EDUP3008 Creative Arts Reflective Scrapbook
92 views | +0 today
Follow
Your new post is loading...
Your new post is loading...
Scooped by Miriam Gergie
Scoop.it!

Week 1: Introduction - Lecture

video of the "Tropfest Jr." that was viewed for Media Arts.

Miriam Gergie's insight:

In the introductory lecture to Creative Arts, we were introduced to Media arts. This lead to an insight into the many ways media arts can have connections to not only a wide range of films, but also personal connections through a concept. Watching the Tropfest Jr. film, you start to grasp the idea and importance of utilizing different camera angles and concepts and how they really are the cores to a finished product. As Pitner (2008) stated that ”Media education celebrates modern society, awash in a constant barrage of information” (pg. 93). I truly believe that after going to the lecture, that Media Arts could potentially be an important part of the curriculum in education. I feel as though this could give students a platform to critically analyse and appreciate the aesthetic qualities of all kinds of media, as a result, use it in creative processes as with any other of the art forms (Thomas, 2007, Pg. 93). Entering this years creative arts unit, i'm looking forward to experiencing different concepts and aspects of art.

 

References:

 

Gibson, R., & Ewing, R. (2011). Transforming the curriculum through the arts. South Yarra, Vic: Palgrave Macmillan. 

 

more...
No comment yet.
Scooped by Miriam Gergie
Scoop.it!

Media Arts: Week 3 - Production

Media Arts: Week 3 - Production | EDUP3008 Creative Arts Reflective Scrapbook | Scoop.it

Production day! Filming process of our short film which incorporates video, props, direction - Red Pusuit

Miriam Gergie's insight:

This week we began shooting our short films that we had been planning. We were given storyboards so we had a basis of the outline and shooting sequence we wanted each shot to be in. Using tools such as storyboards is an effective way not only for sequencing the shoots, but also for monitoring and thinking about the different angle shots that each scene requires enhancing the quality of the final product. “In the digital world of our students, teachers need to take full advantage of technology to promote student learning” (Ewing & Gibson, 2011). For future classroom implementation, I strongly believe utilizing the art of Camera’s in the classroom will potentially enable engagement. However, thinking about this topic, Media Arts would be suitable for a stage 3 year group. Utilizing scaffolds for students to use whilst filming will give students the experience of thinking about shot types before and after filming.

 

 References:
Gibson, R., & Ewing, R. (2011). Transforming the curriculum through the arts. South Yarra, Vic: Palgrave Macmillan.  

more...
No comment yet.
Scooped by Miriam Gergie
Scoop.it!

Music: Week 5 - Performance - Playing

Music: Week 5 - Performance - Playing | EDUP3008 Creative Arts Reflective Scrapbook | Scoop.it

Different percussion instruments we used in our first music workshop.

 

Miriam Gergie's insight:

"Music has a power of forming the character and should therefore be introduced into the education of the young" - Aristole (DCMS, 2012).


This week was our first music workshop for the unit. As music has been apart of our unit for the past 2-3 years, i feel as though music should have more appreciation within the school curriculum as i didn't have much experience with it during my time at school. We had the opportunity to play around with some of the instruments, that lead into splitting up the class into different sections to play soprano, alto, tenor and bass to play to a piece of music. I feel as though incorporating many of the activities we did in this workshop would be really powerful to students as seen from the quote above, will be able to access their creativity through the motion and story of music. Music will give students the opportunity have an understanding of cultural change and difference (Ewing & Gibson, 2011, pg. 112) through the meaning of instruments. As a future teacher, this is an excellent way to teach students basic melodies through the use of instruments and would also makes students confident and comfortable within the learning environment. 

 

References:

Gibson, R. & Ewing, R. (2011). Transforming the curriculum through the arts.South Yarra: Palgrave Macmillan. 

more...
No comment yet.
Scooped by Miriam Gergie
Scoop.it!

Music: Week 7 - Listening to sound

Music by "Camille Saint-Saens " - The swan.

Miriam Gergie's insight:

Technology has been an essential part in today's society and is a big part in education. Using a range of technologies in music enhances students creativity through understanding the elements of music. This weeks workshop was purely focused on listening to a range of music and how this can tell us a story or how we imagine the sound to be like. We listened to an instrumental piece, “The Swan - Camille Saint-Saens”. We had to listen and analyse the different type of music elements it incorporated such as, acapella, tone colour, rhythm, dynamics. This would be a great activity to implement in the classroom as students have the opportunity to interpret the elements of music and express their feelings not only through spoken, but written language as well. Gulbenkian (1982) states “music is another way of knowing and expressing ideas, moods and feelings” (pg. 112). Implementing activities such as these in the classroom would access student’s creativity and how they imagine and think about the different sounds that music can be formed into.

References:
Gulbenikan, C. (1982). The Arts in Schools - Principles, practice and provision. University of Warwick, London.  

 

more...
No comment yet.
Scooped by Miriam Gergie
Scoop.it!

Dance: Week 9 - The body

Video above was viewed in our first workshop to give examples of using the body as art. 

Miriam Gergie's insight:

Through Dance, students represent, question and celebrate human experience, using the body as the instrument and movement as the medium for personal, social, emotional, spiritual and physical communication (Iris McGill, 2014). 

 

The quote above is highly effective and gives an insight into the importance of incorporating dance within the creative arts curriculum as a future teacher and as students can think of using their bodies as a paintbrush in Art. This week was our first dance workshop. We began a discussion as how our bodies can be used as a tool and “exploring idea’s through movement”. There were 5 basic body actions that were introduced, " turn, jumping, travelling, balance/stillness, gesture". These were used as examples to show how basic body movements can have meaning. As a future teacher, implementing activities such as follow the leader, will allow students to have an understanding of this concept and interpret the meaning of body movements. The video above which was viewed in the workshop is also a good example to show students the different dynamics these dancers use to create meaning.

References: 

McGill, I. (2014). Notes of Tutorial: Creative Arts, 2014.

 

Pilobolus Dance (2010, August 31). Pilobolus in a Hyundai Santa Fe Commercial – “Life Shapes” [Video file]. Retrieved from http://www.youtube.com/watch?v=77hE5CLyRSA

 
 

more...
No comment yet.
Scooped by Miriam Gergie
Scoop.it!

Dance: Week 11 - Space and Personal Space

Dance: Week 11 - Space and Personal Space | EDUP3008 Creative Arts Reflective Scrapbook | Scoop.it

The photo above is the stimulus my group was given to create a concept/dance around. 

Miriam Gergie's insight:


This weeks workshop, we used visual stimuli to create our choreography. This involved pathways, personal and general space, direction, levels and dimensions. It is important that teachers create activities where students can creatively use their bodies as a form of art. "Using visual stimulus for creating dance movement can be a powerful tool for combining aspects of the elements of dance" (Dance Capital, 2012). Providing students with stimuli enables many opportunities for students to compose dance routines focusing on space. Looking at the picture above; of the shell, using this stimulus, we had to think of different concepts and the way you can use an object to develop students thinking through the use of our bodies. As future teachers, enabling students to use this process could be beneficial as it can be scaffolded to enable students to interpret their own meaning of the stimuli in relation to space. 

 

References:

 

Dance Capital. (2012). Using visual stimulus. Retrieved May 20, 2014 from http://www.dancingcapital.com/index.php/dance-lessons/combination-lessons/85-visual-stimulus 

 

 

more...
No comment yet.
Scooped by Miriam Gergie
Scoop.it!

Media Arts: Week 2 - Prodcution

Media Arts: Week 2 - Prodcution | EDUP3008 Creative Arts Reflective Scrapbook | Scoop.it

Production day! Using cameras, props and characters to film our movie - Red Pursuit.

Miriam Gergie's insight:

This week it was all about the production of film. We learnt that there are three P’s: Pre-production, production and post-production. We learnt that these steps are essential for creating and perfecting a film from beginning to end; first step was Pre-production. After forming our groups, we had to outline the concept, intent, character and setting of our film to help build up the overall idea and concept of the film using a model or outline as shown above. Buckingham (1990) maintains that “children begin school with a high level of existing knowledge of media materials and messages.” (pg. 94). I believe that giving students a scaffold such as the visual portrait of a story (picture above) would be a very effective tool to help students build and create their ideas. Furthermore, as a future teacher, I would love to adapt some of these ideas into my own classroom and watch the way students use their imaginations. 

 

References

 Ohler, J. (2003). Visual portrait of a story. Retrieved March 16, 2014, from http://www.jasonohler.com/pdfs/VPS.pdf ;

 

Gibson, R., & Ewing, R. (2011). Transforming the curriculum through the arts. South Yarra, Vic: Palgrave Macmillan. 

 

more...
No comment yet.
Scooped by Miriam Gergie
Scoop.it!

Media Arts: Week 4 - Post-Production

Media Arts: Week 4 - Post-Production | EDUP3008 Creative Arts Reflective Scrapbook | Scoop.it

Editing process from our short film - Red Pursuit

Miriam Gergie's insight:

As this was our final Media Arts lesson, we began to edit the scenes we have captured over the past few weeks on the computers utilizing apps such as iMovie. Whilst editing, we had to think about compositions such as, timing, effects, sound and music that will enhance our films and create audience attention. Editing our work was incorporated so we could show the class a preview of our overall edited films to the class and so we could receive feedback from our peers. This could work well in a classroom as they visualize and critically think about each scene and the concept.  I found this process great and is something I would love to implement in my future classroom as it not only creates engagement, but as RMIT University has stated that "Peer assessment are key strategies to involve students in taking more responsibility for their own learning" (RMIT, 2006).  

 

References:

RMIT University. (2006). Self and Peer assessment. Melbourne: Author.  

more...
No comment yet.
Scooped by Miriam Gergie
Scoop.it!

Music: Week 6 - Singing and moving

"We've got the Music" piece we sung along too to grasp the concept of "pitch and tone" 

Miriam Gergie's insight:

In this weeks workshop, the focus was on developing vocal techniques used when singing. We discussed how posture can improve your vocal chords and pitch when it comes to singing. To adapt, we sang the song “We've got the music” and went through the steps of high/low pitch, tone colour and dynamics to grasp the concept of singing. Although Implementing an activity such as this in my future classroom, many students would feel shy or self conscious. The DETA believes that "Musical experiences also provide opportunities for children to explore the elements of music such as beat, rhythm and tempo" (DETA, 2012). Incorporating dance into music can work well with singing. Having students create movements to the rhythm and beat of the music not only enhances engagement, but it will also give students a further understanding of music. Implementing something like this in my future classroom would be an interesting approach to see the way students sing and move to the rhythm to a wide variety of music. 

References:

Department of Education, Training and Employment. (2012). Movement, music and play - resource sheet. Retrieved May 30, 2014 from http://deta.qld.gov.au/earlychildhood/pdfs/tip-sheets/movement-music-play.pdf ;

more...
No comment yet.
Scooped by Miriam Gergie
Scoop.it!

Music: Week 8 - Integrating music to other KLAs

Music: Week 8 - Integrating music to other KLAs | EDUP3008 Creative Arts Reflective Scrapbook | Scoop.it

Picture above was from the final music workshop tutorial to show how music can link to other KLAs.

 

Miriam Gergie's insight:

In this weeks tutorial, we brainstormed ways that music can be link to different KLAs across the curriculum. As future primary teachers, it is important that we do so to create connection for students throughout different topics. The picture above shows different ways that music can be connected through the curriculum. Looking at the text such as "Henry and Amy" and creating sounds to express words shows a strong link between English and Music and how using words can be expressed through music. For example, thinking about mathematics concepts such as 'patterning' which is something that reflects the structure of music (Ewing & Gibson, 2011, pg. 125). As a group we did this and used the iPad app "Garage band" and instruments to create a story from an exert of the book. Implementing different KLAs in music as well in the creative arts unit, will definitely engage students to broaden their knowledge and use new perspectives to produce these meanings. 


References:

Gibson, R., & Ewing, R. (2011). Transforming the curriculum through the arts. South Yarra, Vic: Palgrave Macmillan. 

 

more...
No comment yet.
Scooped by Miriam Gergie
Scoop.it!

Dance: Week 10 - Effort and Dynamics

The video above is the dance based around "Effort and Dynamics" that was created in the workshop. 

Miriam Gergie's insight:

“Dance knowledge is based on the language of dance, which is a symbol system that can be read, interpreted and written” (DET, 2005).

 

In this weeks tutorial, we looked at ‘effort’ and ‘dynamics’ through incorporating the key words ‘energy, force and movement quality’. Using stimulus for words such as 'dart/dash' can emphasis the power through body movement and build up from concepts such as "strong/sustained, light/sustained, light/flow/smooth'. Using words such as these in a classroom can be highly effective as it utilises the way students think of these actions and how they interpret the words through expression. As seen in the video above, as a class, we created a whole dance concept called 'Revolting Children', which revolved around the overall concepts that we explored in the workshop. Furthermore, reflecting on the quote above, this has proven that this will definitely be very beneficial in a classroom setting, as it links well with the English KLA and interpreting the way words can be expressed into an art form through the use of the body. 

Department of Education and Training. (2005). Curriculum Support: PDHPE. Sydney: Author. 

Holt, E. (2014, May 17). Revolting Children [Video file]. Retrieved from http://www.youtube.com/watch?v=Fueeu0Qvhvw&feature=youtu.be 

 

 

 

 

more...
No comment yet.
Scooped by Miriam Gergie
Scoop.it!

Dance: Week 12 - Connecting dance and Literacy

Dance: Week 12 - Connecting dance and Literacy | EDUP3008 Creative Arts Reflective Scrapbook | Scoop.it

The picture above was taken during the final dance tutorial. This was the basis for our dance concepts.

Miriam Gergie's insight:

"Dancing together illustrates the ultimate in aesthetic and visible rendering of coming together, being in one another’s heads and bodies, and joining in mutual support and interdependency (Ewing & Gibson, 2011, pg. 14).

 

As this was our final dance workshop for the unit, the aim was to adapt to our teaching skills and compose our own dance in groups revolving around a chosen concept. The main concept of our theme was "acceptance". our intent was to show a woman trying to fit into a workplace where majority are men, and at the end they're accepting of her. It was important that we utilised an issue that is present in today's society. However, due to time constraints, it was difficult to juggle the time, choreography and music together. Although, this made me reflect on the importance of scaffolding for my future students to reach their outcomes. Activities such as this could be implemented having a link to the English KLA, where students choose are given a word, and they have to find their opposite pair through body movements. This is something i felt was very effective and worth utilising in my future classroom as the use of literacy and dance can compose meaning. 

References:

Gibson, R., & Ewing, R. (2011). Transforming the curriculum through the arts. South Yarra, Vic: Palgrave Macmillan. 

 

more...
No comment yet.