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TEACHING & LEARNING RESOURCE schools.dreambigfestival.com.au
Follow DreamBIG to keep up-to-date
with all the latest news about the 2021
event. Share your Festival experience
using hashtag #DreamBIGfest across
all social media platforms.
@dreambigchildrensfestival
@adelaidefescent
CONTACT DETAILS KEY WEBSITES
DreamBIG Children’s Festival 2021
Tel: (08) 8216 8600 DreamBIG Children’s
schools.dreambigfestival.com.au Festival 2021
schools.dreambigfestival.com.au
Manager, Arts Projects Watch this website for further
(including DreamBIG Children’s Festival) information about:
Department for Education
•professional learning
Tel: (08) 8463 5994 Email: education.dreambig@sa.gov.au
workshops for teachers
BASS School Bookings •teacher notes for
GPO Box 1269, Adelaide SA 5001 performances, workshops and
Tel: (08) 8205 2220 Email: dreambigbookings@BASS.net.au exhibitions
•forms – consent, booking,
evaluations.
DreamBIG Children’s Festival 2021 Poster Competition Winner Department for Education
South Australian Reception to Year 12 students were invited to enter a teacher resources
poster competition, competing for a monetary prize. The winning design Additional DreamBIG materials,
has been professionally incorporated into a range of materials for including websites, resources,
DreamBIG Children’s Festival 2021. Phitchapha Ritnayom, a Year 6 consent forms and photos can
student from Pennington School R–7, is our 2021 winner! be found on the Department
Phitchapha’s art teacher, Ms Irma Louis, encouraged students to explore website.
line, pattern and colour, using a variety of materials and application http://tiny.cc/DreamBIGFest
techniques. Through discussion, planning and sketching of ideas, Permissions
Phitchapha created her impressive winning design. Explaining how her
design portrays this year’s theme of Be Curious, Phitchapha writes that: Department for Education policy
and guidelines about the use of
“Being an artist means being curious. When you are curious you observe student or child images or work
new ideas and see new worlds. I drew a picture about aliens who heard are available on the Department’s
about DreamBIG Children’s Festival and they are curious to see what it is intranet. Included is information
all about. They want to experience the fun and the excitement. They are about taking photographs of
inquisitive just like me and want to be part of this great event. I enjoyed students or children, identifying
drawing my picture and I hope you enjoy it too.” them online, publishing photos
and geotagging.
Please note: Every attempt has been made to ensure publications, programs and resources identified For this information please go to
in this document are appropriate for use in Department for Education sites. However, the department is the link below (note that this link
not responsible for the content of externally produced material, nor does it necessarily endorse those
materials. Information contained in this booklet was correct at the time of writing. requires Department staff access
Aboriginal and Torres Strait Islander peoples should be aware that this document may contain images or to the intranet).
names of people who have since passed away. http://tiny.cc/ConsentForms
© 2020 Government of South Australia, Department for Education
Consent forms available at:
Use of this material: Unless otherwise noted, all material in this resource – except third party icons
and any material protected by trademark – is licensed under a Creative Commons Attribution-Non schools.dreambigfestival.com.au
Commercial-ShareAlike 3.0 Australia (CC BY NC SA) licence. The Department uses a Creative
Commons licence with the
https://creativecommons.org/licenses/by-nc-sa/4.0/
CC-BY-NC-SA licence. For more
information about the Creative
‡ This resource includes material for which copyright is owned by the Australian Curriculum, Assessment Commons licence visit:
and Reporting Authority (ACARA). Materials were accessed from the Australian Curriculum website
during the period February–August 2020. Please attribute this ownership, where relevant. In addition, all www.creativecommons.org
websites quoted in this document were accessed during the period February–August 2020.
CONTENTS
2 FOREWORDS
4 INTRODUCTION
4 DreamBIG Children’s Festival 16 LEARNING
(formerly Come Out) EXPERIENCES
5 The Arts in Education 16 Dance 5–10: How do you
5 The Purpose of this Resource Move Space?
6 Who is this Resource for? 19 Dance 3–8: Dancing our
7 Spotlight on the Australian Landscape
Curriculum and The Arts 24 Drama 3–8: The Curiosity
10 Personal and Social Box
Capability through The Arts 28 Drama R–8: Space-iosity –
11 Integrate Learning of The Arts The Curious Night Sky
11 Designing the Learning (TfEL 33 Media Arts R–4: No Green
and SA Learning Design) Bears Please!
37 Music R–4: The Magical
14 FESTIVAL THEME Beach
14 2021 Festival Theme: 41 Music R–6: Curious
Be Curious Instruments
14 How will you explore the 45 Visual Arts R–6: Paper, Card,
theme? Wire & String?
15 Lotus diagram 48 Visual Arts 5–10: Portraits,
Colours, Symbolism
52 STATEWIDE PROJECTS
54 SCHOOLS’ BOOKING
INFORMATION
56 ACKNOWLEDGEMENTS
FROM THE MINISTER DreamBIG 2021 Teaching and
FOR EDUCATION… Learning Resource is a valuable
tool for pre-school to year 10
JOHN teachers in creating connections
between the artistic program of
GARDNER the Festival and the Australian
Curriculum: The Arts. By supporting
DreamBIG Children’s Festival the Festival, the resource further
continues to provide a remarkable broadens the learning opportunities
platform for children and young that can be provided in schools
people to engage in the arts, to across South Australia.
develop their confidence, and their
creative, personal and interpersonal I offer my thanks to everyone
skills for successful futures. from the teams in the Department
for Education and DreamBIG
This year’s theme, ‘Be Curious’, Children’s Festival for creating such
recognises the impact of the creative Congratulations to Phitchapha Ritnayom, an important resource.
and performing arts in fostering our a year 6 student from Pennington School
children’s experience of wonder and R–7, whose design features on the cover Curiosity can be a powerful
awe. Active engagement in diverse of this resource and DreamBIG program educational tool. I encourage
learning experiences are provided for 2021. Phitchapha’s ‘curious aliens’ teachers to use the resource with
by DreamBIG, through dance, demonstrates a vivid imagination and children to support them to explore,
drama, media arts, music and the successful use of art and design skills for discover, to ‘Be Curious’ and to
visual arts. this winning poster. actively engage in their learning.
FROM DreamBIG
CHILDREN’S FESTIVAL
CREATIVE PRODUCER…
SUSANNAH mindset, and essential to both the arts
SWEENEY and sciences. We want young people
to have a thirst for new ideas and new
How can we help young people information so they can explore and
while curiosity drives our desire to ask cultivate new ways of doing things.
navigate this strange new world that
questions about the world and things If, through the arts, we can enmesh
2020 has delivered – with bushfires, we don’t understand. That’s why ‘Be empathy with curiosity it will set a
a global pandemic, the Black Lives Curious’ is the chosen theme for the young person on a great path for their
Matter movement, an imminent 2021 DreamBIG Festival. We live in own lives, and for those around them.
major recession, and the continuing a world that needs innovation and So, I invite you and your students
march of global warming? It’s more creativity. We are all born with an to explore DreamBIG 21. It’s full of
important than ever that we work innate sense of curiosity, but those shows and experiences that will stretch
on fostering young people’s shared who retain it throughout their lives are your students’ minds, fill them with
sense of humanity and curiosity. likely to be brighter, more creative and wonder and help them (in the words
Humanity reveals our ability to love ultimately more successful. Curiosity of Dr Richard Harris) to ‘find their inner
and show compassion to others, is an essential quality for a growth explorer’.
2
others!
inspire
to
story
your
share
further
can
we
whether
and
it,
about
all
us
tell
and
sharyn.schell@sa.gov.au
to
email
short
a
write
Please
Festival.
Children’s
Out
Come
2015
the
in
arts
the
celebrating
be
will
community
school
or
class
your
how
hear
to
love
we
Remember,
appreciated.
greatly
is
feedback
providing
and
information
sharing
Festival,
Children’s
Out
Come
in
participation
encouraging
in
role
Your
schools.
in
ambassadors
arts
our
thank
especially
to
like
would
settings.I
metropolitan
and
regional
in
Festival
the
to
access
learner
towards
contribute
all
will
–
artists
and
arts
the
with
engage
to
technologies
digital
and
projects,
wide
state
programs,
touring
regional
workshops,
learning
professional
resource,
teachers’
this
–
available
activities
and
resources
the
All
2015.
for
again
used
been
have
Festivals
previous
from
elements
design
Successful
processes.
evaluation
through
provided
thoughtfully
have
educators
and
children
that
feedback
considered
the
using
Festivals,
previous
of
successes
on
builds
2015
Festival
Children’s
Out
Come
forms.
arts
interweave
to
and
experiences
new
create
to
ideas
the
use
further
to
encouraged
are
learners
and
Teachers
areas.
learning
other
in
experiences
enhance
to
used
be
can
and
Arts
The
Curriculum:
Australian
new
the
to
links
direct
offer
resource
this
in
experiences
learning
classroom.The
or
community
local
their
in
students
their
for
experiences
arts
challenging
and
engaging
create
to
teachers
support
to
designed
are
resource
teachers’
this
in
ideas
the
program,
Festival
the
access
to
possible
not
is
it
If
schools.
at
back
experiences
arts
rich
with
arts
the
enjoy
to
opportunities
many
provide
can
bridges
Australia.Building
South
across
everyone
offer
to
something
has
that
program
come?artistic
to
comepic
to
rankincopy
jennifer
…
Development
Child
and
Education
for
Minister
the
From
More than 1800 Arts Ambassadors are subscribing, advocating, sharing
information and encouraging participation in DreamBIG and other arts
professional learning events in SA. Are you one of them?
If you would like to receive our e-newsletter please send your name, school, learning
area and year level(s) you work with to: Education.DreamBIG@sa.gov.au
FROM THE DEPARTMENT Curiosity helps us learn and achieve;
we’re better at learning things we’re
FOR EDUCATION, curious about.
MANAGER ARTS PROJECTS, Whether or not you’re able to access
INCLUDING DreamBIG the extensive Festival program, the
CHILDREN’S FESTIVAL… ideas in this teachers’ resource are
designed to support educators to
SHARYN create captivating arts experiences
with students back at school as well
SCHELL as enhance their understanding of a
Festival event.
DreamBIG Children’s Festival 2021 I would like to especially thank all
presents the theme Be curious as an the writers/contributors and the
invitation to explore and be intrigued. Arts Ambassadors who promote
Research indicates that there are all
‘When curiosity is alive, we are participation and provide valuable
kinds of positive benefits for be(ing) input in all kinds of ways – such as
attracted to many things; we discover
curious. Curiosity changes our brain. organising excursions, incursions and
many worlds,’ says actor, author and
businessman Eric Booth. Use the arts Curiosity is a forerunner to empathy, special arts events – and provide
ideas inside this resource to spark your helping us to imagine what it might be considered feedback through
students’ curiosity, nurture their vibrant like to be another person, promoting evaluation processes.
imaginations, and encourage them to tolerance, understanding, improved
explore new worlds. relationships and better health.
“When curiosity is alive, we
are attracted to many things;
we discover many world
worlds.”
– Eric Booth
3
others!
inspire
to
story
your
share
further
can
we
whether
and
it,
about
all
us
tell
and
sharyn.schell@sa.gov.au
to
email
short
a
write
Please
Festival.
Children’s
Out
Come
2015
the
in
arts
the
celebrating
be
will
community
school
or
class
your
how
hear
to
love
we
Remember,
appreciated.
greatly
is
feedback
providing
and
information
sharing
Festival,
Children’s
Out
Come
in
participation
encouraging
in
role
Your
schools.
in
ambassadors
arts
our
thank
especially
to
like
would
settings.I
metropolitan
and
regional
in
Festival
the
to
access
learner
towards
contribute
all
will
–
artists
and
arts
the
with
engage
to
technologies
digital
and
projects,
wide
state
programs,
touring
regional
workshops,
learning
professional
resource,
teachers’
this
–
available
activities
and
resources
the
All
2015.
for
again
used
been
have
Festivals
previous
from
elements
design
Successful
processes.
evaluation
through
provided
thoughtfully
have
educators
and
children
that
feedback
considered
the
using
Festivals,
previous
of
successes
on
builds
2015
Festival
Children’s
Out
Come
forms.
arts
interweave
to
and
experiences
new
create
to
ideas
the
use
further
to
encouraged
are
learners
and
Teachers
areas.
learning
other
in
experiences
enhance
to
used
be
can
and
Arts
The
Curriculum:
Australian
new
the
to
links
direct
offer
resource
this
in
experiences
learning
classroom.The
or
community
local
their
in
students
their
for
experiences
arts
challenging
and
engaging
create
to
teachers
support
to
designed
are
resource
teachers’
this
in
ideas
the
program,
Festival
the
access
to
possible
not
is
it
If
schools.
at
back
experiences
arts
rich
with
arts
the
enjoy
to
opportunities
many
provide
can
bridges
Australia.Building
South
across
everyone
offer
to
something
has
that
program
come?artistic
to
comepic
to
rankincopy
jennifer
…
Development
Child
and
Education
for
Minister
the
From
DreamBIG Children, young people and the
general public were invited to vote
CHILDREN’S for their preferred name.
As a result, ‘DreamBIG’ became
FESTIVAL the new name of this iconic South
Australian children’s arts festival.
FORMERLY COME OUT DreamBIG Children’s Festival
features all the different art forms
Originating in 1974 as part of the and provides a wealth of rich
Adelaide Festival of Arts, Come Out opportunities for active participation.
Children’s Festival was so successful Unique globally, this partnership
it provided the impetus for the South between the education and arts
Australian Government to support sectors is admired for the way it
this youth arts festival biennially as facilitates deeper engagement and
a stand-alone event. It has become greater participation in the Arts. Both
an important part of the South artists and educators benefit from
Australian preschool and school the opportunities presented by the
calendar. Festival to support learning in all provides capacity for high quality,
Come Out Festival was originally areas within the curriculum, not just sustained engagement with the
named by adults. In 2016, the Arts. Arts that contributes to improved
suggestions for a new name were In a state that prides itself on learning outcomes for young
invited from children and young the quality of its arts festivals, people, and generates a lifelong
people across South Australia. DreamBIG Children’s Festival interest in the Arts.
“Curiosity is the engine
of achievement.
achievement.”
– Ken Robinson
WIN $500 FOR YOUR CLASS!
Win $500 for your classroom • Your school’s participation in Please label everything and
to spend on arts supplies DreamBIG 2021: eg how you used forward as appropriate:
this resource or accessed the festival Email: education.dreambig@sa.gov.au
(eg art consumables, program.
software, video camera, • What your students learnt in the Arts
Post: Manager, Arts Projects
microphone) or to support (including DreamBIG)
during DreamBIG: eg how did they Education Support Hub
an artist in school program. show their curiosity? Learning Improvement (Level 1)
• How many students (ie your class/ GPO Box 1152
How to enter? school) participated in DreamBIG Adelaide SA 5001
We are curious about how our in 2021. (Courier: R11/37)
schools engage with DreamBIG. We • What you would do with the $500.
invite you to send us snippets from ENTRIES CLOSE AT 5PM ON
your school’s newsletter, photos, MONDAY 21 JUNE 2021.
student comments, or an original This opportunity is for South Australian
unit of work in the Arts that you have teachers only. The winner will be
written. And please tell us a little announced via the Arts Ambassadors
about each of the following: e-newsletter.
Not yet an Arts Ambassador? Email your name and contact details to: education.dreambig@sa.gov.au
4
others!
inspire
to
story
your
share
further
can
we
whether
and
it,
about
all
us
tell
and
sharyn.schell@sa.gov.au
to
email
short
a
write
Please
Festival.
Children’s
Out
Come
2015
the
in
arts
the
celebrating
be
will
community
school
or
class
your
how
hear
to
love
we
Remember,
appreciated.
greatly
is
feedback
providing
and
information
sharing
Festival,
Children’s
Out
Come
in
participation
encouraging
in
role
Your
schools.
in
ambassadors
arts
our
thank
especially
to
like
would
settings.I
metropolitan
and
regional
in
Festival
the
to
access
learner
towards
contribute
all
will
–
artists
and
arts
the
with
engage
to
technologies
digital
and
projects,
wide
state
programs,
touring
regional
workshops,
learning
professional
resource,
teachers’
this
–
available
activities
and
resources
the
All
2015.
for
again
used
been
have
Festivals
previous
from
elements
design
Successful
processes.
evaluation
through
provided
thoughtfully
have
educators
and
children
that
feedback
considered
the
using
Festivals,
previous
of
successes
on
builds
2015
Festival
Children’s
Out
Come
forms.
arts
interweave
to
and
experiences
new
create
to
ideas
the
use
further
to
encouraged
are
learners
and
Teachers
areas.
learning
other
in
experiences
enhance
to
used
be
can
and
Arts
The
Curriculum:
Australian
new
the
to
links
direct
offer
resource
this
in
experiences
learning
classroom.The
or
community
local
their
in
students
their
for
experiences
arts
challenging
and
engaging
create
to
teachers
support
to
designed
are
resource
teachers’
this
in
ideas
the
program,
Festival
the
access
to
possible
not
is
it
If
schools.
at
back
experiences
arts
rich
with
arts
the
enjoy
to
opportunities
many
provide
can
bridges
Australia.Building
South
across
everyone
offer
to
something
has
that
program
artistic
an
ensure
forms
storytelling
of
variety
a
and
Shots
Big
Little
of
touring
Regional
Jamm.
Band
Virtual
the
in
playing
to
Poll;
Totem
in
prompts
of
variety
a
on
viewpoints
others’
considering
to
Street;
Hope
Dear
in
as
strangers
with
bridges
building
from
Festival,
year’s
this
into
built
been
have
opportunities
interactive
and
participatory
of
number
contexts.A
cultural
and
historical
social,
from
emerge
forms
art
how
view
to
and
Arts
the
in
experiences
learning
quality
to
connect
to
students
for
exist
opportunities
The
students.
our
with
Arts
the
through
and
in
both
learning
connect
and
personalise
to
teachers
for
platform
authentic
and
unique
a
provide
Festivals
Children’s
Out
Come
thrive?
and
flourish
to
thinking
creative
and
critical
encourage
to
needed
are
environment
learning
the
in
conditions
Arts.What
The
Curriculum:
Australian
new
the
in
respond
and
make
they
as
people
of
groups
diverse
and
cultures
generations,
between
another,
one
with
connections
build
and
create
to
learners
and
educators
support
and
challenge
engage,
to
invitation
an
as
theme
this
presents
2015
Festival
Children’s
Out
Come
The
you?
to
mean
bridges
Building
of
metaphor
the
does
SchellWhat
Sharyn
…
Manager
Education
Arts
DECD
the
come?From
to
comepic
to
rankincopy
jennifer
…
Development
Child
and
Education
for
Minister
the
From
The Arts
in Education
The importance of quality arts The five subjects enable students
experiences in education is to learn how to create, design, UNESCO
confirmed with extensive research represent, communicate and share INTERNATIONAL ARTS
from around the world. Supporting their imagined and conceptual EDUCATION WEEK
this research, The Arts are included ideas, emotions, observations and
The UNESCO International Arts
in the Australian Curriculum. An arts- experiences.’‡ Education Week is held annually in the
rich education contributes positively Learning in and through the Arts is fourth week of May, coinciding with
to improving learning outcomes for facilitated when the cultural sector DreamBIG Children’s Festival.
children and young people in a works in partnership with educators The International Arts Education Week
variety of settings. to enrich learning outcomes, aims to increase awareness of the
importance of arts education for the
The Alice Springs (Mparntwe) strengthening community identity and ‘full development of the individual’. The
Education Declaration (Education local culture, ‘…nurturing the love of knowledge, skills, values and attitudes
Council, 2019) affirms the goals learning needed for success.’ 2 promoted by arts education contributes
of the Melbourne Declaration to the development of resilient,
Some further resources confident and creative individuals.
on Educational Goals for Young
Australians (2008). The declaration, Workman, E., 'Beyond the Core: ‘Creativity builds the resilience we
Advancing Student Success through need in times of crisis (ie Covid-19).
along with The National Statement It has to be nurtured from the earliest
on Education and the Arts (2007), the Arts.' Education Trends. Education
age to unlock the imagination, awaken
firmly established the status of Commission of the States, Sept. 2017. curiosity and develop appreciation
the Arts and provided the policy Retrieved from www.ecs.org for the richness of human talent and
framework for the Australian diversity. Education is the place where
this starts.’1
Curriculum, including The Arts. 1. Audrey Azoulay, Director-General UNESCO, How will you enable access for your
The Australian Curriculum states: International Arts Education Week 2020. students’ learning in the Arts this year?
2. Alice Springs (Mparntwe) Education Declaration
‘The Arts have the capacity to 2019.
http://www.unesco.org/new/en/
engage, inspire and enrich all culture/themes/creativity/arts-
education
students, exciting the imagination
and encouraging them to reach their
creative and expressive potential…
The Australian Curriculum: The
Arts offers students the opportunity
to study all five subjects in the
primary years of schooling, and
to specialise in secondary school.
THE PURPOSE quality arts experiences enhancing
classroom programs.
The learning experiences outlined in
this resource contain many ideas for
OF THIS While this teaching and learning
resource focuses on the Arts, there
learning programs that teachers can
adapt to accommodate the different
RESOURCE are also learning experiences linked
to other learning areas.
year levels (from the early years to
secondary) as well as the diversity of
learners.
Teachers are encouraged to explore
This resource supports educators other learning areas through the Inside, there are opportunities for
to design their preschool and Arts to spark students’ curiosity and teachers to expand their knowledge
school learning programs both in contribute to their deeper and richer and understanding of the Australian
and through the Arts. The Festival learning opportunities. Curriculum: The Arts and make links
provides the added impetus of high to other learning areas.
5
others!
inspire
to
story
your
share
further
can
we
whether
and
it,
about
all
us
tell
and
sharyn.schell@sa.gov.au
to
email
short
a
write
Please
Festival.
Children’s
Out
Come
2015
the
in
arts
the
celebrating
be
will
community
school
or
class
your
how
hear
to
love
we
Remember,
appreciated.
greatly
is
feedback
providing
and
information
sharing
Festival,
Children’s
Out
Come
in
participation
encouraging
in
role
Your
schools.
in
ambassadors
arts
our
thank
especially
to
like
would
settings.I
metropolitan
and
regional
in
Festival
the
to
access
learner
towards
contribute
all
will
–
artists
and
arts
the
with
engage
to
technologies
digital
and
projects,
wide
state
programs,
touring
regional
workshops,
learning
professional
resource,
teachers’
this
–
available
activities
and
resources
the
All
2015.
for
again
used
been
have
Festivals
previous
from
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WHO IS THIS Educators will plan and evaluate
their inquiries using the EYLF
adjustments to the complexity and/
or pace of the curriculum content to
RESOURCE Planning Cycle. This can be found
on page 11 of the Educators’
be covered, and/or the instructional
and assessment strategies to be used,
FOR?
Guide to the Early Years Learning and/or the learning environment.
Framework or at the following link: For example, you may need to make
Educators’ Guide to the Early Years adjustments to enable some students
In no particular order, this resource Learning Framework, Australia to participate in excursions to festival
can be used by: https://docs.education.gov.au/ events, other excursions or camps.
• teachers who are new to teaching documents/educators-guide- The Australian Curriculum website
the Arts early-years-learning-framework- provides useful advice about
australia meeting the diverse learning needs
• non-specialist (generalist) primary
teachers of all students. This includes a handy
Some further resources
• experienced and/or specialist flowchart reminding teachers of
Creative Connections – Young where and how to start planning their
arts teachers. Children and the Arts teaching and learning programs.
The following provides a broad https://www.
overview of how this resource may teachinglearningcaring. https://www.australiancurriculum.
com/upload/Creative%20 edu.au/resources/student-diversity/
be used with Early Years learners
and when planning for the diversity Connection%20for%20Young%20 Department for Education schools will
of students. Children.pdf find the Special Education Resource
Our Learning SA – experiences Unit (SERU) website very useful in
EARLY YEARS for families to enhance children’s relation to students who live with a
Early years educators will find learning at home disability or have specific learning
strong connections between the https://www.education.sa.gov.au/ difficulties.
2021 DreamBIG Children’s Festival our-learning-sa/prior-to-school https://web.seru.sa.edu.au/
theme Be Curious throughout Some further resources
Dinham and Chalk (2018) It’s Arts
Belonging, Being, Becoming: The
Play, Young Children Belonging, Jacobs R, Campbell V, Hogan,
Early Years Learning Framework Being and Becoming through the Z (2018) Called to connect:
(EYLF). Learning experiences in this Arts, Oxford. transformative approaches to
resource will connect to the Early
Roy, Baker and Hamilton language and literacy learning in
Years Learning Framework, the
(2015) Teaching the Arts, Early migrant and refugee communities.
Department's Indicators of Preschool
Childhood and Primary Education, Paper presented at Australian
Literacy and Numeracy and the
Cambridge. Association for Research in Education
Preschool Literacy and Numeracy
Annual Conference, Sydney,
Guidebooks.
STUDENT DIVERSITY November.
These resources provide inspiring
Student populations are Meeting the diverse needs of all
ideas for educators to interpret
diverse. Educators must provide students
in relation to curious learners. As
appropriately challenging and https://www.inclusive.tki.org.
children actively participate they will:
supportive curriculum, pedagogy, nz/guides/universal-design-for-
• use processes such as exploration, learning/
collaboration and problem assessment and educational
solving pathways for all students in order Guidelines – universal learning
to optimise their engagement, https://castprofessionallearning.org/
• be actively involved in learning, progress and achievement in a wp-content/uploads/2014/05/
expressing their uniqueness and way that is inclusive of: UDL-Guidelines-2014.pdf
personality
• Aboriginal and Torres Strait Extending gifted students through the
• try new ideas and take on Islander students
challenges and calculated risks arts
• students for whom English is an https://www.teachermagazine.
• express wonder, interest, and Additional Language or Dialect
curiosity in their environment com.au/articles/extending-gifted-
(EALD) students-through-the-arts
• participate in a variety of rich • students who live with a
and meaningful inquiry-based Gifted and Talented – a total
disability philosophy
experiences
• students in out-of-home care https://teacherhead.
• explore their own culture and (under the guardianship of the
learn about the rich cultural com/2012/09/12/gifted-
Minister) and-talented-provision-a-total-
history of Indigenous Australians.
• gifted and talented students. philosophy/
Educators will be able to
responsively follow lines of inquiry When considering festival Drama and students with special
for their context. Their inquiries activities for your students, be needs, UK
will connect with contemporary sure to choose ones that are https://www.artsonthemove.co.uk/
literature, music, dance, theatre, inclusive of all students. In some education/drama-and-students-with-
visual and media arts and people. cases, you will need to make special-needs.php
6
SPOTLIGHT ON THE AUSTRALIAN
CURRICULUM AND THE ARTS
A number of references are made The selected extracts are from the Through dance, drama, media arts,
to the Australian Curriculum, Achievement Standards, Examples music, and visual arts, teachers can
Assessment and Reporting Authority of Knowledge and Skills, and focus on the strands of making and
(ACARA) throughout this resource Viewpoint questions. These are responding throughout the Content
and are indicated by a ‘‡’. Only then used to focus the ‘Inquiry descriptions.
some sections from the Australian questions’ and develop the ‘Learning
Curriculum: The Arts have been experiences to engage, challenge
included. and support’.
CONTENT DESCRIPTIONS: STRUCTURE ACROSS THE ARTS
The Content descriptions in each Band for each of the five arts subjects of the Australian Curriculum focus on similar concepts
and skills that, across the Bands, present a developmental sequence of knowledge, understanding and skills. The focus of
each of the four Content descriptions in Foundation (Reception) to Year 6 expands into more specific Content descriptions
for Years 7 to 10, as presented in the table that follows.‡
Content Description Reception to Year 6 Content Description Years 7 to 10
Exploring ideas and improvising with ways to
1st
Exploring ideas and improvising with ways to represent ideas
1st
represent ideas Manipulating and applying the elements/
2nd
concepts with intent
Developing and refining understanding of skills
3rd
2nd Developing understanding of practices and techniques
4th Structuring and organising ideas into form
Sharing artworks through performance, Sharing artworks through performance,
3rd 5th
presentation or display presentation or display
6th Analysing and reflecting upon intentions
4th Responding to and interpreting artworks
7th Responding to and interpreting artworks
Source: https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/structure/
Close inspection of the left half of the table reveals concepts and skills that correlate with the
Critical and creative thinking learning continuum, also organised into four interrelated elements:
• Inquiring – identifying, exploring and organising information and ideas
• Generating ideas, possibilities and actions
• Reflecting on thinking and processes
• Analysing, synthesising and evaluating reasoning and procedures.
Consider these similarities when planning and designing learning for students in the Arts. These
‘common threads’ of the Content descriptions that run through all Arts subjects of the Australian
Curriculum enable the integration of the five Arts subjects when designing programs for learners.
GENERAL CAPABILITIES & CROSS-CURRICULUM PRIORITIES
The standard Australian Curriculum icons for the General capabilities and Cross-curriculum priorities are used in this resource.
They are presented below for quick reference.
GENERAL CAPABILITIES Personal and social capability
CROSS-CURRICULUM
PRIORITIES
Literacy
Ethical understanding
Aboriginal and Torres Strait
Numeracy Islander histories and cultures
Intercultural understanding
Information and communication Asia and Australia’s engagement
technology capability with Asia
Source: Australian Curriculum, Assessment
Critical and creative thinking and Reporting Authority (ACARA) Sustainability
7
BE CURIOUS IN THE ARTS:
LITERACY AND NUMERACY LEARNING PROGRESSIONS
Literacy and numeracy are The progressions provide a tool to learning-progressions/national-
fundamental to a student’s ability locate the literacy and numeracy literacy-learning-progression/
to learn at school and to engage development of students and assist literacy-learning-area-advice-the-
productively in society. Improving teachers to be more explicit and arts/
literacy and numeracy development targeted in their learning design.
is a priority for many schools. Arts (all subjects) specific numeracy
Successful teaching and learning Learn more at resources
in relation to literacy and numeracy National Literacy and Numeracy https://www.australiancurriculum.
require the teacher to understand Learning Progressions (Version 3) edu.au/resources/national-
where the student is now and where https://www.australiancurriculum. literacy-and-numeracy-
the student needs to go next in their edu.au/resources/national- learning-progressions/national-
literacy and numeracy development. literacy-and-numeracy-learning- numeracy-learning-progression/
progressions/ numeracy-learning-area-advice-
The literacy and numeracy learning
the-arts/
progressions describe common Arts (all subjects) specific literacy
pathways for developmental resources
sequences for the acquisition of https://www.australiancurriculum.
aspects of literacy and numeracy edu.au/resources/national-
development. literacy-and-numeracy-
BE CURIOUS IN THE ARTS:
SELECTED GENERAL CAPABILITIES
Literacy and numeracy are Department for Visual literacy
strengthened, made specific and Education resources http://www.education.vic.
extended through the Arts. Numeracy and literacy (birth to 18 gov.au/school/teachers/
strategy) | Resources for families teachingresources/discipline/
LITERACY https://www.education.sa.gov.au/ english/literacy/readingviewing/
In the Australian Curriculum: The teaching/curriculum-and-teaching/ Pages/litfocusvisual.aspx
Arts, students use literacy to develop, numeracy-and-literacy Barton G, Lemieux A, Chabanne
apply and communicate their JC (2018) Arts-based teaching of
knowledge and skills as artists and Best advice series: literacy | Literacy
teaching resources | Assessment in literacy, AARE
as audiences. Through making and https://www.aare.edu.au/
responding, students enhance and literacy
https://edi.sa.edu.au/educating/ blog/?tag=arts-based-teaching-of-
extend their literacy skills as they literacy
create, compose, design, analyse, literacy-and-numeracy (staff login required)
comprehend, discuss, interpret and Fine arts – literacy teaching tool
Some further resources
evaluate their own and others’ https://www.education.vic.gov.au/
artworks. Multi-modal texts childhood/professionals/learning/
https://www.education.vic. ecliteracy/emergentliteracy/Pages/
Each Arts subject requires students gov.au/school/teachers/ finearts.aspx
to learn and use subject specific teachingresources/discipline/
vocabulary of increasing complexity english/literacy/multimodal/ ABC Media Arts Literacy
as they move through the curriculum. Pages/createmultimodal.aspx https://www.abc.net.au/
Students learn that the vocabulary of education/media-literacy/use-the-
the arts varies according to context Making meaning through dance news-media-arts/11534142
and they develop their ability to use https://www.education.vic.gov.
au/childhood/professionals/ ABC Media Literacy
language dynamically and flexibly.‡ https://www.abc.net.au/
learning/ecliteracy/videos/Pages/
meaningdance.aspx education/media-literacy/
Lesson plans for visual literacy Kuechel, Beaudry, Ritz-Swain (2015)
https://www.teachprimary.com/ Visual Literacy, Meshguides.
learning_resources/view/lesson- http://www.meshguides.org/
plans-for-visual-literacy guides/node/214
8NUMERACY CRITICAL AND PERSONAL AND
In the Australian Curriculum: The CREATIVE THINKING SOCIAL CAPABILITY
Arts, students select and use relevant In the Arts, critical and creative In the Australian Curriculum: The Arts,
numeracy knowledge and skills to thinking is integral to making students identify and assess personal
plan, design, make, interpret, analyse and responding to artworks. In strengths, interests and challenges.
and evaluate artworks. Across the creating artworks, students draw As art makers, performers and
Arts subjects, students recognise on their curiosity, imagination and audience, students develop and
and use: number to calculate and thinking skills to pose questions apply personal skills and dispositions
estimate; spatial reasoning to and explore ideas, spaces, such as self-discipline, goal setting
solve problems involving space, materials and technologies. and working independently, and
patterns, symmetry, 2D shapes and show initiative, confidence, resilience
3D objects; scale and proportion They consider possibilities and
make choices that assist them to and adaptability. They also learn
to show and describe positions, to empathise with the emotions,
pathways and movements; and take risks and express their ideas,
concepts, thoughts and feelings needs and situations of others, to
measurement to explore length, area, appreciate diverse perspectives,
volume, capacity, time, mass and creatively.
and to understand and negotiate
angles. Students work with a range They consider and analyse different types of relationships.
of numerical concepts to organise, the motivations, intentions and When working with others, students
analyse and create representations of possible influencing factors and develop and practise social skills
data relevant to their own or others’ biases that may be evident in that assist them to communicate
artworks, such as diagrams, charts, artworks they make to which effectively, work collaboratively,
tables, graphs and motion capture.‡ they respond. They offer and make considered group decisions
receive effective feedback about and show leadership.‡
Department for Education resources past and present artworks and
Numeracy and literacy (birth to 18 Suggested examples of opportunities
performances, and communicate to support students to develop
strategy) | Resources for families and share their thinking,
https://www.education.sa.gov.au/ personal and social capability
visualisation and innovations to a through the Arts are provided for
teaching/curriculum-and-teaching/ variety of audiences.‡
numeracy-and-literacy you in the table over the page and
Examples of opportunities to throughout this resource. Adapt them
Best advice series: numeracy | think critically and creatively in as appropriate for your year level.
Numeracy teaching resources etc. the Arts can be found in the 2017
https://myintranet.learnlink.sa.edu. DreamBIG Teaching and Learning
au/educating/numeracy-and- Resource at:
literacy (staff login required) https://www.education.
sa.gov.au/sites/g/files/
Some further resources
net691/f/dreambig-teachers-
Garrett R, Dawson K, Meiners J, resource-2017.pdf
Wrench A (2019) Creative and
Body-based Learning: Redesigning
Pedagogies in Mathematics. Journal “Curiosity is one of the
for Learning through the arts, 14(1)
most permanent and
Numeracy in the Arts
http://numeracyskills.com.au/ certain characteristics of a
numeracy-k-6-in-creative-arts vigorous intellect.”
Maths and art – Samuel Johnson
https://www.youcubed.org/maths-
and-art/
Maths and art
https://www.artfulmaths.com/
mathematical-art-lessons.html
Maths and music – Nrich
https://nrich.maths.org/public/
topic.php?group_id=48&code=-365
Maths and dance – Nrich
https://nrich.maths.org/5502
Moving Maths – NZ
http://artsonline.tki.org.nz/
Teaching-and-Learning/
Primary-teaching-resources/
Units-and-sequences/Dance-
Across-the-Curriculum/Activity-3-
Moving-Maths
9PERSONAL AND SOCIAL CAPABILITY THROUGH THE ARTS
Organising Element Sub-element Arts examples for the elements NB: Suggestions only, adapt as required for year level
Students describe the influence that people, situations and events have on their
Self-awareness Recognise emotions, eg enact emotion words and emotive effect on others in freeze-frames,
emotions tableaux. Draw on scenes from story books, performances, images of people
displaying different emotions to role-play, song lyrics, dances, visual images.
Recognise Opportunities to experience and reflect on art making activities they’ve participated
personal qualities in or art works they’ve engaged with to identify their reactions, responses, needs,
and achievements wants and what influences these.
Understand Describe how participation in arts learning such as drama, can transform their
themselves as learning about an inquiry question or topic, ie space travel.
learners
Self-reflection and discussion of feedback of their own and others art works, eg
Develop reflective a group media arts task or a performance, analysing how they’ve contributed to
practice positive outcomes or achieved artistic intentions. Reflection, asking critical questions
and giving and receiving feedback are central to practice in all Arts subjects.
Express emotions Students can express their emotions appropriately and constructively, eg through
Self-management appropriately dance, role-playing using ‘I’ messages, singing, drawing, painting and as they work
collaboratively.
Develop self- Devise and apply strategies to monitor own behaviour, eg recognise the cues of
discipline and set tone of voice, body language, facial expressions, and explore ways of responding
goals to those cues. Set realistic learning goals, eg daily practice on a musical instrument,
developing control when rehearsing dance moves.
Work Attempt tasks independently and identify when and from whom help can be sought,
independently and eg making a clay sculpture or when making a puppet to tell a cultural story.
show initiative
Become confident, Persist with tasks when faced with challenges and adapt their approach to achieve their
resilient and goals, eg learning to play a particular phrase on an instrument, remembering the moves
adaptable in a dance piece, refining a technique to communicate ideas in a painting or drawing.
Being open to ideas and perspectives is a feature of all Arts practice and learning.
Social awareness Appreciate diverse Activities such as ‘hot seating’ in drama, responding, reflecting and analysing the
perspectives ideas of others as communicated in dance, music, media arts, visual arts support
students to develop this awareness.
Contribute to civil Identify a community need or an opportunity and consider ways to take action to
society address it, eg compose a song and/or artworks highlighting the issue and share
through a physical or virtual performance/exhibition/event.
Factors that contribute to positive relationships are explored in depth in the Arts, eg
Understand through drama strategies/techniques; through the processes in creating scenes for a
relationships film and accompanying sound/music to convey intended meaning; or using genre
conventions to highlight nuances in relationships when making media artworks.
Identifying and explaining factors that influence effective communication in a variety
Communicate of situations is explored throughout Arts subjects, eg stance, posture, body language
Social management effectively in dance or drama; emphasising mood by shaping dynamics, and tempo in music;
combining images and sounds for media artworks to convey meaning; or using
conventions such as colour or proportion in visual arts.
Embedding opportunities for students to support each other in group work tasks,
Work encouraging each member of a group to contribute, promoting respect for others’
collaboratively ideas, eg, choreographing moves for dance, considering personal strengths when
choosing roles for a short video production in media arts.
Use ethical, social, economic arguments to make decisions when accessing to music
Make decisions or media art works, eg acknowledging and respecting copyright, or using age/
socially appropriate content in their own art making activities.
Negotiate and Practise solving simple interpersonal issues, using drama techniques like ‘flashbacks’
resolve conflict or ‘flash forwards’ (for any story, topic, bullying situation etc) to identify causes and
possible resolutions for a conflict.
Develop Initiate or help plan and organise: class concert for local kindy group; class exhibition
leadership skills as a fundraiser; production of a short video for a competition or to promote a
message.
Some further resources Think Feel Care Improving Social and Emotional Learning
Eisner E, 10 Lessons the Arts Teach http://www.pz.harvard.edu/ in Primary Schools (2019) Education
https://www.arteducators.org/ resources/think-feel-care Endowment Foundation
advocacy-policy/articles/116- https://educationendowmentfoundation.
10-lessons-the-arts-teach org.uk/tools/guidance-reports/social-
and-emotional-learning/
10INTEGRATE • exist in physical, digital or virtual
spaces
Arts Integration Resources
https://www.kennedy-center.org/
LEARNING OF THE • combine traditional, contemporary education/resources-for-educators/
ARTS WITH OTHER and emerging media and materials classroom-resources/articles-and-
hot-tos/articles/collections/arts-
• be created individually or
LEARNING AREAS collaboratively.
integration-resources/
The Australian Curriculum has this The curriculum provides many Integrated Arts vs STEAM –
to say about integrating the Arts: opportunities for integration of Infographic
learning between arts subjects and https://educationcloset.
Although Dance, Drama, Media with other learning areas.‡ com/2016/11/30/arts-
Arts, Music, and Visual Arts are integration-steam/
described individually in The Arts,
students need opportunities to Arts integration is a Arts Education Partnership –
study and make artworks that teaching strategy in which Resources by Topic – Arts integration
feature fusion of traditional art the arts are integrated with https://www.aep-arts.org/
forms and practices to create the non-arts curriculum resources-by-topic/
hybrid artworks. to deepen students’
understanding of both. 3
Managing Time, Integrating the Arts,
This learning involves exploration Arts POP
of traditional and contemporary Isenberg and Jalongo (2010), Werner and http://artspop.org.au/content/
Freeman (2001)
arts practices from different view/index-docid=54.html
cultures, including works from
Aboriginal and Torres Strait Some further resources Arts Integration rubric
Islander cultures as suitable to Donovan L, Pascale L (2012) http://ccsesaarts.org/wp-
community and cultural protocols. Integrating the Arts Across the content/uploads/2014/11/6_
Such works might: Content Areas, Shell Education ArtsIntegrCheckRubric.pdf
• combine performance, audio Donahue D, Stuart J (2010) Artful Arts across the curriculum
and/or visual aspects Teaching: Integrating the Arts http://www.nea.org/tools/
• combine processes typical of for Understanding Across the lessons/Arts-Across-the-
the different arts subjects Curriculum, Teachers’ College Press Curriculum-K-5.html
• involve other learning areas 3. https://www.monmoutharts.org/arts-integration
DESIGNING • Learning intentions (Box 1) TfEL Framework Guide
https://www.education.sa.gov.au/
• What the learner brings to this
THE LEARNING learning (Box 2) sites/g/files/net691/f/tfel_frame-
work_guide_complete.pdf
TEACHING FOR EFFECTIVE • Success criteria (Box 3)
LEARNING (TfEL) AND SA • Eliciting evidence and providing TfEL Companion Facebook page
feedback (Box 4) https://www.facebook.com/
LEARNING DESIGN groups/tfeltalk/
• Selecting and creating resources,
The South Australian Teaching for activities and provocations (Box 5) SA Learning Design Booklet and
Effective Learning framework templates
supports teachers to develop three • Identifying actions to develop expert
https://acleadersresource.sa.edu.
big ideas that underpin the effective learners and learning culture (Box 6)
au/resources/sa-learning-design/
impact of many teaching practices. For a copy of the SA Learning design learning-design-templates/
The three big ideas are: `thinking map', see overleaf. Formative Assessment Professional
• Create safe conditions for Embedding formative assessment in Learning Modules
rigorous learning (Domain 2) learning design is central. This work https://edi.sa.edu.au/educating/
• Develop expert learners is supported by the online Formative learning-design/resources/
(Domain 3) Assessment Professional Learning formative-assessment/formative-
• Personalise and connect learning Module featuring Professor Dylan assessment-strategies-professional-
(Domain 4) Wiliam. learning-modules Staff login required
SA Learning Design is a ‘thinking
map’ that supports teachers to bring
together curriculum and pedagogy
in the design of units of work, short
learning sequences or individual
lessons.
SA Learning Design with embedded
formative assessment supports
teachers to design learning that
focuses on these six interconnected
ideas:
1112
Designing learning that embeds formative assessment
Learning intentions Success criteria Selecting and creating
• What do we want students to learn • What will quality learning look like?
resources, activities
and why is this learning important? • How will this understanding of quality
and provocations
• How will the learning intentions be learning be shared and developed • How will we engage, challenge and
shared and developed with students? with students? support all students?
• How will we make best use of
face-to-face and digital learning
environments?
What do How will So what
we want we know will we
them to if they do to get
learn? got it? there?
What students bring Eliciting evidence and Identifying actions
to this learning providing feedback to develop expert
learners and
• What misconceptions and prior • What processes and activities learning culture
knowledge can we anticipate? will we use to surface evidence of
• What skills and dispositions might students’ learning? • How will we create and sustain a
impact this learning? culture of learning?
• What processes and practices will
be used to provide feedback for • How will we develop the skills and
learning? dispositions of effective lifelong
learners?
SA Bringing Together Formative Assessment and Learning Design, V2.1 p2 https://acleadersresource.sa.edu.au/wp-content/uploads/2020/03/bringing_together_formative_assessment_and_learning_booklet_2.1_lr.pdfDesigning learning that embeds formative assessment
Learning intentions Success criteria Selecting and creating
resources, activities
and provocations
What do How will So what
we want we know will we
them to if they do to get
learn? got it? there?
What students bring Eliciting evidence and Identifying actions
to this learning providing feedback to develop expert
learners and
learning culture
13
SA Bringing Together Formative Assessment and Learning Design, V2.1 p3 https://acleadersresource.sa.edu.au/wp-content/uploads/2020/03/bringing_together_formative_assessment_and_learning_booklet_2.1_lr.pdfYou can also read
