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Banksia Creates

Drama, Dance, Music and Visual Arts

Learning Module

Abstract

This learning module for year 5 and 6 students (aged 10-12 years) focuses on the arts through a cultural focus. Students respond to African, Aboriginal and Torres Strait Islander, Pacific Island, European and Asian artworks. They learn about the elements of dance, music, drama and visual arts through immersive activities and create artworks, culminating in a passion project where they create, rehearse/refine and perform/present their artworks.

Keywords

Space, Time, Dynamics, Relationships, Rhythm, Pitch, Movement, Voice, Colour, Line, Shape, Form, Texture.

Australian Curriculum

Years 5 and 6 Content Descriptions

Examples of knowledge and skills

Dance

  • Explore movement and choreographic devices using the elements of dance to choreograph dances that communicate meaning (ACADAM009)
  • Develop technical and expressive skills in fundamental movements including body control, accuracy, alignment, strength, balance and coordination (ACADAM010)
  • Perform dance using expressive skills to communicate a choreographer’s ideas, including performing dances of cultural groups in the community (ACADAM011)
  • Explain how the elements of dance and production elements communicate meaning by comparing dances from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander dance (ACADAR012)

Drama

  • Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations (ACADRM035)
  • Develop skills and techniques of voice and movement to create character, mood and atmosphere and focus dramatic action (ACADRM036)
  • Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience (ACADRM037)
  • Explain how the elements of drama and production elements communicate meaning by comparing drama from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander drama (ACADRR038)

Music

  • Explore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns (ACAMUM088)
  • Develop technical and expressive skills in singing and playing instruments with understanding of rhythm, pitch and form in a range of pieces, including in music from the community (ACAMUM089)
  • Rehearse and perform music including music they have composed by improvising, sourcing and arranging ideas and making decisions to engage an audience (ACAMUM090)
  • Explain how the elements of music communicate meaning by comparing music from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander music (ACAMUR091)

Visual Arts

  • Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114)
  • Develop and apply techniques and processes when making their artworks (ACAVAM115)
  • Plan the display of artworks to enhance their meaning for an audience (ACAVAM116)
  • Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117)

1.1: What do you know about dance?

For the Student

Learning Intention

To identify and share what you know about dance.

Success Criteria

  • I can think of and add words about dance to our Community discussion.
  • I can find and share a dance videoclip that I like.

Part 1: If I say "dance" what words do you think of?  List the words in the comment box below.  Remember to keep the comments appropriate, your grandma might be reading;)

 Part 2: In pairs find a videoclip that shows your favourite dance. Copy and paste the link in the comment box below.  I have shared one of mine.

Media embedded February 23, 2017

 

For the Teacher

Overview of Learning Module

In this learning module we will be covering four strands of the Arts curriculum with a focus on culture, stories and the elements of each area of the arts. The sequence will be:

  • Dance 
  • Music
  • Drama
  • Visual Arts

Weeks 1-6 of the learning module focus on the four areas of the arts. Three lessons are scheduled for each week, as reflected in the numbering of the updates.  Week 6 focuses on creating artworks for the Banksia Meeting Place while weeks 7-8 will be dedicated to  students' passion projects where they develop a project individually or in pairs/small groups on one or more arts areas. Week 9 will be an exhibitions week where students present/perform their passion projects.

This learning module links to the "Banksia Bonds" learning module. There are consistent themes throughout both learning modules, including social skilling, belonging and  values. In the Teaching Tips, you will see "Links to Banksia Bonds" with suggestions for how to draw out connections in the activities. 

Purpose

This update is to engage students in the learning module by tapping into music and dance that they enjoy. They will be able to connect these to the music they experience in 1.2.

Teaching Tips

In this initial session, allow some time for students to log into Scholar and create/update their avatars. The majority of students will have some experience of using Scholar.

Part 1:  Students working in pairs if they dont have a device.  After the students have had some time to post words they associate with dance in the comments box bring the students back together for discussion.  You may like to bring the Scholar discussion up on the IWB.

Part 2: After the discussion students pair up (make sure all students without technology pair up with someone who has it).  They they search for appropriate video clips of dance that they like.  

Links to Banksia Bonds

This is an opportunity to talk about what is appropriate for school versus what is appropriate for home. Also emphasise that the images in their avatars should be appropriate for a learning space - no violent or sexual images. This is also a great opening into discussing internet safety.

1.2: Dances of Many Cultures

For the Student

Learning Intention

To think about and respond to cultural traditions in dance.

Success Criteria

  • I can interact with the video clips.
  • I can interact with other students in Think-Pair-Share activity.
  • I can make a comment or add a comment in the comment box below.
  • I can comment on other students' comments.

West African Dance

Media embedded February 23, 2017
Media embedded February 23, 2017

Traditional European dance

Media embedded February 23, 2017

Think-Pair-Share. What have you noticed about these dances? What are the similarities? What are the differences?

Chinese dance

Media embedded February 23, 2017

Pacific island dancing

Media embedded February 23, 2017
Media embedded February 23, 2017

Think-Pair-Share What have you noticed about these dances? What are the similarities? What are the differences?

Think-Pair-Share: Why are these dancing styles different? What stories are they telling? Why would a dance be important to a specific group? 

Traditional Indigenous Australian dance

Media embedded February 23, 2017
Media embedded February 23, 2017

Think-Pair-Share. What have you noticed about these dances? What are the similarities? What are the differences?

Think-Pair-Share: Why are these dancing styles different? What stories are they telling? Why would a dance be important to a specific group? 

Comment: What connections can you make from these dances to the modern dance clips? Read other students' comments and comment on 1-2 that interested you. It could be that you agree or that it made you think of something else. Start with @Name so they know you are commenting on their comment.

For the Teacher

Purpose

This update focuses on engaging students with the learning through viewing and responding to a range of dances from many cultures. The comment is to engage them further by asking them to make connections between the videoclips and modern dances that they like.

Teaching Tips

Show the clips and ask prompting questions.

Note that there is repetition in the questions so that students are thinking about as they watch each videoclip. It will help them to think before they participate in the Think-Pair-Shares. It also helps them to cumulatively build their ideas as they compare and contrast the videoclips.

Think-Pair-Share. What have you noticed about these dances? What are the similarities? What are the differences?

Think-Pair-Share: Why are these dancing styles different? What stories are they telling? Why would a dance be important to a specific group? 

Links to Banksia Bonds

  • Showing respect by listening actively
  • Making positive comments

1.3: Cultural Traditions and Elements of Dance

For the Student

Learning Intention

To understand the elements of dance.

Success Criteria

  • I can participate in discussion.
  • I can participate in the dance sessions.
  • I can demonstrate an understanding of the elements of dance through commenting.
  • I can comment on other students' comments.

Part 1:  Discussion questions: Think-Pair-Share: What are the cultural significance of the dances that you have watched? What is the purpose of dance in a culture's history?  Why do people want to dance?  Why do humans feel a strong connection when they dance?

Part 2: Have a look at the following elements of dance?  Are there any words there that you understand in context?

Dance Elements

There are 4 elements of dance:

  • Space: Level, direction, pathway, size and focus 
  • Time: Rhythm - fast slow, regular, irregular, choppy
  • Dynamics: Energy, expression and gestures
  • Relationships: How the dancers interact in dance sequences.

Now let's try out some of these elements through some movements. Find some space to do a series of movements and then listen as your teacher directs you. Have fun!

Comment: Make a comment on the elements of dance. What was your favourite? Why? Comment on another student's comment that you liked, explaining why. It could be that you agree or that it made you think of something else. Start with @Name so they know you are commenting on their comment.

Fig. 1.3: What dance dynamics does this picture suggest to you?

 

For the Teacher

Purpose

This update focuses on developing a metalanguage for the elements of dance and deepening understanding of these elements through practical activities.

Teaching Tips

Introduce the elements of dance and briefly unpack what they mean.

There are 4 elements of dance:

  • Space: Level, direction, pathway, size and focus
  • Time: Rhythm - fast slow, regular, irregular, choppy
  • Dynamics: Energy, expression and gestures
  • Relationships: how the dances interact in dance sequences.

Get the students into an appropriate sized space for movement and have introduce stomping to them.  

Rhythm:  Have students stomp around the room a clockwise direction.  Encourage a 4/4 rhythm (1,2,3,4).  Speed this up, slow it down.  explain that rhythm doesn't always have to be regular.

Space:  Keep stomping and change direction, follow the snake, stomp low, stomp high.

Dynamics:  Stomp with high energy, stomp with low energy, stomp happy, stomp sad, stomp using your hands for emphasis.

Relationships:  How can you interact with others while stomping?  Stomp off.  Call and repeat.

Review using these elements of dance with the "Beyonce" arm movement.

Repeat using a digging motion.

Repeat with the "roll the dice" (see Andrew for tutorial)

Repeat with "dry the back" (see Andrew for tutorial)

Repeat with "Staying alive" (see Andrew for tutorial)

Feel free to include any other movements.

Links to Banksia Bonds

Remind students that the area is a safe place where they are free to experiment with movement without judgement.  Encourage them to "dance like nobody is watching".

2.1: Analysing the Elements of Dance

For the Student

Learning Intention

To understand the effects of space, time, dynamics and relationships in dance sequences.

Success Criteria 

  • I can identify examples of space (level, direction, pathway, size and focus), time (rhythm - fast slow, regular, irregular, choppy), dynamics (energy, expression and gestures) and relationships (how the dances interact) in dance sequences.
  • I can discuss the effects of space, time, dynamics and relationships in dance sequences.
  • I can discuss why people like to dance.
  • I can reflect on what I have learned through a comment.
  • I can comment on other students' comments.

 As a class, let's complete part of the chart about the elements of dance. Think about the  dance movements in our last lesson as well as the dance videoclips you watched. Then with a partner, in a Think-Pair-Share, discuss an example of space that you used or you saw someone else use. We will record that in the "Example" column. Now think about "What happened when you varied the space element or repeated it or made it more abstract?  Record that in the "Effects" column.

Dance Element Examples Effects
Space (level, direction, pathway, size and focus)    
Space    
Space    
Time (rhythm - fast slow, regular, irregular, choppy)    
Time    
Time    
Dynamics (energy, expression and gestures)    
Dynamics    
Dynamics    
Relationships (how the dancers interact)     
Relationships    
Relationships    
     
     
     
Elements of Dance Chart

After completing the chart, in an Inner-Outer Circle, discuss:

  • Why is it important to vary the use of space?
  • Why is it important to vary the time?
  • Why is it important to vary the dynamics?
  • Why is it important to show how the dancers interact?
  • Is it okay to repeat movements? Why/why not?
  • How to dancers make movements more abstract?
  • Why do we like to dance?
  • Why do people like to watch dance performances?
  • Do you like dances from other cultural traditions? Why/why not?
  • What do we gain when we learn about other cultural traditions?

Comment: Share one important idea from your discussion in the Inner-Outer Circle activity. Explain why you think it is important. Read other students' comments and comment on 1-2 that you thought were interesting, explaining why. Start with @Name so they know that you are commenting on their comment.

Fig. 2.1: Kebyar duduk is a Balinese dance. Inspired by the development of the quick-paced gamelan gong kebyar, kebyar duduk is named for the seated and half-seated positions taken by the dancers.

For the Teacher

Purpose

 In this update, students deepen their understanding of the elements of dance through analysing the effects of using the elements and reflecting on their own dance sequences. The focus is on metacognition as students develop their understandings of the elements of dance so they can apply them when they create their own dance sequences. It also includes prompts about the relevance of their learning.

Teaching Tips

Use Think-Pair-Shares to ensure each student is involved in thinking about the dance elements and their effects. This is the "Analysing Functionally" activity. Show the chart on the whiteboard/SmartBoard/paper to model and scaffold for students as they complete their own charts. Students copy this onto the worksheet that they are given and then work in pairs to add 2 more examples from the videoclips and/or from their own movement sequences in the previous activity.  Follow this process for each of the elements. 

Effects might include: there was more variety or the dance became more interesting, entertaining, showed specific emotions, funnier, harder/easier and communicated a particular idea/theme etc.

The Inner-Outer Circle (see description below) is the "Analysing Critically" activity. As well as reflecting on the four dance elements, the question prompts also focus on choreographic devices such as abstraction, sequence, repetition and variation. You can add more questions.

In the Inner Outer Circle activity, students can move right or left upon the teacher's direction. Vary who goes first and allow 30 seconds for thinking and then 1 minute for each person to respond to the question. Keep it moving and make it fun. 

The Inner-Outer Circle activity is repeated in 2.3, 4.2 and 5.3. The repetition of using this strategy supports students as instead of trying to work out the process, they can focus on their responses to the prompts  and interacting with their pairs in positive and thoughtful ways. 

Links to Banksia Bonds

 Ask students to thank each person before moving to the next person. Give a little more time to the last 4 questions as they are essential to understanding the relevance of this learning to students' own lives and an appreciation of diversity and tolerance.

Inner/Outer Circles

Students form two circles – one circle within the other -  with students facing each other.

Pose a question to the students or make a statement and ask student what they think about it. Allow them some thinking time. One student shares his/her thinking and then the other student build on his/her ideas. Students in one of the circles then move one or more steps to the right or left. The teacher then poses the next question or statement, allowing time for thinking and sharing, before asking one of the circles to move again. Vary the activity by asking students to move and then share what they discussed in the previous rotation with their new partner.

2.2: Elements of Music

For the Student

Leaning Intention

To understand the elements of music.

Success Criteria

  • I can create musical pieces using percussion instrument including my own body.
  • I can reflect on what I have learned through a comment.
  • I can comment on other students' comments.

The elements of music include:

  • Dynamics: Energy, expression, emotion, emphasis, volume
  • Rhythm: Beat, fast, slow, regular, irregular, choppy
  • Pitch: High/low

Activities:

Participate in the rhythm workshop. 

Watch the dance video paying particular attention to the music.

Think-Pair-Share: What did you notice about the music? How is it different to music today? How is it the same?

Media embedded March 7, 2017

Participate in beat and rhythm workshop.

Media embedded March 7, 2017
Media embedded March 7, 2017
Fig. 2.2: In many cultures drums are important to create the dynamics and the rhythm.

Think-Pair-Share questions;

Did you notice anything interesting about these clips? What was it?

How was the music made? Do you think it would be easy to do this because there are no instruments?

Which clip did you like the best? Why?

Reflections

Explain the music elements that you learned about today.

What did you enjoy about this lesson?

What did you find interesting?

What part of this lesson could be improved?

What questions do you have about the things you have learned about in this lesson?

For the Teacher

 Purpose

This update focuses on developing a metalanguage for the elements of music and deepening understanding of these elements through practical activities.

Dynamics: Energy, expression, emotion, emphasis, volume
Rhythm: Beat, fast, slow, regular, irregular, choppy
Pitch: High/low

Introduction: Show the african clips again asking students to play particular attention to the music. Think-Pair-Share: What did you notice about the music? How is it different to music today? How is it the same?

Discuss the elements (dynamics, rhythm and pitch) using a few examples of each. Ask the students if they can demonstrate some of the musical ele

Introduce the concept of using your body as an instrument. Demonstrate the different sound that can be made with body percussion. (clap, finger-click, thigh-slap). Demonstrate how to find the beat by using a simple 4/4 beat with your thigh-slap. (1,2,3,4)

Invite students to have a go at a rhythm that they have made up as a call and repeat activity. In the circle, each student beats out a rhythm, the rest of the students repeat the rhythm back.

Teaching Tips: Students in a circle, each rhythm needs to fit into one bar of a 4/4 beat.

Students view the two percussion clips.

Think-Pair-Share questions;

Did you notice anything interesting about these clips? What was it?

How was the music made? Do you think it would be easy to do this because there are no instruments?

Which clip did you like the best? Why?

Links to Banksia Bonds

How does music bring people together? Does different music have different effects on different people?

2.3: Analysing the Elements of Music

For the Student

Learning Intention

To understand the effects of dynamics (energy, expression, emotion, emphasis, volume), rhythm (beat, fast, slow, regular, irregular, choppy) and pitch (high/low) in music.

Success Criteria

  • I can identify examples of how dynamics (energy, expression, emotion, emphasis, volume), rhythm (beat, fast, slow, regular, irregular, choppy) and pitch (high/low) in music.
  • I can discuss the effects of dynamics, rhythm and pitch in music.
  • I can discuss why people like listening to music/watching musical performances.
  • I can discuss why people like creating and performing music.
  • I can reflect on what I have learned through a comment.
  • I can comment on other students' comments.

As a class, let's complete the chart about the elements of music. Think about the musical sequences and sounds that you presented in our last lesson. Then with a partner, in a Think-Pair-Share, discuss a pitch (high/low) that you used or you heard someone else use. We will record that in the "Example" column. Now think about "How did that make you feel?" Record that in the "Effects" column.

Element of Music Examples Effects
Pitch (high/low)    
Pitch    
Pitch    
Dynamics (energy, expression, emotion, emphasis, volume)    
Dynamics    
Dynamics    
Rhythm (beat, fast, slow, regular, irregular, choppy)    
Rhythm    
Rhythm    
     
     
     
Elements of Music

After completing the chart, in an Inner-Outer Circle, discuss:

  • Why is it important to use different pitches?
  • Why is it important to vary the dynamics?'
  • Why is it important to use different rhythms?
  • Why do people like listening to music/watching musical performances?
  • Why do people like creating and performing music?

Comment: Share one important idea from your discussion in the Inner-Outer Circle activity. Explain why you think that idea is important. Read other students' comments and comment on 2-3 comments that you thought were interesting, explaining why. It may be that you agreed or disagreed with it, or it made you think differently, or it was interesting. Start with @Name so they know that you are commenting on their comment.

Fig. 2.3: What would be the pitches, dynamics and rhythms you would expect to hear from this band?

 

For the Teacher

 Purpose

 In this update, students deepen their understanding of the elements of music through analysing the effects of using the elements and reflecting on their own music compositions. The focus is on metacognition as students develop their understandings of the elements of music so they can apply them in their own works. It also includes prompts about the relevance of their learning.

Teaching Tips

Use Think-Pair-Shares to ensure each student is involved in thinking about the music elements and their effects. This is the "Analysing Functionally" activity. Show the chart on the whiteboard/SmartBoard/paper to model and scaffold for students as they complete their own charts. Students copy this onto the worksheet that they are given and then work in pairs to add 2 more examples from the videoclips and/or from their own music creations whether they be voice, sound effects or instruments in the previous activity.  Follow this process for each of the elements. 

Effects might include: there was more variety or the music became more interesting, entertaining, showed specific emotions, funnier, harder/easier and communicated a particular idea/theme etc.

The Inner-Outer Circle is the "Analysing Critically" activity. As well as reflecting on the four music elements, the question prompts also focus on the importance of music in our lives.

In the Inner Outer Circle activity, students can move right or left upon the teacher's direction. Vary who goes first and allow 30 seconds for thinking and then 1 minute for each person to respond to the question. Keep it moving and make it fun. 

Links to Banksia Bonds

Ask students to thank each person before moving to the next person. Give a little more time to the last 4 questions as they are essential to understanding the relevance of this learning to students' own lives and an appreciation of diversity and tolerance.

3.1: Dance and Music Sequence

For the Student

Learning Intention

To show what you have learnt about the elements of dance and music.

Success Criteria

  • I can create a short musical or dance piece
  • I can reflect on what I have learned through a comment.
  • I can comment on other students' comments.

This is your opportunity to get creative. In small groups (2 or 3) You will need to come up with a artistic piece 1-2 minutes long. This can be music, dance or a combination of both. Remember to use the knowledge you have gained and challenge yourselves. have fun!

For the Teacher

 Purpose

For students to demonstrate what they have learned so far in the unit. This is a chance for the students to get creative and immerse themselves in art.

Teaching Tips

Students need to form groups of 2 or 3 and create either a musical piece of a dance routine. Discourage the use of pre-recorded, popular music. If they want music to dance to, they can join up with a group that is making music to create a combined piece. This would be the ideal outcome if possible. do not give the studnets too much time for this. 1 lesson to explain and create, the next lesson to finish creating and perform.

Links to Banksia Bonds

How can we meet our needs through dance and music? How do we show respect through dance and music?

3.2: Segway Dance to Drama

For the Student

Learning Intention

To make connections between dance and drama.

Success Criteria

 

  •  
  • I can reflect on what I have learned through a comment.
  • I can comment on other students' comments.

For the Teacher

 Purpose

To draw on what students have learnt in the dance section and from their prior experiences and connect this to drama.

Teaching Tips

Links to Banksia Bonds

3.3: Drama of Many Cultures

For the Student

Learning Intention

To begin to identify the elements of drama.

Success Criteria

  • I can interact with the video clips.
  • I can participate in small group and class discussion.
  • I can make a comment or add value to someone else's comment. 

Fast tale

 

Media embedded February 23, 2017

Think-Pair-Share:  what are some words to describe this storytelling? What makes this story interesting? 

Traditional Australian

Media embedded February 23, 2017

 Think-Pair-Share:  What are some words to describe this storytelling? What makes this story interesting?  What do the performers do the engage the audience? 

Comment:  What makes a good storyteller?  What do they do? After commenting, read through other students' comments and comment on 1-2 that you found interesting or agreed/disagreed with, explaining why. Start with @ Name so they know you are commenting on their commen

For the Teacher

 Purpose

This update develops metalanguage and understanding of the elements of drama through looking at drama from many cultures. In this way it also focuses on diversity and building tolerance and respect for other cultures.

Teaching Tips

Watch the video clips and discuss what elements of drama are being demonstrated.

The Fast Tale is not in English.  Warn students before hand that unless the speak Chinese they will not understand what is being said.  Instead encourage students to predict what is being told by the facial expressions, tone of voice and gesture.

The next piece is a short traditional dreaming story.  During the discussion time have the students focus on the use of space and gesture

Links to Banksia Bonds

Emphasise respect and tolerance through students' responses to the videoclips.

4.1: Stories and the Elements of Drama

For the Student

Learning Intention

To understand the elements of drama.

Success Criteria

  • I can
  • I can reflect on what I have learned through a comment.
  • I can comment on other students' comments.

Elements of Drama

Movement: Facial expressions and gestures

Space: Direction, shape, size, pathways and levels

Voice: Expression

Relationships: Interactions between characters

For the Teacher

 Purpose

This update focuses on developing a metalanguage for the elements of drama and deepening understanding of these elements through practical activities.

Teaching Tips

Links to Banksia Bonds

4.2: Analysing the Elements of Drama

For the Student

Learning Intention: To understand the effects of movement (facial expressions and gestures), space (direction, shape, size, pathways, levels), voice (expression) and relationships (between characters) in drama.

Success Criteria: 

  • I can identify examples of movement (facial expressions and gestures), space (direction, shape, size, pathways, levels), voice (expression) and relationships (between characters) in drama.
  • I can discuss the effects of movement , space, voice  and relationships in drama.
  • I can discuss why people want to tell stories through drama.
  • I can reflect on what I have learned through a comment.
  • I can comment on other students' comments.

As a class, let's complete the chart about our drama role plays and/or the videoclips.

Think about the role plays that you presented in our last lesson and the videoclips that you have watched. Then with a partner, in a Think-Pair-Share, discuss a movement (facial expression or gesture) that you used or you saw someone else use. We will record that in the "Example" column. Now think about "How did it make you feel?" Record that in the "Effects" column.

Drama Element Example Effects
Movement    
Movement    
Movement    
Space    
Space    
Space    
Voice    
Voice    
Voice    
Relationship    
Relationship    
Relationship    
     
     
     
Elements of Drama Chart

After completing the chart, in an Inner-Outer Circle, discuss:

  • Why is it important to use facial expressions?
  • Why is it important to use movement?
  • Why is it important to use space?
  • Why is it important to use your voice?
  • Should you always use voice?
  • Why is it important to show the relationships between characters?
  • Why do we adapt stories into drama?
  • Why do people enjoy performing?
  • Why do people enjoy watching theatre?

Comment: Share one important idea from your discussion in the Inner-Outer Circle activity. Explain why you think that idea is important. Read other students' comments and comment on 2-3 comments that you thought were interesting, explaining why. It may be that you agreed or disagreed with it, or it made you think differently, or it was interesting. Start with @Name so they know that you are commenting on their comment.

Fig. 4.2: What do the facial expressions, gestures and space tell you about the relationship between these two characters on a stage?

 

For the Teacher

 Purpose

 In this update, students deepen their understanding of the elements of drama through analysing the effects of using the elements and reflecting on their own drama mimes and role plays. The focus is on metacognition as students develop their understandings of the elements of drama so they can apply them when they create their own drama role plays. It also includes prompts about the relevance of their learning.

Teaching Tips

Use Think-Pair-Shares to ensure each student is involved in thinking about the drama elements and their effects. This is the "Analysing Functionally" activity. Show the chart on the whiteboard/SmartBoard/paper to model and scaffold for students as they complete their own charts. Students copy this onto the worksheet that they are given and then work in pairs to add 2 more examples from the videoclips and/or from their own drama role plays in the previous activity.  Follow this process for each of the elements. 

Effects might include: there was more variety or the role plays became more interesting, entertaining, showed specific emotions, funnier, harder/easier and communicated a particular idea/theme etc.

The Inner-Outer Circle is the "Analysing Critically" activity. As well as reflecting on the four dance elements, the question prompts also focus on the relevance of their learning. You can add more questions.

In the Inner Outer Circle activity, students can move right or left upon the teacher's direction. Vary who goes first and allow 30 seconds for thinking and then 1 minute for each person to respond to the question. Keep it moving and make it fun. 

Links to Banksia Bonds

 Ask students to thank each person before moving to the next person. Give a little more time to the last 4 questions as they are essential to understanding the relevance of this learning to students' own lives and an appreciation of diversity and tolerance.

 

4.3: Drama Work

For the Student

Learning Intention

To

Success Criteria

  • I can...
  • I can reflect on what I have learned through a comment.
  • I can comment on other students' comments.

For the Teacher

Purpose

Teaching Tips

Links to Banksia Bonds

5.1: Artworks of Many Cultures

For the Student

Learning Intention

To identify and respond to cultural traditions in Visual Art.

Success Criteria

  • I can explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks
  • I can reflect on what I have learned through adding a comment in the Comment Box.
  • I can comment on other students' comments.

Now watch some of the previous dance clips.

Media embedded February 23, 2017
Media embedded February 23, 2017

 Think-Pair-Share: What do you see in their costumes and musical instruments?

Think-Pair-Share: What cultural artefacts are they using? Is bodypaint an artefact?

Now we are going to look at some Visual Artwork from different cultures.

5.1a: The Starry Night by Vincent van Gogh

 

Fig. 5b: Buddha Riding a Japanese Dragon by Utagawa Kunisada

 

Fug. 5c: The Weeping Woman by Pablo Picasso.

 

Fig. 5d: Mambila figure from Nigeria.

 Think-Pair-Share: What have you noticed about these art forms? What are some similarities and differences between these art forms from different cultures?

Think-Pair-Share:  What stories are they telling you? Why would this be important to each culture?

Comment: Share one important idea from your discussions with your partner. Explain why you think it is important. Read other students' comments and comment on 2-3 that you thought were interesting, explaining why.

For the Teacher

Purpose: For students to be exposed to a range of art works from different cultures and to use their prior knowledge from the previous activities, particularly cultural knowledge, to respond to them. 

Teaching Tips

Show 2 previous dance clips and ask prompting questions.

Show 4 different artworks and ask prompting questions.

Students will share one important idea from their discussions with their partner. They will explain why they think it is important. Then read other student's comments and comment on 2-3 that they thought were interesting and explain why.

Links to Banksia Bonds

Emphasise respect and giving to your partner in the Think-Pair-Shares and the comments.

5.2: Stories and Elements of Visual Arts

For the Student

Learning Intention

To understand the elements of visual arts.

Success Criteria

  • I can name and describe the elements of Visual Art
  • I can reflect on what I have learned through a comment.
  • I can comment on other students' comments.

The elements of visual art include:

  • Line
  • Shape and Form
  • Perspective
  • Colour
  • Texture

View the following video.

Media embedded March 8, 2017Working in groups of five
  • Working in groups of five you will be given the same element of Visual Arts.
  • Your group will become the experts of that particular element.
  • You will research your element and explain how to develop and apply this technique and process to making other artworks.
  • Think about how you can present this to other students to teach them about how to use this element in their own artwork.
  • Next you will join a mixed group, one expert of each element, and you will take turns sharing your learning about the five different elements.

Comment: Share one important idea from your discussion in your mixed group. Explain why you think it is important. Read other students' comments and comment on 1-2 that you thought were interesting, explaining why. Start with @Name so they know that you are commenting on their comment.

For the Teacher

 Purpose

This update focuses on developing a metalanguage for the elements of visual arts and deepening understanding of these elements through practical activities.

Teaching Tips

As a whole class watch the video "Elements of Arts"

The elements of visual art include:

  • Line
  • Shape and Form
  • Perspective
  • Colour
  • Texture

Briefly discuss the different elements and terminology used as this can change and in this video  shape and form are linked together.

Form expert groups:

Students will become the experts by working in groups of five to research the same element and gaining a deeper undertanding of this element while developing their own practical activity to share with other students in their second mixed element group.

To teach their own element students will require a range of resources to demonstrate their element through a practical activity.

Links to Banksia Bonds

Ask students to thank each person before moving to the next person in the group. Discuss the challenge of teaching each other a new skill or idea.

5.3: Analysing the Elements of Visual Arts

For the Student

Learning Intention: To understand the effects of colour line, shape, form and texture in visual arts.

Success Criteria: 

  • I can identify examples of  colour, line, shape, form and texture in visual arts.
  • I can discuss the effects of colour, line, shape, form and texture in visual arts.
  • I can discuss why people like looking at art.
  • I can discuss why people like creating art.
  • I can reflect on what I have learned through a comment.
  • I can comment on other students' comments.

As a class, let's complete the chart about our artworks.

Think about the artworks that you presented in our last lesson. Then with a partner, in a Think-Pair-Share, discuss the colours you saw someone else use. We will record that in the "Example" column. Now think about "How did that make you feel?" Record that in the "Effects" column.

Visual Arts Elements Examples Effects
Colour    
Colour    
Colour    
Line    
Line    
Line    
Shape    
Shape    
Shape    
Form    
Form    
Form    
Texture    
Texture    
Texture    
     
     
     
Elements of Visual Arts

After completing the chart, in an Inner-Outer Circle, discuss:

  • Why is it important to use different colours?
  • Why is it important to vary line?
  • Why is it important to vary shape?
  • Why is it important to vary form?
  • Why is it important to vary texture?
  • Why is it important to create different artworks?'
  • Why do we like to create artworks?
  • Why do we like to look at artworks?

Comment: Share one important idea from your discussion in the Inner-Outer Circle activity. Explain why you think it is important. Read other students' comments and comment on 1-2 that you thought were interesting, explaining why. Start with @Name so they know that you are commenting on their comment.

Fig. 5.3: The elements of design

 

For the Teacher

Purpose

 In this update, students deepen their understanding of the elements of visual arts through analysing the effects of using the elements and reflecting on their own artworks. The focus is on metacognition as students develop their understandings of the elements of visual art so they can apply them when they create their own artworks. It also includes prompts about the relevance of their learning.

Teaching Tips

 Use Think-Pair-Shares to ensure each student is involved in thinking about the visual arts elements and their effects. This is the "Analysing Functionally" activity. Show the chart on the whiteboard/SmartBoard/paper to model and scaffold for students as they complete their own charts. Students copy this onto the worksheet that they are given and then work in pairs to add 2 more examples from tthe art activities in the previous update.  Follow this process for each of the elements. 

Effects might include:creat a particular mood/atmospher, tension, happiness, emotions, focus attention, create a viewing path, emphasise and communicate a particular idea/theme etc.

The Inner-Outer Circle (see description below) is the "Analysing Critically" activity. As well as reflecting on the four visual arts elements, the question prompts link to the significance of art in our lives and the relevance of this learning. You can add more questions.

In the Inner Outer Circle activity, students can move right or left upon the teacher's direction. Vary who goes first and allow 30 seconds for thinking and then 1 minute for each person to respond to the question. Keep it moving and make it fun. 

Links to Banksia Bonds

 Ask students to thank each person before moving to the next person. Give a little more time to the last 4 questions as they are essential to understanding the relevance of this learning to students' own lives and an appreciation of diversity and tolerance.

6.1: Banksia Meeting Place

For the Student

Learning Intention

To develop and apply techniques and processes when making  artworks.

Success Criteria

  • I can explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts.
  • I can plan display of artworks to enhance their meaning for an audience.
  • I can reflect on what I have learned through a comment.
  • I can comment on other students' comments.

Look at various "Meeting Places".

What different cultures have we looked at? How is your culture same/different?

 

For the Teacher

 Purpose

Students will take on the role of a visual artist. They will  draw on their own experiences and the work of other artists  to generate ideas and create artwork.

Students will develop/generate their own piece of artwork through their  different social, cultural and historic contexts.This will be combined with all  Banksia Year 5/6 students to make a "Banksia Meeting Place" art piece on the concrete floor at the entrance to the Banksia Unit.

Teaching Tips

Discuss student's diverese backgrounds and connect with the "Coat of Arms" they produced earlier in Term One.

Discuss how visual art conventions communicate meaning- reflect on artworks from different cultures.

Take students to the area to be painted and discuss on how each student can contribute.

Concrete to be prepared and painted one colour- borders added by students.

Each student given a xxxxxcm by xxxcm paper to plan their design

What could be included- what should not be included e.g.

No sporting teams, violence, inappropriate figures

Links to Banksia Bonds

Respecting diversity and sharing our own story.

7. Passion Projects

For the Student

Learning Intention

To demonstrate what I have learned about the arts through a performance/presentation.

Success Criteria

  • I can 
  • I can reflect on what I have learned through a comment.
  • I can comment on other students' comments.

For the Teacher

 

Purpose

Teaching Tips

Links to Banksia Bonds

Acknowledgements

Title: (Source); Fig. 1.3: Dynamics (Source); 2.1: Indonesian dance (Source); Fig. 2.2: Africa Drums (Source); Fig. 2.3: Cartoon Band (Source); Fig. 4.2: Cartoon Stage (Source); Fig. 5.1a: Van Gogh (Source); Fig. 5.1b: Utagawa Kunisada (Source); Fig. 5.1c: Picasso (Source); Fig. 5.1d: Mambila figure (Source); Fig. 5.3: Elements of Design (Source);