ESH130 Lecture Notes - Lecture 8: Developmental Psychology, Color Space, Rainbow Serpent

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Text:& Chapter&9
Readings
Notes
What%are%Learning%Centres?
---Learning& centres& are& discreet& physical& spaces& in&the& classroom& set& up&to& enable&
students& to&work&independently& of&the&teacher& in&the&completion& of&self-paced& tasks.&
Learning& centre& tasks& in&music& education& may& include:& composing& or&creating&
activities,& performing&activities& or&listening& activities*.&
---Learning& Centres& “consist& of&designated& areas& in&the& classroom& where& children&
explore& a&range& of&ideas& and& materials& in& arriving&independently& at& a& solution&to& a&
problem.&Through&such&challenges& children&are&able& to&exercise& choice,& take&
responsibility&for&their&decision-making& and& work&at& their& own&pace…learning& centres&
are&effective& in&promoting&a&child-centred& rather& than& a& teacher-centred& learning&
environment”.&
Barrett,% M.%(1996).%Learning%centres% in%music% education.%Launceston:% Uniprint.
*In& Visual& Arts&learning& centre& experiences& may& include:& designing& ideas,& and&
experimenting& with& and&using& different& materials.
The% Six%Characteristics% of%Learning% Centres
1.&They& are&self-paced The&student& learns& at&their&own& pace& and&thus& may& take&their&
time& in&processing& the&learning& embedded& in&the&task.&There& should&therefore& not&be&
a&time& limit.
2.&They& enable& connections& to&be&made. Enable& students& to&make& conceptual&
connections& between& learning& in&ostensibly& disparate& areas& of&learning,& thus& enabling&
students& to&challenge& and&expand&their&own&existing&schemas.& Learning&in&one&area&of&
the&arts&or&another& area& of&the&curriculum& may& be&reinforced& through&a&learning&
centre& activity.
3.&They& are&self-directed.& Through&carefully& prepared& tasks& students& are&encouraged&
to& learn&independently& of&the&teacher.& Thus& learning&centres& encourage& students& to&
learn&independently& of&direct& adult&supervision,&sometimes& learning&collaboratively&
with& their&peers.& They& also&therefore& encourage& LEARNER& AGENCY.
4. They&are&authentic.& Students& are&encouraged& to&engage& in&learning&AS&
‘artist/creator’& and& AS&‘performer/presenter’& rather&than& to& engage& in&learning&
ABOUT&artists/composers& and&performer/presenters,& they&therefore&seek& to&
integrate& four&central& artistic& processes& explore,& create,& present& and&refine.&
5.&They& may&be& framed&as&‘problem-solving’.& Students& are&encouraged& to&solve&
authentic& arts&‘problems’,& such&as& how&may&I&compose& a&piece& of&music&that& relates& to&
a&poem& I&like?&OR&how&can&I&paint&a&piece& that&reminds&of&a&feeling?& OR&How&can&I&
create& a& tableaux& through& which& I&can& tell& a&story?& THEY& ARE&ENCOURAGED& BY& THE&
NATURE& OF&THE& TASK& TO&THINK& AND&ACT& AS&ARTIST
6. They&are&process& based.& Learning& centres& do&not&determine& an& outcome.& The& point&
of&them& is&that&students& have&many& possible&solutions&to&tasks.&They&offer&students&
opportunities& to&focus&on&processes& rather&than&products.& They&offer&many&valid&
‘endpoints’& with&the&processes& students& employ& reinforcing&the& principle&of&‘process&
over&product.& This&is&DIVERGENT& learning.&
Learning% Centres% promote% Multiple% Intelligences
---Learning& centres& develop& and& encourage& students& to& use& multiple& intelligences.&
Howard&Gardner&(Harvard&University)& is&a&developmental& psychologist& who&came& to&
public&attention& with&his&theory&of&multiple& intelligences& published&as&Frames% of%Mind%
(1983).&He&challenged& notions&of&Intelligence& particularly&the&limitations& of&
traditional& IQ&testing.& He&writes:&
‘There% is%an%alternative% vision%that%I%would%like%to%presentone% based%on%a%radically%
different% view%of%the%mind,%and%one%that%yields%a%very%different% view%of%school.%It%is%a%
pluralistic% view%of%mind,%recognizing%many%different% and%discrete% facets% of%cognition,%
acknowledging%that%people%have%different%cognitive%strengths% and%contrasting%
cognitive% styles.% I%introduce% the% concept% of% an%“individual-centered% school”% that%takes%
this% multifaceted% view% of%intelligence% seriously% (Gardner,&2015,&pp.&6-7).
‘why% does%the%contemporary% construct% "intelligence"% fail%to%take% into%account%large%
areas%of%human%endeavor?’%(Gardner,&2015,&p.&8).
Gardner,&H.&(2015).&Multiple& Intelligences.& Retrieved& from:&
http://howardgardner.com/multiple-intelligences/
The% Seven*%Multiple% Intelligences
Intelligence& Type Capability& and&Perception
1.&Linguistic Words&and&language
2.&Logical-mathematical Logic& and&numbers
3.&Musical Music,& sound,&rhythm
4.&Bodily-kinaesthetic Body&movement& control
5.&Spatial-visual Images& and&space
6.&Interpersonal Other&peoples&feelings
7.&Intrapersonal Self-awareness
Table& 9.4&in& your&text& book.
*An&eighth& multiple& intelligence& has& been& proposed& ‘naturalistic
Ideas% for%using%Learning%Centres% in%the%Classroom
---Set&up&as&many&learning&centres& in&your&classroom& as&you&can.&These& should&be&
located& in&a&separate& area&of&your&class&and&be&setup&with&their&own&tables& and&all&of&
the&necessary& equipment,& task&cards& and& other& resources& to& hand.&
---Schedule& learning&centre& time& for&ALL&students& to&be&involved&in&learning&centres&
during&the&week.&
---At&the& start&of&the&week& schedule& a&time& when&you&can&introduce&each& learning&
centre& to& the& class.& During& this&session& discuss& with& students& each& of&the& learning&
centres& and& demonstrate& possible& ways& of&approaching& them.& This& ensures& that& they&
will& be&able&to& engage& in&learning&with& minimal& or&no&assistance& from&you.&
---At&the& end&of&the&day&or&week& schedule& a&time& for&students& to&demonstrate& the&
ways& in&which&they& engaged& with& the&learning& centres& to&the&rest&of&the&class.&
Learning% Centres% and%Integration
---You& can&design&learning& centres& in&ANY& area& of&the& curriculum&from&Numeracy& to&
Music.
---But&learning&centres& are&not&just&limited& to&one&curriculum&area,&they&can& also&be&
integrated& so&that&more&than&one&curriculum&area&is&taught& at&the&same& time.& This&
approach&is&often& referred&to& as& ‘integration’.& For&example:& Geography& and&Numeracy&
can& be& integrated& into& one&learning& task;& or,&Music& and&Visual& Arts&can& be&integrated&
in&one&learning&task.
---At&this&stage& of&your&development,& and&for&Assessment& Task&2,&you&are&required&to&
make& a&learning& centre& that& integrates& Music& and&Visual& Arts.&
---When&you&develop&your&integrated& Arts&learning&centre& it&MAY&also&link&to&another&
curriculum& area.& For&example& you&may& start& with& a& book&and&translate& the& story&into&
music& and&pictures.& In&this& case& the& other& curriculum& area& would& be& Literacy.& This&is&
NOT& required& by&the& task,& but& many& people& find&this& a& helpful&way& to& start& their&
learning&centre.& Anything&can&be&used&for&this:& a&book,&a&poem,& an&idea,& a&video…
Designing%a%Learning%Centre
---The& pedagogical& underpinnings& of&learning& centres& are:&student%investigation,%
experimentation% and%independent%learning.&They& are&conceived& as& independent
learning&projects.& They&contain& all&of&the&materials& and&instructions& to&be&completed&
by&students& without& reference& to&the&teacher.
A&well-designed& Learning&Centre& includes:
1.&Essential& information&including&a&title,& and&an&age&or&grade&level.&
2.&A&step-by-step,& age-appropriate& instructions& card&(for&students).
3.&A&scope&and&sequence& and&rationale& (for&the&teacher).
4.&Specific& links&to&curriculum,& making&and&responding&(for&the&teacher).
Designing%a%Learning%Centre% basic%example
Student& Instructions& Card
COLOURS&OF&SOUND
-In&your&group&listen& to&the&music& provided:&‘Djarimirri’&by&Gurumil.&You& may& listen&to&
it&as&many&times& as&you&want.
-Discuss& in&your&group&what& you&hear&in&the&music.& Listen& for:&instruments,& tempo&
(speed),& pitch&(high&and&Low)&and&dynamics& (soft&and&loud).
-Talk&about& what&colours& could& match& the&music& that& you&have&heard.&Is&the& music&
always& the&same?& Will&the&colours&change?
-Listen& to& the& music& again.& This&time& experiment& with& different& colours&on&the& scrap&
paper&provided.&You&may&like&to&use&chalk&making& hard&and&soft&marks,& and&smudging&
different& types&of&marks&to&represent& the& music&e.g.& smudged& lines&made&with&light&
colours& which& move& from& high&to&low& on&the& page& could&show& the& music& moving& from&
high&and&low.
Play&the&music& again&and&using&the&materials& make& marks&to&represent& the&different&
musical& elements& in&the& music& you&are& listening& to.
-Students& discuss&their&work&with&arts&language& (elements).&
Scope%and%Sequence
---When&you&set&up&a&learning&centre& it&is&important&to&have&a&clear& understanding&of&
what&students& do&(SCOPE),&and& the&order&in&which& they& do&it&(SEQUENCE).
---The& scope& and&sequence& should&be&written& in&plain& language& and&should&enable&
someone& to&get&a&quick&picture& of&what&students& ‘do’&and&the& sequence& of&their&
learning&in&the&task.& It&is&reasonable& for&a&scope& and&sequence& to&be&written& as&dot&
points.&For&our&example& Colours&of&Sound:&
-Through& listening& in&music& and&making& in&visual& art&this&learning& centre& encourages&
students& to&make& connections& between& sound&and&colour.&They& respond&in&music&
(listening)& and&make& in&visual&art&(drawing).& (Scope).
-Students& listen&to&the&piece& of&music,& discuss&the& musical& elements& used&by&the&
composer& and&their& emotional& response& to&them& (Sequence).&
-Students& listen&again& to&the&piece& of&music,& this&time& drawing/painting& (making)& in&
response&to&the&music& (Sequence).&
-Their& drawing/painting& may& be&a&representation& of&their& auditory& experience&
(Sequence).&
Rationale
A&good&learning&centre& will&provide&a&rationale&that& supports&the& value&of&the&task&to&
student& learning.&This&is&about&describing& the&value&of&the&task&to&student& learning&
through&such& understandings& as& learning& in&and&through& the& arts& and&research& that&
supports&this&(the&why).&Also&ensuring&that& two&components& of&the&centre& are&valid&or&
of&quality:& 1)&The& music&and&visual&learning& included&in&the&task&(the&what);& and&2)&The&
pedagogy& employed& for&students& to&complete& the&learning&(the& how).
---The& why:& This& includes:& learning&‘in’& and& through&the& arts,& authentic& arts&learning,&
cultural& diversity,& learner& agency,& student-centred& learning,& and& links&to& general&
capabilities& or&cross-curriculum& priorities.& For&example& Colours&of&Sound:& Learning& ‘in&
the&arts:&Music:& listening& to&music,&identifying& the&elements& of&music.& Visual& arts:&use&
of&line,&shape,& colour&space,& texture,& all&through&the& drawing/painting.& Also&there& is&
an&opportunity& for&students& to&develop& a&sense& of&‘flow’&in&the&moment& of&listening,&
and/or&drawing/painting.& Learning&‘through’& the&arts:&social& skills&through&discussions&
with& peers,& problem&solving&through&drawing/painting& an&emotional& response.& This&
task&represents& authentic& arts& learning& and&student-centred& learning& because& it&
positions&the&student& as&an&artist&and&as&an&audience& and&the&learning&is&divergent&
with& many& possible&outcomes.& There& are&no&immediate& links&to&general& capabilities& or&
cross& curriculum& priorities.
---The& what:& Valid& learning.& This& is&about& ensuring&that&the&elements& of&making’& and&
‘responding’&are&included& in&the&learning&centre.&
In&Music& this&means& any&of,&or&a&combination& of:&listening,& creating& and&performing,&
plus&learning&in&the& elements& of&music&in&some&way:& Pitch,&Duration,&Harmony,&
Structure,& Dynamic,& Tone&colour,&Texture& and/or&Tempo.&
In&Visual& Arts&this&is& about&creating& with& the&elements& and&principles& of&art&and&
design.& The&elements& of&art&and&design&include:& Line,& Colour,&Value/Tone,&
Shape/Form,& Space,& Texture,& Time& and&Motion;& and&the& principles&of&art&and&design&
include:& Repetition/Pattern,& Balance,& Emphasis,& Contrast,&and&Unity.
---Colours&of&Sound.&Music.& Students& listen&to,&identify&and&discuss&the&elements& of&
music& in&the& music& they& listen& to.& This&could& be& done& using&a& worksheet.& Students&
should&be&encouraged& to&use&arts&language& in&their&writing&and&discussions.& Students&
could& discuss& the& use& of&elements& in&the& song.& The& story&of&a& rainbow&serpent& and&the&
colours& of&the& rainbow&and& the& dreamtime& story,& and&the& mood&of&the& music.&
---Colours&of&Sound.&Visual&Arts.&Students& make&through&drawing,&experimenting& with&
elements& and& principles.& Students& experiment& with& chalk& pastels& using& these& to&make&
different& types&of&line&including&smudged,& hard&and&soft.&Students& may&explore&colour&
through&combining& different& chalk& pastels.& The&same& activity& could&them& be&
undertaken& with&a&different& set&of&materials& such&as&paint.&
---The& how:&Valid& Pedagogy.&This&is&about& learner& agency& and&authentic& learning.&
Students& need&to&learn&in&‘constructivist’& ways&that& are&authentic& to&the&art&forms&and&
that& support&their&development& of&positive&agency.&
SPECIFIC%links%to%Curriculum
If&your&learning&centre& is&in&the&F-6&range&then&you&must&include& reference& to:&The&
Australian&Curriculum&band&descriptions,& content& descriptions& and&elaborations& for&
Music&and&Visual&Arts,&the&‘elements’& of&both,&and&Making&(ACANUM,& and/or&
ACAVAM)&and&Responding&ACAMUR&and/or&ACAVUR&)&should&be&included& and&linked&
specifically& to&your&learning&centre.
---Colours&of&Sound.&Music.& Students& listen&to,&identify&and&discuss&the&elements& of&
music& in&the& music& they& listen& to.& F-2&ACAMUR083.&‘Respond& to&music& and&consider&
where&and& why&people& make&music,& starting& with&Australian&music,& including&music& of&
Aboriginal&and&Torres&Strait&Islander& Peoples.&
-sharing&constructive& observations& about&music& from&a&range&of&cultures&as&a&
performer&and&audience& member
-describing& shapes,&patterns,& form&or&mood&of&pieces& of&music&using&their&own&words&
and&learnt& music&terminology’.
---Colours&of&Sound.&Visual&Arts.&Students& make&through&painting&or&drawing,&
experimenting& with& elements& and& principles.& F-2&ACAVAM107.&‘Use& and&experiment&
with& different& materials,& techniques,& technologies& and&processes& to& make& artworks
-exploring& a&range& of&natural& and&man-made& materials& and&technologies& to& visually&
express& their& experiences,& for&example,& paint,& pencils,& ink,&sand,& photography& and&
graphically’.
Notes& from&Learning& Centres& in&Music& and& Visual& Arts&Education& Lecture
Week$8-Learning$Centres$in$Music$and$Visual$Arts$
Education
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Text:& Chapter&9
Readings
Notes
What%are%Learning%Centres?
---Learning& centres& are& discreet& physical& spaces& in&the& classroom& set& up&to& enable&
students& to&work&independently& of&the&teacher& in&the&completion& of&self-paced& tasks.&
Learning& centre& tasks& in&music& education& may& include:& composing& or&creating&
activities,& performing&activities& or&listening& activities*.&
---Learning& Centres& “consist& of&designated& areas& in&the& classroom& where& children&
explore& a&range& of&ideas& and& materials& in& arriving&independently& at& a& solution&to& a&
problem.&Through&such&challenges& children&are&able& to&exercise& choice,& take&
responsibility&for&their&decision-making& and& work&at& their& own&pace…learning& centres&
are&effective& in&promoting&a&child-centred& rather& than& a& teacher-centred& learning&
environment”.&
Barrett,% M.%(1996).%Learning%centres% in%music% education.%Launceston:% Uniprint.
*In& Visual& Arts&learning& centre& experiences& may& include:& designing& ideas,& and&
experimenting& with& and&using& different& materials.
The% Six%Characteristics% of%Learning% Centres
1.&They& are&self-paced The&student& learns& at&their&own& pace& and&thus& may& take&their&
time& in&processing& the&learning& embedded& in&the&task.&There& should&therefore& not&be&
a&time& limit.
2.&They& enable& connections& to&be&made. Enable& students& to&make& conceptual&
connections& between& learning& in&ostensibly& disparate& areas& of&learning,& thus& enabling&
students& to&challenge& and&expand&their&own&existing&schemas.& Learning&in&one&area&of&
the&arts&or&another& area& of&the&curriculum& may& be&reinforced& through&a&learning&
centre& activity.
3.&They& are&self-directed.& Through&carefully& prepared& tasks& students& are&encouraged&
to& learn&independently& of&the&teacher.& Thus& learning&centres& encourage& students& to&
learn&independently& of&direct& adult&supervision,&sometimes& learning&collaboratively&
with& their&peers.& They& also&therefore& encourage& LEARNER& AGENCY.
4. They&are&authentic.& Students& are&encouraged& to&engage& in&learning&AS&
‘artist/creator’& and& AS&‘performer/presenter’& rather&than& to& engage& in&learning&
ABOUT&artists/composers& and&performer/presenters,& they&therefore&seek& to&
integrate& four&central& artistic& processes& explore,& create,& present& and&refine.&
5.&They& may&be& framed&as&‘problem-solving’.& Students& are&encouraged& to&solve&
authentic& arts&‘problems’,& such&as& how&may&I&compose& a&piece& of&music&that& relates& to&
a&poem& I&like?&OR&how&can&I&paint&a&piece& that&reminds&of&a&feeling?& OR&How&can&I&
create& a& tableaux& through& which& I&can& tell& a&story?& THEY& ARE&ENCOURAGED& BY& THE&
NATURE& OF&THE& TASK& TO&THINK& AND&ACT& AS&ARTIST
6. They&are&process& based.& Learning& centres& do&not&determine& an& outcome.& The& point&
of&them& is&that&students& have&many& possible&solutions&to&tasks.&They&offer&students&
opportunities& to&focus&on&processes& rather&than&products.& They&offer&many&valid&
‘endpoints’& with&the&processes& students& employ& reinforcing&the& principle&of&‘process&
over&product.& This&is&DIVERGENT& learning.&
Learning% Centres% promote% Multiple% Intelligences
---Learning& centres& develop& and& encourage& students& to& use& multiple& intelligences.&
Howard&Gardner&(Harvard&University)& is&a&developmental& psychologist& who&came& to&
public&attention& with&his&theory&of&multiple& intelligences& published&as&Frames% of%Mind%
(1983).&He&challenged& notions&of&Intelligence& particularly&the&limitations& of&
traditional& IQ&testing.& He&writes:&
‘There% is%an%alternative% vision%that%I%would%like%to%presentone% based%on%a%radically%
different% view%of%the%mind,%and%one%that%yields%a%very%different% view%of%school.%It%is%a%
pluralistic% view%of%mind,%recognizing%many%different% and%discrete% facets% of%cognition,%
acknowledging%that%people%have%different%cognitive%strengths% and%contrasting%
cognitive% styles.% I%introduce% the% concept% of% an%“individual-centered% school”% that%takes%
this% multifaceted% view% of%intelligence% seriously% (Gardner,&2015,&pp.&6-7).
‘why% does%the%contemporary% construct% "intelligence"% fail%to%take% into%account%large%
areas%of%human%endeavor?’%(Gardner,&2015,&p.&8).
Gardner,&H.&(2015).&Multiple& Intelligences.& Retrieved& from:&
http://howardgardner.com/multiple-intelligences/
The% Seven*%Multiple% Intelligences
Intelligence& Type Capability& and&Perception
1.&Linguistic Words&and&language
2.&Logical-mathematical Logic& and&numbers
3.&Musical Music,& sound,&rhythm
4.&Bodily-kinaesthetic Body&movement& control
5.&Spatial-visual Images& and&space
6.&Interpersonal Other&peoples&feelings
7.&Intrapersonal Self-awareness
Table& 9.4&in& your&text& book.
*An&eighth& multiple& intelligence& has& been& proposed& ‘naturalistic
Ideas% for%using%Learning%Centres% in%the%Classroom
---Set&up&as&many&learning&centres& in&your&classroom& as&you&can.&These& should&be&
located& in&a&separate& area&of&your&class&and&be&setup&with&their&own&tables& and&all&of&
the&necessary& equipment,& task&cards& and& other& resources& to& hand.&
---Schedule& learning&centre& time& for&ALL&students& to&be&involved&in&learning&centres&
during&the&week.&
---At&the& start&of&the&week& schedule& a&time& when&you&can&introduce&each& learning&
centre& to& the& class.& During& this&session& discuss& with& students& each& of&the& learning&
centres& and& demonstrate& possible& ways& of&approaching& them.& This& ensures& that& they&
will& be&able&to& engage& in&learning&with& minimal& or&no&assistance& from&you.&
---At&the& end&of&the&day&or&week& schedule& a&time& for&students& to&demonstrate& the&
ways& in&which&they& engaged& with& the&learning& centres& to&the&rest&of&the&class.&
Learning% Centres% and%Integration
---You& can&design&learning& centres& in&ANY& area& of&the& curriculum&from&Numeracy& to&
Music.
---But&learning&centres& are&not&just&limited& to&one&curriculum&area,&they&can& also&be&
integrated& so&that&more&than&one&curriculum&area&is&taught& at&the&same& time.& This&
approach&is&often& referred&to& as& ‘integration’.& For&example:& Geography& and&Numeracy&
can& be& integrated& into& one&learning& task;& or,&Music& and&Visual& Arts&can& be&integrated&
in&one&learning&task.
---At&this&stage& of&your&development,& and&for&Assessment& Task&2,&you&are&required&to&
make& a&learning& centre& that& integrates& Music& and&Visual& Arts.&
---When&you&develop&your&integrated& Arts&learning&centre& it&MAY&also&link&to&another&
curriculum& area.& For&example& you&may& start& with& a& book&and&translate& the& story&into&
music& and&pictures.& In&this& case& the& other& curriculum& area& would& be& Literacy.& This&is&
NOT& required& by&the& task,& but& many& people& find&this& a& helpful&way& to& start& their&
learning&centre.& Anything&can&be&used&for&this:& a&book,&a&poem,& an&idea,& a&video…
Designing%a%Learning%Centre
---The& pedagogical& underpinnings& of&learning& centres& are:&student%investigation,%
experimentation% and%independent%learning.&They& are&conceived& as& independent
learning&projects.& They&contain& all&of&the&materials& and&instructions& to&be&completed&
by&students& without& reference& to&the&teacher.
A&well-designed& Learning&Centre& includes:
1.&Essential& information&including&a&title,& and&an&age&or&grade&level.&
2.&A&step-by-step,& age-appropriate& instructions& card&(for&students).
3.&A&scope&and&sequence& and&rationale& (for&the&teacher).
4.&Specific& links&to&curriculum,& making&and&responding&(for&the&teacher).
Designing%a%Learning%Centre% basic%example
Student& Instructions& Card
COLOURS&OF&SOUND
-In&your&group&listen& to&the&music& provided:&‘Djarimirri’&by&Gurumil.&You& may& listen&to&
it&as&many&times& as&you&want.
-Discuss& in&your&group&what& you&hear&in&the&music.& Listen& for:&instruments,& tempo&
(speed),& pitch&(high&and&Low)&and&dynamics& (soft&and&loud).
-Talk&about& what&colours& could& match& the&music& that& you&have&heard.&Is&the& music&
always& the&same?& Will&the&colours&change?
-Listen& to& the& music& again.& This&time& experiment& with& different& colours&on&the& scrap&
paper&provided.&You&may&like&to&use&chalk&making& hard&and&soft&marks,& and&smudging&
different& types&of&marks&to&represent& the& music&e.g.& smudged& lines&made&with&light&
colours& which& move& from& high&to&low& on&the& page& could&show& the& music& moving& from&
high&and&low.
Play&the&music& again&and&using&the&materials& make& marks&to&represent& the&different&
musical& elements& in&the& music& you&are& listening& to.
-Students& discuss&their&work&with&arts&language& (elements).&
Scope%and%Sequence
---When&you&set&up&a&learning&centre& it&is&important&to&have&a&clear& understanding&of&
what&students& do&(SCOPE),&and& the&order&in&which& they& do&it&(SEQUENCE).
---The& scope& and&sequence& should&be&written& in&plain& language& and&should&enable&
someone& to&get&a&quick&picture& of&what&students& ‘do’&and&the& sequence& of&their&
learning&in&the&task.& It&is&reasonable& for&a&scope& and&sequence& to&be&written& as&dot&
points.&For&our&example& Colours&of&Sound:&
-Through& listening& in&music& and&making& in&visual& art&this&learning& centre& encourages&
students& to&make& connections& between& sound&and&colour.&They& respond&in&music&
(listening)& and&make& in&visual&art&(drawing).& (Scope).
-Students& listen&to&the&piece& of&music,& discuss&the& musical& elements& used&by&the&
composer& and&their& emotional& response& to&them& (Sequence).&
-Students& listen&again& to&the&piece& of&music,& this&time& drawing/painting& (making)& in&
response&to&the&music& (Sequence).&
-Their& drawing/painting& may& be&a&representation& of&their& auditory& experience&
(Sequence).&
Rationale
A&good&learning&centre& will&provide&a&rationale&that& supports&the& value&of&the&task&to&
student& learning.&This&is&about&describing& the&value&of&the&task&to&student& learning&
through&such& understandings& as& learning& in&and&through& the& arts& and&research& that&
supports&this&(the&why).&Also&ensuring&that& two&components& of&the&centre& are&valid&or&
of&quality:& 1)&The& music&and&visual&learning& included&in&the&task&(the&what);& and&2)&The&
pedagogy& employed& for&students& to&complete& the&learning&(the& how).
---The& why:& This& includes:& learning&‘in’& and& through&the& arts,& authentic& arts&learning,&
cultural& diversity,& learner& agency,& student-centred& learning,& and& links&to& general&
capabilities& or&cross-curriculum& priorities.& For&example& Colours&of&Sound:& Learning& ‘in&
the&arts:&Music:& listening& to&music,&identifying& the&elements& of&music.& Visual& arts:& use&
of&line,&shape,& colour&space,& texture,& all&through&the& drawing/painting.& Also&there& is&
an&opportunity& for&students& to&develop& a&sense& of&‘flow’&in&the&moment& of&listening,&
and/or&drawing/painting.& Learning&‘through’& the&arts:&social& skills&through&discussions&
with& peers,& problem&solving&through&drawing/painting& an&emotional& response.& This&
task&represents& authentic& arts& learning& and&student-centred& learning& because& it&
positions&the&student& as&an&artist&and&as&an&audience& and&the&learning&is&divergent&
with& many& possible&outcomes.& There& are&no&immediate& links&to&general& capabilities& or&
cross& curriculum& priorities.
---The& what:& Valid& learning.& This& is&about& ensuring&that&the&elements& of&making’& and&
‘responding’&are&included& in&the&learning&centre.&
In&Music& this&means& any&of,&or&a&combination& of:&listening,& creating& and&performing,&
plus&learning&in&the& elements& of&music&in&some&way:& Pitch,&Duration,&Harmony,&
Structure,& Dynamic,& Tone&colour,&Texture& and/or&Tempo.&
In&Visual& Arts&this&is& about&creating& with& the&elements& and&principles& of&art&and&
design.& The&elements& of&art&and&design&include:& Line,& Colour,&Value/Tone,&
Shape/Form,& Space,& Texture,& Time& and&Motion;& and&the& principles&of&art&and&design&
include:& Repetition/Pattern,& Balance,& Emphasis,& Contrast,&and&Unity.
---Colours&of&Sound.&Music.& Students& listen&to,&identify&and&discuss&the&elements& of&
music& in&the& music& they& listen& to.& This&could& be& done& using&a& worksheet.& Students&
should&be&encouraged& to&use&arts&language& in&their&writing&and&discussions.& Students&
could& discuss& the& use& of&elements& in&the& song.& The& story&of&a& rainbow&serpent& and&the&
colours& of&the& rainbow&and& the& dreamtime& story,& and&the& mood&of&the& music.&
---Colours&of&Sound.&Visual&Arts.&Students& make&through&drawing,&experimenting& with&
elements& and& principles.& Students& experiment& with& chalk& pastels& using& these& to&make&
different& types&of&line&including&smudged,& hard&and&soft.&Students& may&explore&colour&
through&combining& different& chalk& pastels.& The&same& activity& could&them& be&
undertaken& with&a&different& set&of&materials& such&as&paint.&
---The& how:&Valid& Pedagogy.&This&is&about& learner& agency& and&authentic& learning.&
Students& need&to&learn&in&‘constructivist’& ways&that& are&authentic& to&the&art&forms&and&
that& support&their&development& of&positive&agency.&
SPECIFIC%links%to%Curriculum
If&your&learning&centre& is&in&the&F-6&range&then&you&must&include& reference& to:&The&
Australian&Curriculum&band&descriptions,& content& descriptions& and&elaborations& for&
Music&and&Visual&Arts,&the&‘elements’& of&both,&and&Making&(ACANUM,& and/or&
ACAVAM)&and&Responding&ACAMUR&and/or&ACAVUR&)&should&be&included& and&linked&
specifically& to&your&learning&centre.
---Colours&of&Sound.&Music.& Students& listen&to,&identify&and&discuss&the&elements& of&
music& in&the& music& they& listen& to.& F-2&ACAMUR083.&‘Respond& to&music& and&consider&
where&and& why&people& make&music,& starting& with&Australian&music,& including&music& of&
Aboriginal&and&Torres&Strait&Islander& Peoples.&
-sharing&constructive& observations& about&music& from&a&range&of&cultures&as&a&
performer&and&audience& member
-describing& shapes,&patterns,& form&or&mood&of&pieces& of&music&using&their&own&words&
and&learnt& music&terminology’.
---Colours&of&Sound.&Visual&Arts.&Students& make&through&painting&or&drawing,&
experimenting& with& elements& and& principles.& F-2&ACAVAM107.&‘Use& and&experiment&
with& different& materials,& techniques,& technologies& and&processes& to& make& artworks
-exploring& a&range& of&natural& and&man-made& materials& and&technologies& to& visually&
express& their& experiences,& for&example,& paint,& pencils,& ink,&sand,& photography& and&
graphically’.
Notes& from&Learning& Centres& in&Music& and& Visual& Arts&Education& Lecture
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Document Summary

Week 8- learning centres in music and visual arts. Notes from learning centres in music and visual arts education lecture. --learning centres are discreet physical spaces in the classroom set up to enable students to work independently of the teacher in the completion of self-paced tasks. Learning centre tasks in music education may include: composing or creating activities, performing activities or listening activities*. --learning centres consist of designated areas in the classroom where children explore a range of ideas and materials in arriving independently at a solution to a problem. Through such challenges children are able to exercise choice, take responsibility for their decision-making and work at their own pace learning centres are effective in promoting a child-centred rather than a teacher-centred learning environment . *in visual arts learning centre experiences may include: designing ideas, and experimenting with and using different materials.

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