training.
NSW DET Professional Support and Curriculum Unit, (1999). Vocal-Ease, Modules 1 & 2: A K-6 resource for the classroom. Sydney: NSW Department of Education and Training.
NSW DET Professional Support and Curriculum Unit, (2002). Quantum leaps. Sydney: NSW Department of Education and Training.
NSW DET Professional Support and Curriculum Unit, (2002). Vocal-Ease, Modules 3 & 4: A K-6 resources for the classroom. Sydney: NSW Department of Education and Training.
Perry, G. (2014). Playing to the Gallery. Particular Books.
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Rose, D. B (2017). Shimmer, when all you love is being trashed. in Tsing, Swanson, Gan, Bubandt (Eds.), Arts of living on a damaged planet (pp. 51-61). Minnesota: University of Minnesota Press.
Russell, J. (1981). The meanings Of Modern Art. London: Thames and Hudson.
Schiller, P. & Moore, T. (1993). Where is Thumbkin? Over 500 activities to use with songs you already know. Mt Rainier: Gryphon House.
Schrader, C. A. (1996). A sense of dance: Exploring your movement potential. Champaign: Human Kinetics.
Shenanigans. (1993). Music for children. Northcote Victoria: Shenanigans Music.
Shenanigans. (1994). Vol 1. Childrens dances of Terra del Zur. Northcote Victoria: Shenanigans Music.
Shenanigans. (1994). Vol 2. Bush dances of New Holland. Northcote Victoria: Shenanigans Music.
Shenanigans. (1997). Vol 3. Dances of Terra Australis.Northcote Victoria: Shenanigans Music.
Shenanigans. (2001). Dance like a kangaroo.Northcote Victoria: Shenanigans Music.
Shenanigans. (2001). There’s a wombat in my room. Northcote Victoria: Shenanigans Music.
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Solomon, J. (1995). CongatTown.US; IMP/Faber
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Willsteed, Theresa. (2008). Tradition today: Indigenous art in Australia. Sydney: Art Gallery of NSW Catalogue.
Websites
Artble - Excellent art history resource - https://www.artble.com/
NSW Education Standards Authority (NESA) Creative Arts 1: Visual Art syllabus and supporting documents K-6 (including assessment and grade scale; programming; visual art terminology/glossary etc.)
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/programming
NSW Education Standards Authority (NESA) Creative Arts 1: Visual Art syllabus - the Frames and the Conceptual Framework
https://schoolsequella.det.nsw.edu.au/file/5ef2cf0a-d8c1-44ba-987b-c048ccd376b8/1/the-frames.pdf
https://www.slideshare.net/smoky_stu/frames-11369167?next_slideshow=11369167
https://www.slideshare.net/laurajanefriend/theory-the-conceptual-framework?next_slideshow=2
Public galleries/museums
https://www.artgallery.nsw.gov.au/
https://www.tate.org.uk/visit/tate-modern
https://www.tate.org.uk/visit/tate-britain
Commercial galleries/dealers