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Teaching the ArtsEarly childhood and primary educationTeaching the Arts: Early childhood and primary education provides a comprehensive and exciting introduction to Arts education in Australia and New Zealand. By illustrating the fundamental links between theory and practice, this book equips students with the skills and knowledge to teach the Arts in both early childhood and primary settings.

The book covers each of the five Arts strands – dance, drama, media arts, music and visual arts – in detail and demonstrates the continuum of learning from early childhood through primary. Each chapter encourages readers to engage with the Arts and provides opportunities to develop

understanding and practical skills through reflective questions, examples and activities.

Teaching the Arts draws important links to the Australian Curriculum, the New Zealand Curriculum, the Early Years Learning Framework and Te Whariki, and includes substantial references to indigenous histories and cultures, relationships with Asia, and sustainability. It also provides an in-depth exploration of the role of integration, cross-curriculum priorities, organisation, general capabilities and quality teaching in Arts education.

Generously illustrated and featuring excellent online resources at www.cambridge.edu.au/academic/teachingarts, Teaching the Arts is an indispensable resource for pre-service teachers.

David Roy is Lecturer in Education and Creative Arts at the University of Newcastle, New South Wales.

William Baker is Lecturer in Arts and Social Education at the University of Tasmania, Tasmania.

Amy Hamilton is Senior Lecturer in Visual Arts and Curriculum Studies at Flinders University, South Australia.

www.cambridge.org© in this web service Cambridge University Press

Cambridge University Press978-1-107-63620-0 - Teaching the Arts: Early Childhood and Primary EducationDavid Roy, William Baker and Amy HamiltonFrontmatterMore information

http://www.cambridge.org/9781107636200

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ForFraser Michael Roy,Janine,Ben






Teaching the Arts

Early childhood and primary educationDavid RoyWilliam BakerAmy Hamilton






cambridge university pressCambridge, New York, Melbourne, Madrid, Cape Town,Singapore, São Paulo, Delhi, Mexico City

Cambridge University Press477 Williamstown Road, Port Melbourne, VIC 3207, Australia

Published in the United States of America by Cambridge University Press, New York

www.cambridge.orgInformation on this title: www.cambridge.org/9781107636200

© Cambridge University Press 2012

This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.

First published 2012Reprinted 2013

Cover and text design by Tanya De Silva-McKayTypeset by Newgen Publishing and DataPrinted in Singapore by C.O.S Printers Pte Ltd

A catalogue record for this publication is available from the British Library

National Library of Australia Cataloguing in Publication data

Roy, David Michael S.Teaching the arts: early childhood and primary education/David Roy, William Baker, Amy Hamilton.9781107636200 (pbk.)Includes index.Art – Study and teaching (Early childhood)Art – Study and teaching (Primary)Baker, William James.Hamilton, Amy Ruth.372.5

ISBN 978-1-107-63620-0 Paperback

Additional resources for this publication at www.cambridge.edu.au/academic/teachingarts

Reproduction and communication for educational purposesThe Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of the pages of this work, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that the educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under the Act.

For details of the CAL licence for educational institutions contact:

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Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.






v

ContentsAcknowledgments x

Introduction 1

Part 1 Why: the Arts in Education and Society 5

ChAPtEr 1 A vISIon for thE ArtS In EduCAtIon 7

In this chapter 7

Introduction 8

What are the Arts and what do they ‘do’? 10

the BIG disconnect: policy and provision; access and equity 12

Learner agency and cultural diversity 15

Sustained, sequential and ‘quality’ Arts education 16

A ‘praxial’ vision for the Arts in education 18

Your role: the Arts in early childhood and primary education 19

Conclusion 22

review questions 23

recommended reading 23

ChAPtEr 2 WhY thE ArtS ArE fundAmEntAL 24

In this chapter 24

Introduction 25

Arts education in 21st-century lives 25

What we know about Arts education, its value and effects 28

Learning ‘in’ and ‘through’ the Arts and your role 35

Conclusion 41

review questions 42


ChAPtEr 3 thE ArtS And CroSS-CurrICuLum PrIorItIES 43

In this chapter 43

the meaning of cross-curriculum priorities 44

new Zealand histories and cultures 45

Aboriginal and torres Strait Islander histories and cultures 46

Australia’s and new Zealand’s engagement with Asia 50

the Arts and sustainability 55






vi

Conclusion 57

review questions 57


Part 2 What: the Arts Learning Areas 59ChAPtEr 4 LEArnInG In dAnCE 61

In this chapter 61

Introduction 62

Engaging with dance in education 62

Elements and principles of dance education 64

making in dance 64

responding in dance 67

dance in early childhood settings 70

dance in primary education 71

review questions 73


ChAPtEr 5 LEArnInG In drAmA 74

In this chapter 74

Engaging with drama in education 75

Early childhood and primary settings 77

Elements and principles of drama in education 79

the elements of drama 84

forms and structures 90

Playbuilding 91

masks 93

drama assessment 95

Conclusion 95

review questions 96


ChAPtEr 6 LEArnInG In mEdIA ArtS 98

In this chapter 98

Introduction 99

What is media arts 99

What is there to learn in and through media arts? 100

Contents






vii

Ways in which children learn in and through media arts: making 111

Ways to effectively teach media arts with links to a national curriculum: making 112

responding to media arts: early childhood and primary years 116

Practicalities and possibilities for personal development in media arts 116

Conclusion 118

review questions 118


ChAPtEr 7 LEArnInG In muSIC 119

In this chapter 119

Introduction 120

Engaging with music in education 120

Elements and principles of music in education 123

making and responding in music 131

Conclusion 137



ChAPtEr 8 LEArnInG In vISuAL ArtS 139

In this chapter 139

Introduction 140

Engaging with visual arts in education 140

Children’s artistic growth 140

visual arts in early childhood settings 141

visual arts in primary settings 143

Key ideas and concepts 144

making and responding in visual arts 145

visual arts styles 149

responding to visual arts 163

Ways to effectively teach visual arts 166

Conclusion 167



Contents






viii

Part 3 how: Embedding the Arts in Education 169ChAPtEr 9 IntEGrAtIon And GEnErAL CAPABILItIES 171

In this chapter 171

Introduction 172

General Capabilities 172

Integration of the Arts with other Learning Areas 176

Curriculum integration 181

Equity in the classroom and diverse learners 181

Everybody lives 185



ChAPtEr 10 orGAnISAtIon 187

In this chapter 187

Introduction 188

Planning for learning and teaching in the Arts 188

Approaches to learning and teaching in the Arts 191

Assessment in Arts learning and teaching 194

organisation for Arts learning in early childhood settings 197

organisation for Arts learning in primary settings 199

Conclusion 202



ChAPtEr 11 QuALItY tEAChInG 204

In this chapter 204

Introduction 205

understanding quality teaching and reflective learning 206

Intellectual quality 207

Quality learning environment 210

Significance 212

Conclusion 214



ChAPtEr 12 QuALItY ArtS EduCAtIon And rICh LEArnInG 218

In this chapter 218

Introduction 219

Characteristics of quality Arts education 219

Contents






ix

Arts-rich learning 223

the Arts-rich early childhood and primary contexts 225

Your vision and role in delivering quality Arts-rich learning 228

Conclusion 229



Glossary 231

references 234

Index 247

Contents






x

AcknowledgmentsThe authors would like to thank the following:

All our families and friends for their support and advice. Isabella Mead, Susan Hanley and the editorial staff at Cambridge University Press. The staff and pupils of Eleebana Public School; the Australian Dance and Talent Centre; Flinders University School of Education; the University of Newcastle School of Education; the University of Tasmania Faculty of Education; Gracie, Hannah and Liam for their work; and Rebecca Hastings, visual artist, for allowing us to publish her painting Smell this.

We are grateful to the following individuals and organisations for permission to use their material in Teaching the Arts.

Page 8: Buber, Wikimedia Commons; 11, 53, 56, 100, 102, 104, 114, 115, 153, 158, 191, 202: Amy Hamilton; 13: Nevit, Wikimedia Commons; 16: Dussel7, Wikimedia Commons; 26: Storye book, Wikimedia Commons; 29: Jeanne Boleyn, Wikimedia Commons; 45: © Tupungato/Shutterstock.com; 46: © EcoPrint/Shutterstock.com; 62, 65, 75, 80, 83–7, 89, 93, 94, 136, 177, 178, 180–2, 184, 185, 205, 208, 209, 211–13, 215, 220, 226, 229: © David Roy; 103: © greenland/Shutterstock.com; 121: Caspian blue, Wikimedia Commons; 124 (top): Reproduced with permission from the Canada Council for the Arts; 124 (bottom): Photographer: Daniela-Maria Brandt. Source: Orff-Zentrum München; 125: Courtesy Photographie Institut Jacques-Dalcroze, Genève; 127: Arad, Wikimedia Commons; 130: WorldAccent, Wikimedia Commons; 148 (dog painting), 164: Courtesy of Rebecca Hastings; 148 (mobile): © carroteater/Shutterstock.com. All Shutterstock.com images 2012 Used under license from Shutterstock.com.

Every effort has been made to trace and acknowledge copyright. The publisher apologises for any accidental infringement and welcomes information that would redress this situation.






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