Overall I thoroughly enjoyed the module as a whole as it replenished my love of the arts which I have missed since I left school and started university. This module was successful for myself myself as it clearly highlighted how arts can be used in our lives to show how we are feeling and in a school environment to promote learning. We can use the techniques show in the module to help us in the classroom to entice children to learn and want to engage in the arts. It became clear to myself that the arts can inspire children not only within the arts but across the curriculum as it reflects in their work. By this such as drama you can focus on areas of need such as bullying like my group did in the performance to bring this issue to the forefront without pin pointing an individual student. The arts can also help children with special needs by providing the opportunities which create a supportive and exciting learning environment.
The module has shown me that the arts are fundamental and are there to inspire and if they can help a single person become more confident then it has been successful and I know from my point of view that I am now more confident in using the arts to enhance the children's learning I teach.
Friday 12 April 2013
Performance
Through the rehearsal process we used trial and error to bounce ideas off one another to figure out what would work best. It became evident that we all had to be 100% committed and confident which in the end shone through as we had merged together to form a structure. We each had to practice the words and music to be able to play which I was keen to do to make sure the performance was successful and that I did not make any mistakes. We decided to use the dark themes of the songs and focus them on the topic of bullying which is relevant in a school environment and will be an obstacle that we may have to help our students through in our career. We used a focal person to demonstrate a person being single out and then as we changed into saying "I will be your refuge" he was welcomed back in showing how you can overcome bullying by supporting and acceptance. The music formed the basis which we built upon to create a story for our performance which the audience could follow and connect with. On reflection I would have changed the ending instead of us all standing and singing but I still think it was successful as throughout this module we have been shown that reflection is a good technique to use as teachers and to apply to our pupils. I also believe that the performance was successful for the audience as we had a varied amount of focal points to keep interest and the use of images and spotlighting to follow the key points of the story. Through movement they were able to see everyone in the performance and what was happening even when their backs were turned as they could focus somewhere else.
This was by far my most enjoyable workshop in the module as we had a final product which we worked hard at and can be proud of.
Dance
On Week 8 (13/3/13) we were lead by Gillian Annetts in a dance workshop to highlight how we could use this in schools. I had previous dance experience from when I was younger but was still nervous. This workshop was not what I expected, it was so much better as it focused on how dance can be incorporated into the curriculum and applied within the classroom. We looked at how you can use the topics which have to be covered to gauge how much the children have learned and if they can apply this information in a real life situation. We looked at lesson styles which can be used or adapted for any age group which I believe is highly beneficial for my teaching career.
We worked in groups to create sequences of movement and a story to fit in with a theme (Australia) where we could add in our own ideas and work on our memory skills as each destination had a different action. The ability to allow the children to create their own moves promotes group work and individual thinking as well as getting them moving about in the space. We ten had to break off into groups and create a sequence of movement using key terms such as kangaroo and barbecue to fit the theme while the others had to guess what we were doing. This is a fun game to show that dance does not need to a routine it can be a series of actions. We finally completed a large routine to a pop song Wings by Little Mix to highlight how we could all work together and learn a routine from a teacher. This showed us the vast way in which dance can be used in physical education within the curriculum.
As exercise is vital this form allows the children to explore styles of dance and explore themes and cultures. It is also possible to take children to see dance recitals to show them what is on offer and get them involved and excited about dance just like we were in this workshop.
Drama / Theatre
On week 4 (13/2/13) we explored the art of performance. We worked with Marion Sheridan, one of the module leaders to engage deeply in the arts by focusing on a specific character and theme. I was apprehensive about this part of the module as I have never been confident in drama through-out my school life. I was also aware that we were going to have to work in groups but because the module was still relatively new I was nervous to open up in this environment.
We were firstly given the image below and asked to work in groups of 3 to decide what we thought the picture was capturing. We focused on the clothes, position of the people and place. We got to share our ideas analysing the picture to come to a conclusion. We had to come to a consensus and report back to the class where it became apart we had similar and varying views. This promoted group work and individual thinking to develop ideas from a single image.
After brining all our ideas together Marion introduced the character Inta Steed and her story where she travelled to Ellis Island. We were introduced to a technique called Teacher-In-Role where Marion took on Inta's character to tell her story to us. After hearing the story we were each allowed to ask a question to find out more if we wanted using a technique called hot-seating. The use of props was evident and essential (shall, glasses, badge and a small suitcase) as it gave us a visual image to focus on. It highlighted how introducing a character and taking on the persona can assist in the clarification of ideas and promotes thinking. This would later help us in tasks in the workshop but would also help children in a school environment as at a young age children like to have a focal point. This can help them to speak their thoughts to track their ideas and link them together.
We then continued with this theme to create "Still Images" promoting the themes discussed earlier and shown through the workshop. We were asked to get into groups where we had to create 3 separate scenes moving between them to show a story of the family in the picture about before they left. It was our decision what was happening and how each family member was feeling. Each image had to be held for 5 seconds and then moved onto the next. We reflected on each others work by viewing the other groups creations and were given the chance to improve our own. This task was the one I was most nervous about as it involved the drama sense which I did not have a pleasant experience of. Through this workshop though I was pleasantly surprised at how comfortable we were made feel due to the gradual build up and exposure to the arts.
Further on we incorporated music into the workshop by "Sound Scaping" where we had to use instruments, vocals and any other sounds while moving to create the scene of the immigrants arriving to Ellis Island. This was insightful as again the two groups has opposing ideas but both gave an image of the atmosphere at the destination at that time.
This workshop although daunting at first, it was extremely enjoyable and made me more open to the idea of drama. It highlighted the variety of ways in which I can introduce drama into my placement and teaching career as these activities are focused around a theme which can be changed to suit the subject manner. It can also help children build their confidence levels by opening up and working together to develop how they are feeling.
My local area has a variety of drama activities available for children for all ages and abilities. These take place during the summer or weekly and allow the children to explore the ability to express themselves. This can promote a positive environment in the classroom and reflects in their work. There are also a large variety of resources available which can entice the children to get involved. This workshop has made it clear to myself that drama is a key element of the curriculum and it is not something to be feared. Teachers and pupils can benefit from this and I believe that I as an individual am more comfortable thanks to this to use drama in my career.
Sculptures From Words
On Week 3 (6/2/13) of the module we travelled to the Gallery of Modern Art (GoMA)for a workshop with Learning Assistant Anna Henderson entitled "Sculptures From Words". We were given a tour of specific areas of the gallery which would were used to inspire the work which we created. Throughout this it became apparent that few if not none of us had actually been to GoMA. I personally have been to museums such as Kelvingrove, the Transport Museum and many abroad as it interests me but I had never ventured into GoMA. As the building has been situated in the heart of Glasgow city centre for over 100 years and is only walking distance from the university the assumption that we had visited before was present.
We began by looking at sculptures and were asked to draw what we saw, describing how we saw it, what it reminded us of and develop an opinion of the art work in any manner which we felt. Afterwards we were given 3 tasks to create our own sculptures. Firstly we were given a series of random pictures from animals to body parts to machines and asked to create a robot using these images by arranging them on the page whatever way we wanted. A variety of creatures where created and by having to name them it incorporated the the theme. It highlighted how each individual person could have a varied perception of the same images in-front of them and create a different robot. The second task was to decorate a sing block of wood using the provided stickers to create and individual object. It was our opportunity to arrange the colours and patterns in any manner, which did show the individuality of everyone. The final task was to crimp a piece of coloured aluminium and bend it into a shape to create a miniature sculpture different from all the rest. (All shown below).
These tasks are relevant within the primary curriculum as it promotes individuality and creativity which children are encouraged to develop. Tasks like these allow children to think by themselves and try ideas to see if they work which can be applied in a variety of subjects. This task also shows how creating a exciting, creative environment it can promote learning within the classroom.
We used the these small objects to create one larger structure a group. This highlighted the the individuality of each student but also how we could merge all our art to create one piece. As we travelled through the gallery, we continued to create a new idea building upon the last.
We were also given a chance to create a sculpture on a larger scale while working in smaller groups. Each group was given a set type of material such as; fabrics, tape, scissors and rope. My group was given tinfoil and mirrors and were told to create a sculpture in any manner. After taking ideas from the gallery itself by creating a mirrored floor to inanimate the mosaic outside we focused on transforming a member of the group into a sculpture called "The Tin Man". (shown below). This idea was taken from the classic film "The Wizard of Oz", which many children would recognise. After our allocated time of 10 minutes was up our nominate spokesperson explained our creation, stating its name and why we chose to use the materials in this manner. This task developed a lot of skills which can be used in the classroom as group work is used daily. It allows children to share their ideas and try new concepts to see if they work.
This workshop at GoMA has helped me to see how widely the arts are available and can be explored in a variety of ways. It is clear that even if art is not an keen interest, workshops like the one we participated in have something to entice everyone and develop new skills. At a school level my local council North Lanarkshire, there is access to a variety of art programs such as "Arts in Action" which is on until the summer. The classes are for children through to adults and cater for all abilities making it suitable for family and all children. We also have access to a variety of museums a short distance away through Lanarkshire such as the Heritage Centre and Summer Lee.
Our visit to GoMA was a key aspect of the module as it opened my eyes to the availability of the arts and how it can be explored in a variety of ways to suit everyone's needs.
http://www.northlanarkshire.gov.uk/index.aspx?articleid=1
We began by looking at sculptures and were asked to draw what we saw, describing how we saw it, what it reminded us of and develop an opinion of the art work in any manner which we felt. Afterwards we were given 3 tasks to create our own sculptures. Firstly we were given a series of random pictures from animals to body parts to machines and asked to create a robot using these images by arranging them on the page whatever way we wanted. A variety of creatures where created and by having to name them it incorporated the the theme. It highlighted how each individual person could have a varied perception of the same images in-front of them and create a different robot. The second task was to decorate a sing block of wood using the provided stickers to create and individual object. It was our opportunity to arrange the colours and patterns in any manner, which did show the individuality of everyone. The final task was to crimp a piece of coloured aluminium and bend it into a shape to create a miniature sculpture different from all the rest. (All shown below).
These tasks are relevant within the primary curriculum as it promotes individuality and creativity which children are encouraged to develop. Tasks like these allow children to think by themselves and try ideas to see if they work which can be applied in a variety of subjects. This task also shows how creating a exciting, creative environment it can promote learning within the classroom.
We used the these small objects to create one larger structure a group. This highlighted the the individuality of each student but also how we could merge all our art to create one piece. As we travelled through the gallery, we continued to create a new idea building upon the last.
We were also given a chance to create a sculpture on a larger scale while working in smaller groups. Each group was given a set type of material such as; fabrics, tape, scissors and rope. My group was given tinfoil and mirrors and were told to create a sculpture in any manner. After taking ideas from the gallery itself by creating a mirrored floor to inanimate the mosaic outside we focused on transforming a member of the group into a sculpture called "The Tin Man". (shown below). This idea was taken from the classic film "The Wizard of Oz", which many children would recognise. After our allocated time of 10 minutes was up our nominate spokesperson explained our creation, stating its name and why we chose to use the materials in this manner. This task developed a lot of skills which can be used in the classroom as group work is used daily. It allows children to share their ideas and try new concepts to see if they work.
This workshop at GoMA has helped me to see how widely the arts are available and can be explored in a variety of ways. It is clear that even if art is not an keen interest, workshops like the one we participated in have something to entice everyone and develop new skills. At a school level my local council North Lanarkshire, there is access to a variety of art programs such as "Arts in Action" which is on until the summer. The classes are for children through to adults and cater for all abilities making it suitable for family and all children. We also have access to a variety of museums a short distance away through Lanarkshire such as the Heritage Centre and Summer Lee.
Our visit to GoMA was a key aspect of the module as it opened my eyes to the availability of the arts and how it can be explored in a variety of ways to suit everyone's needs.
http://www.northlanarkshire.gov.uk/index.aspx?articleid=1
Thursday 11 April 2013
Introduction
After completing a 10 week block in my elective "Arts Within Society", this blog has been created to highlight the new skills I have learned and the ability to make links between the arts and the school curriculum.
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