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Page 1: Teaching the Arts - Cambridge University Pressassets.cambridge.org/97811074/33670/frontmatter/... · Teaching the Arts draws important links to the Australian Curriculum, the New

Cambridge University Press978-1-107-43367-0 — Teaching the Arts2nd EditionFrontmatterMore Information

www.cambridge.org© in this web service Cambridge University Press

Teaching the Arts Early childhood and primary education

Second edition

Teaching the Arts: Early childhood and primary education offers a comprehensive and

exciting introduction to Arts education in Australia and New Zealand. In this

second edition, each chapter encourages readers to engage with the Arts and

provides students with opportunities to develop their understanding and practical

skills through reflective questions, examples and activities.

Updated content includes:

• significant extensions to each chapter, reflecting the five art forms of Dance,

Drama, Media, Music and Visual Art

• additional practical activities

• alignment with current research and theory

• extended online resources, including PowerPoint slides for lecturers.

Teaching the Arts Second Edition draws important links to the finalised Australian

Curriculum: The Arts, the New Zealand Curriculum, the Early Years Learning

Framework and Te Whãriki, and includes substantial references to Indigenous

histories and cultures, relationships with Asia and sustainability.

Generously illustrated and supported by excellent online resources, Teaching

the Arts Second Edition is an indispensable resource for pre-service teachers.

Additional resources are available online at www.cambridge.edu.au/academic/

teachingarts/

David Roy is Lecturer in Education and Creative Arts at the

University of Newcastle, New South Wales.

William Baker is Lecturer in Arts and Social Education at

the University of Tasmania, Tasmania.

Amy Hamilton is Senior Lecturer in Visual Arts and Arts

Education at Flinders University, South Australia.

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DAVID ROY

WILLIAM BAKER

AMY HAMILTON

Teaching the Arts

Early childhood and primary education

Second edition

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© Cambridge University Press 2012, 2015

This publication is copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.

First published 2012Second edition 2015 (version 4, May 2018)

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ISBN 978-1-107-43367-0 Paperback

Additional resources for this publication at www.cambridge.edu.au/academic/ teachingarts.

Reproduction and communication for educational purposesThe Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of the pages of this work, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that the educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under the Act.

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For Fraser Michael Roy, Janine, Ben

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vii

Contents

Preface xi

Acknowledgements xiii

Introduction 1

Part 1 Why: the Arts in education and society 5

Chapter 1 A vision for the Arts in education 7

Introduction 8

What are the Arts and what do they ‘do’? 11

The BIG disconnect: policy and provision/access and equity 14

Learner agency and cultural diversity 17

Sustained, sequential and ‘quality’ Arts education 20

A ‘praxial’ vision for the Arts in education 22

Your role: the Arts in early childhood and primary education 23

Conclusion 27

Review questions 27

Recommended reading 28

Chapter 2 Why the Arts are fundamental 29

Introduction 30

Arts education in 21st-century lives 31

What we know about Arts education, its value and effects 33

Learning ‘in’ and ‘through’ the Arts and your role 49

Conclusion 53

Review questions 54

Recommended reading 54

Chapter 3 The Arts and cross-curriculum priorities 55

The meaning of cross-curriculum priorities 56

New Zealand histories and cultures 58

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viii Contents

Early childhood settings 62

Australia’s and New Zealand’s engagement with Asia 64

Early childhood 69

Primary years 70

The Arts and sustainability 71

Conclusion 75

Review questions 76

Recommended reading 76

Part 2 What: the Arts Learning Areas 79

Chapter 4 Learning in dance 81

Introduction 82

Engaging with dance in education 83

Elements and principles of dance education 85

Making in dance 86

Responding in dance 91

Dance in early childhood settings 94

Moving to rhythm 96

Dance in primary education 97

Traditional dance styles 99

Key competencies, general capabilities and dance 100

Physical education and gender stereotypes 101

Review questions 103

Recommended reading 103

Chapter 5 Learning in drama 104

Engaging with drama in education 105

Early childhood and primary settings 108

Elements and principles of drama in education 112

The elements of drama 118

Forms and structures 126

Playbuilding 128

Theatre arts 131

Masks 132

Drama assessment 135

Theory and process 136

Conclusion 138

Review questions 139

Recommended reading 139

Chapter 6 Learning in media arts 141

Introduction 142

What is media arts? 142

What is there to learn in and through media arts? 144

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Contents ix

Ways in which children learn in and through media arts 160

Ways to effectively teach media arts with links to a

national curriculum: making 161

Responding to media arts: early childhood and primary years 168

Practicalities and possibilities for personal development in media arts 170

Conclusion 171

Review questions 171

Recommended reading 172

Chapter 7 Learning in music 173

Introduction 174

Engaging with music in education 175

Elements and principles of music in education 178

Music in early childhood settings 183

Making and responding in music 191

Partnerships in music education 209

Conclusion 210

Review questions 211

Recommended reading 211

Chapter 8 Learning in visual arts 212

Introduction 213

Engaging with visual arts in education 213

Visual arts in early childhood settings 213

Visual arts in primary settings 216

Key ideas and concepts in visual arts 216

Making and responding in visual arts 218

Visual arts practices 225

Styles in visual arts 244

Responding to visual arts 248

Ways to effectively teach visual arts 252

Conclusion 256

Review questions 256

Recommended reading 257

Part 3 How: embedding the Arts in education 259

Chapter 9 Integration and general capabilities 261

Introduction 262

Programming 262

General capabilities 264

Integration of the Arts with other Learning Areas 271

Curriculum integration 275

Equity in the classroom and diverse learners 276

Everybody lives 280

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x Contents

Review questions 281

Recommended reading 282

Chapter 10 Organisation 283

Introduction 284

Planning for learning and teaching in the Arts 284

Approaches to learning and teaching in the Arts 292

Assessment in Arts learning and teaching 294

Organisation for Arts learning in early childhood settings 300

Organisation for Arts learning in primary settings 302

Conclusion 306

Review questions 307

Recommended reading 307

Chapter 11 Quality teaching 308

Introduction 309

Quality teaching 313

Understanding quality teaching and reflective learning 315

Intellectual quality 317

Quality learning environment 320

Significance 323

Conclusion 327

Review questions 328

Recommended reading 329

Chapter 12 Quality Arts education and rich learning 330

Introduction 331

Characteristics of quality Arts education 331

Arts-rich learning 336

The Arts-rich early childhood and primary contexts 338

Your vision and role in delivering quality Arts-rich education 342

Conclusion 344

Review questions 344

Recommended reading 344

Glossary 346

References 350

Index 368

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xi

Preface

For this second edition we have retained the clear language that makes the

knowledge accessible. Each chapter encourages readers to engage with the

Arts and provides opportunities to develop understanding and practical skills

through reflective questions, examples and activities. Teaching the Arts draws

important links to the Australian Curriculum, the New Zealand Curriculum,

the Early Years Learning Framework and Te Whariki, and includes substantial

references to Indigenous histories and cultures, relationships with Asia and

sustainability. Generously illustrated and featuring excellent online resources,

Teaching the Arts is an indispensable resource for pre-service teachers.

The second edition also features enhanced and updated content:

• significant extension to each chapter particularly on the five art forms of

dance, drama, media, music and visual art

• additional practical activities

• additional current research and theory

• additional curriculum information to the finalised Australian Curriculum:

The Arts, while still maintaining the depth of content for the New Zealand

Curriculum, the Early Years Learning Framework and Te Whariki.

• additional online resources, including lecture PowerPoints for academics.

We would particularly like to recognise the students and academics who have

engaged and supported this text. Without their support, usage and helpful

feedback the text would not have been so successful and widely used. Indeed,

it is because of the positive feedback and requests for additional content

that we have been able to create this second edition. We aim to even further

support the needs of teachers in training across Australia and New Zealand

and the wider world, as well as our academic colleagues.

There is a growing recognition that for our children to be successful in

society we need to have innovative and creative thinkers who see possibilities

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xii Preface

for making a difference. It is our sincere hope that this greatly expanded

second edition will support us all in recognising and implementing the Arts

and their importance in education. Water is the giver of life. We need STEAM

in academia and education, not just a STEM that will never grow.

David, Bill and Amy

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xiii

Acknowledgements

The authors would like to thank the following:

All our families and friends for their support and advice. Isabella Mead,

Susan Hanley, Amelia Fellows, John Coomer, Vesna Rapajic and the editorial

staff at Cambridge University Press. The staff and pupils of Eleebana Public

School, the University of Tasmania, Faculty of Education, Gracie, Hannah

and Liam for their work, and Rebecca Hastings visual artist, for allowing us

to publish her painting Smell This . Finally, may we thank the reviewers and

colleagues from many universities who have offered valuable, constructive

criticism.

We are grateful to the following individuals and organisations for

permission to use their material in Teaching the Arts Second Edition .

Throughout: (web icon) © shutterstock.com / veronchick84; Page 9:

© shutterstock.com / Valua Vitaly; 10: © shutterstock.com / Ttatty; 12: ©

shutterstock.com / Popova Valeriya; 13: © shutterstock.com / Kaleidoscopio; 15:

© shutterstock.com / Alena Ozerova; 19: © shutterstock.com / oliveromg; 31: ©

shutterstock.com / Pressmaster; 34: © shutterstock.com / Africa Studio; 35: ©

shutterstock.com / bikeriderlondon; 37: © shutterstock.com / Dejan Ristovski;

42: © shutterstock.com / Twin Design; 57: © shutterstock.com / Tupungato; 60:

© shutterstock.com / EcoPrint; 69: © Amy Hamilton; 71: © shutterstock.com /

Selfly; 73: © Amy Hamilton; 75: © shutterstock.com / Photographee.eu; 82: ©

shutterstock.com / Carlos E. Santa Maria; 84: © shutterstock.com / Jack.Q; 86,

87: © David Roy; 98: © Wikimedia Commons / JJ Harrison; 105, 111, 116, 117: ©

David Roy; 119: © shutterstock.com / Cheryl Casey; 120, 123, 125, 133: © David

Roy; 143: © shutterstock.com / Ermolaev Alexander; 145: © Amy Hamilton;

147: © shutterstock.com / greenland; 149, 165, 168: © Amy Hamilton; 176: ©

Wikimedia Commons / Caspian blue; 179: Reproduced with permission from

the Canada Council for the Arts; 180: Daniela-Maria Brandt (photographer) /

Orff-Zentrum Munchen (source); 181: Courtesy of Photographie Institut

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xiv Acknowledgements

Jacques-Dalcroze, Geneve; 185: © shutterstock.com / Vladimir Volodin; 187:

© shutterstock.com / Kzenon; 221, 222, 223, 224: © Amy Hamilton; 224 (mobile):

© shutterstock.com / carroteater; 232, 233, 234: © Amy Hamilton; 238: ©

shutterstock.com / Alexey V Smirnov; 239: © shutterstock.com / David Pereiras;

247: © Amy Hamilton; 250: Courtesy of Rebecca Hastings; 253: © Amy Hamilton;

272, 275: © David Roy; 276: © shutterstock.com / Viachasiau Kraskouski;

277, 280, 281: © David Roy; 290: © shutterstock.com / Kostenko Maxim;

293: © shutterstock.com / Jirsak; 294: © Amy Hamilton; 300: © shutterstock.

com / Photo Love; 302, 306: © Amy Hamilton; 309: © shutterstock.com /

Monkey Business Images; 320, 321: © David Roy; 323: © shutterstock.com /

Tyler Olson; 324, 326: © David Roy; 332: © shutterstock.com / Tyler Olson; 339:

© David Roy; 343: © shutterstock.com / dotshock. All Shutterstock.com images

2015 used under licence from Shutterstock.com .

Every effort has been made to trace and acknowledge copyright. The publisher

apologises for any accidental infringement and welcomes information that would

redress this situation .


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