دانلود کتاب Delivering Authentic Arts Education

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Half Title Page
Title Page
Imprint Page
Brief contents
Contents
Guide to the text
Guide to the online resources
Foreword
Introduction
About the author
Acknowledgements
Part 1: The ABC of Arts Education
Chapter 1: Putting you in the picture – the rationale and context for arts education
1.1 The arts are integral to human existence
Understanding the arts today
1.2 The evolution of arts education as societal needs and values shift
Introduction of the Australian Curriculum as part of a reform agenda
1.3 Research and policy behind recent developments
Creative thinking
Learning capability
Culture and community
Individual wellbeing
Sustainability
1.4 Developing children’s capabilities for the new era through the Arts
Visual and multimodal communication skills
Navigational approaches to learning
Flexible thinking and problem solving
Negotiating learning relationships
Collaboration and teamwork
Cultural competency
Dispositions for thinking and acting sustainably
1.5 The heart of arts education
Artistic experience
Gaining all the benefits
1.6 Navigating the expectations for arts education in the school context
A varied picture of classroom practices
Your role in creating a meaningful Arts program
Summary
Study tools
Chapter 2: The features of authentic arts education
2.1 Arts education’s threshold concepts
The Arts are meaning-making experiences
The Arts are forms of praxis
The Arts are ways to communicate
The Arts are creative endeavours
The Arts are cultural undertakings
The Arts are aesthetic experiences
2.2 The Arts learning area
2.3 Artistic learning processes
Invent: creative thinking, exploration and imaginative invention
Make: constructing and presenting artworks
Connect: connecting to the wider world of cultural expression
Reflect: reviewing and reflecting on art-making
2.4 Organising arts learning experiences
Open-ended challenges
2.5 Practices best avoided
Cookie-cutter approaches
Busy work
Cultural tokenism
Handmaiden approach
Smorgasbord
Free-for-all
Showcase approach
Summary
Study tools
Chapter 3: Being an effective teacher in the Arts
3.1 Developing your professional capabilities in arts education
Examining your capabilities (and baggage)
Building on your abilities and strengths
3.2 Working smart to be effective
Working smart in the digital world
Working smart with colleagues
Working smart with community resources and partnerships
Working smart through lifelong learning
3.3 Creating the learning context: an ethical, stimulating and happy place to be
The ethical arts classroom
The emotionally secure classroom
3.4 The physical space: a safe, functional and inviting classroom
Physical safety
The functional classroom
An inviting physical environment
Summary
Study tools
Chapter 4: Children at the centre
4.1 Children’s capabilities
What children bring to their arts learning
4.2 Children’s developmental growth through the Arts
Physical growth
Cognitive growth
Social and cultural growth
Psychological growth and wellbeing
Identity formation
4.3 Valuing individuality and diversity in the learning community
Cultural diversity in the arts classroom
Diversity of learners
4.4 Children’s arts learning behaviours
Experiential, self-directed learning
Studio habits of mind
Spiral approach to learning
Practising for improvement
Eight ways of learning
Learning by observing and listening
Cultivating the creative mind
Children learn by telling their stories through the arts
The role of metaphor and symbolism in children’s artistic thinking
Children learn by reflecting on their own art-making
Children learn by reviewing and responding to artworks of others
Summary
Study tools
Chapter 5: Pedagogies for authentic arts learning
5.1 Pedagogies to support children’s learning in the arts
Adapting teaching approaches to suit requirements
Pedagogies for the four artistic learning processes
5.2 Invent: pedagogy for creative thinking and design
The creative process model
The divergent thinking model
Five creative habits of mind model
Scaffolding creative thinking
5.3 Make: pedagogy for making and presenting
A demonstration is worth a thousand words
5.4 Connect: pedagogy for connecting to the world of art
5.5 Reflect: pedagogy for reflection and review
Purposeful questions
Written reflections
5.6 Dialogues for learning
One-on-one conversations
Constructive feedback
5.7 Blended learning
Summary
Study tools
Chapter 6: Planning and assessment for authentic arts learning
6.1 Planning a program of arts learning
Developing programs based on units of inquiry
Themes for units of inquiry
Preparing teaching packs for units of inquiry
6.2 The planning process
Completing worked examples as part of planning
Incorporating the four artistic learning processes
Using the six-pointed star template for planning
6.3 Planning for the four artistic learning processes
Invent: planning for the imaginative development of ideas
Make: planning for art-making
Connect: planning for cultural connection through the arts
Planning for reflection
6.4 Practical considerations
Planning for practical activity
Preparation and cleaning-up stages
6.5 Assessment principles and guidelines
Achievement standards in the Australian Curriculum
Formative and summative assessment
Criteria-based learning and assessment
Indicators of learning
6.6 Programming: the unit of inquiry document
6.7 The planning, teaching, assessing and reviewing cycle
Summary
Study tools
Programming: Patterns around us
Theme: Patterns Around Us
LA1 A Dance for Fibonacci
Description
Teacher’s guide
Curriculum, learning outcomes and assessment
Arts concepts and understandings
Terminology
Cultural references
Supplies and equipment
Preparation
Guide to lesson steps
LA2 Land Art
Description
Teacher’s guide
Curriculum – learning outcomes – assessment
Arts concepts and understandings
Terminology
Cultural references
Supplies and equipment
Preparation
Guide to lesson steps
LA3 Abstract Patterned Papers
Description
Teacher’s guide
Curriculum – learning outcomes – assessment
Arts concepts and understandings
Terminology
Cultural references
Supplies and equipment
Preparation
Guide to lesson steps
LA4 Digital Storybook – A Day in Pattern World
Description
Teacher’s guide
Curriculum – learning outcomes – assessment
Arts concepts and understandings
Terminology
Cultural references
Supplies and equipment
Preparation
Guide to lesson steps
LA5 Ostinatos
Description
Teacher’s guide
Curriculum – learning outcomes – assessment
Arts concepts and understandings
Terminology
Cultural references
Supplies and equipment
Preparation
Guide to lesson steps
LA6 Hero’s Journey
Description
Teacher’s guide
Curriculum – learning outcomes – assessment
Arts concepts and understandings
Terminology
Cultural references
Supplies and equipment
Preparation
Guide to lesson steps
LA7 Guided Appreciation: The Artwork of Bronwyn Bancroft
Description
Teacher’s guide
Curriculum – learning outcomes – assessment
Arts concepts and understandings
Terminology
Cultural references
Supplies and equipment
Preparation
Guide to lesson steps
References
Part 2: Teaching in the Arts
Chapter 7: Dance
7.1 Guiding principles for dance education
Describing dance
Dance in school education
7.2 Engaging with dance
Teacher participation
Student participation
Supporting diverse learners
7.3 Dance in the Australian Curriculum
Assessment in dance
7.4 Foundations of dance literacy: concepts, knowledge and skills
Elements of dance
The body as instrument
Exploring and performing with others
7.5 Dance praxis: making
Developing a movement vocabulary
Choreographing dances
Learning social dances
Performing dances
7.6 Dance appreciation: responding
Viewing dance performances
Understanding dance context and motivation
Leading guided dance appreciation
7.7 Linking dance to other subjects
Drama
Media arts
Music
Visual arts
Cross-curriculum
7.8 Safe dance practice and practicalities
Establishing sensible and safe behaviour
Let’s start dancing
Props and resources
Study Tools
Summary
Chapter 8: Drama
8.1 Guiding principles for drama education
Describing drama
Drama in school education
8.2 Engaging with drama
Teacher participation
Student participation
Supporting diverse learners
8.3 Drama in the Australian Curriculum
Assessment in Drama
8.4 Foundations of drama literacy: concepts, knowledge and skills
Elements of drama
Principles of story
Drama participation skills
8.5 Drama praxis: Making
Initiating drama engagement
Dramatic play
Process drama
Mantle of the expert
Improvisation
Role-playing
Mime
Puppetry
Oral storytelling
Readers’ theatre
Radio drama
Playbuilding and devising theatre
8.6 Drama appreciation: Responding
Viewing drama performances
Understanding drama contexts and motivations
Guided drama appreciation
8.7 Linking drama to other subjects
Dance
Media arts
Music
Visual arts
Cross-curriculum
8.8 Safe drama practice and practicalities
Safe practices
Space to work
Working in groups
Costumes, masks, props and play boxes
Summary
Study Tools
Chapter 9: Media arts
9.1 Guiding principles for media arts education
Describing media arts
Media arts in school education
9.2 Engaging with media arts
Teacher participation
Student participation
Supporting diverse learners
9.3 Media arts in the Australian Curriculum
Assessment in Media Arts
9.4 Foundations of media arts literacy: concepts, knowledge and skills
Key media arts concepts
Elements of media arts
Story principles
Genre
9.5 Media arts praxis: making
Developing proficiency with digital technology
Creating media stories
Pictorial stories
Stories using audio media
Stories in audio-visual formats
Stories in graphic, print and web media
Stories in multimedia, interactive and convergent communication formats
9.6 Media arts appreciation: responding
Reviewing media artworks
Understanding media arts context and motivation
Guided media arts appreciation
9.7 Linking media arts to other subjects
Dance
Drama
Music
Visual arts
Cross-curriculum
9.8 Safe media arts practice and practicalities
Safe use of equipment
Cyber citizenship
Managing with limited equipment
Storage
Summary
Study tools
Chapter 10: Music
10.1 Guiding principles for music education
Describing music
Music in school education
10.2 Engaging with music
Teacher participation
Student participation
Supporting diverse learners
10.3 Music in the Australian Curriculum
Assessment in Music
10.4 Foundations of music literacy: concepts, knowledge and skills
Elements of music
Music notation
10.5 Music praxis: making
Exploring sound and silence
Singing
Percussion
Creating or composing music
Sharing, recording and performing
10.6 Music appreciation: responding
Listening to and viewing live performances
Understanding contexts and motivations
Guided listening
10.7 Linking music to other subjects
Dance
Drama
Media arts
Visual arts
Cross-curriculum
10.8 Safe music practices and practicalities
Safe practices
Locating music
Instruments
Music library
Music centre or listening post
Sharing music with children
Summary
Study tools
Chapter 11: Visual arts
11.1 Guiding principles for visual arts education
Describing visual arts
Visual arts in school education
11.2 Engaging with visual arts
Teacher participation
Student participation
Engaging diverse learners
11.3 Visual arts in the Australian Curriculum
Assessment in Visual arts
11.4 Foundations of visual arts literacy: concepts, knowledge and skills
Elements of visual arts
Design principles
A closer look at colour – one of the elements
Conventions for representing the spatial world in 2D
Materials also communicate
11.5 Visual arts praxis: making
Representation
Formalism
Expressionism
Social commentary and narrative
Constructing in three dimensions
11.6 Visual arts appreciation: responding
Viewing visual art
Understanding visual arts contexts and motivations
Guided visual arts appreciation
11.7 Linking visual arts to other subjects
Dance
Drama
Media arts
Music
Cross-curriculum
11.8 Safe visual arts practice and practicalities
Safe practices
The warm and cool paint colour system
Arranging still life and subjects for observation
Using visuals
Acquiring art materials
Summary
Study tools
Glossary
Index