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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.
Cambridge University Press978-1-107-43367-0 — Teaching the Arts2nd EditionFrontmatterMore Information
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DAVID ROY
WILLIAM BAKER
AMY HAMILTON
Teaching the Arts
Early childhood and primary education
Second edition
Cambridge University Press978-1-107-43367-0 — Teaching the Arts2nd EditionFrontmatterMore Information
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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:
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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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Jacques-Dalcroze, Geneve; 185: © shutterstock.com / Vladimir Volodin; 187:
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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;
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