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CONTENTS
Classroom snapshot: Stepping up and having a go......................................................................................... 55

Working smart to be effective ............................................................................................................................ 56
Working smart with digital resources .....................................................................................................................56
Classroom snapshot: Integrating digital technology in a unit of inquiry....................................................... 57
Working smart with colleagues................................................................................................................................58
Working smart with community resources and partnerships ..............................................................................58
Working smart through lifelong learning.................................................................................................................61
Creating the learning context: an ethical, stimulating, safe and happy place to be ..................................... 62
The ethical arts classroom........................................................................................................................................62
The emotionally secure classroom ..........................................................................................................................64
At a glance: Creating a climate that fosters rich arts learning...................................................................... 65
The physically safe classroom ..................................................................................................................................65
The functional classroom .........................................................................................................................................66
A stimulating physical environment ......................................................................................................................... 71
Why you should be confident about teaching in The Arts ...............................................................................72
Online resources: Arts community partnership opportunities ...................................................................... 73
Summary ................................................................................................................................................................ 74
At a glance: What makes me a good teacher in The Arts? ........................................................................... 75
Online study resources ........................................................................................................................................ 76
Learning activities.................................................................................................................................................. 76
Further reading ......................................................................................................................................................77
Chapter 4: Children at the centre 78
Children’s capabilities ........................................................................................................................................... 79

What children bring to their arts learning .............................................................................................................. 79
Children’s developmental growth through the arts ..........................................................................................80
Physical growth ........................................................................................................................................................ 80
Cognitive growth........................................................................................................................................................81
Self-regulatory behaviours........................................................................................................................................81
Expression and communication...............................................................................................................................82
Social and cultural growth........................................................................................................................................82
Wellbeing, emotional and psychological growth....................................................................................................82
Valuing individuality and diversity in the learning community ......................................................................... 83
Children’s identity formation...................................................................................................................................83
Cultural diversity in the arts classroom ..................................................................................................................84
At a glance: Exploring and validating children’s cultural backgrounds..........................................................86
Diversity of ability, giftedness and disability ..........................................................................................................86
Classroom snapshot: Unlocking a child’s potential......................................................................................... 87
Diversity of learning styles .......................................................................................................................................88
Inclusive and exclusive language............................................................................................................................. 90
The nature of children’s art learning ...................................................................................................................90
At a glance: Developing children’s aesthetic sensibilities ............................................................................... 91
Children learn through commitment and effort ...................................................................................................92
At a glance: Ways of improving levels of accomplishment............................................................................ 93
viii
CONTENTS
Children learn by telling their stories through the arts ........................................................................................95

Children learn by reflecting on artmaking .............................................................................................................98
Children learn by reviewing and responding to artworks ...................................................................................100
At a glance: Ways to incorporate the world of arts in the program ...........................................................100
At a glance: Selecting artworks that engage children ................................................................................... 101
Classroom snapshot: Talking about a painting .............................................................................................. 102
At a glance: Encouraging children’s artistic engagement – dos and don’ts............................................... 104
Online resources: Arts-related online resources for disability.................................................................... 105
Summary .............................................................................................................................................................. 105
Online study resources ...................................................................................................................................... 106
Learning activities................................................................................................................................................ 106
Further reading ................................................................................................................................................... 106
Chapter 5: Planning, pedagogy and assessment for authentic arts learning 107
Planning a program of arts learning.................................................................................................................. 108

Planning units of inquiry.........................................................................................................................................108
Beginning the planning process.............................................................................................................................109
Classroom snapshot: Adapting planning to take advantage of local opportunities.................................... 109
Themes for units of inquiry..................................................................................................................................... 110
At a glance: Themes for units of inquiry ........................................................................................................ 110
Completing worked examples as part of planning................................................................................................. 111
Using the six-pointed star template for planning ................................................................................................. 111
At a glance: Working towards a unit of inquiry plan.......................................................................................114
Planning for the imaginative development of ideas ............................................................................................. 114
Planning for self-expression ................................................................................................................................... 116
Planning for practical activity ..................................................................................................................................117
Planning for reflection..............................................................................................................................................117
Planning for cultural connection through the arts............................................................................................... 118
Pedagogical practices for arts learning...............................................................................................................119
Adapting pedagogical approaches to suit requirements...................................................................................... 119
Stimulating imaginative and active engagement ................................................................................................. 120
A demonstration is worth a thousand words ........................................................................................................ 121
Dialogues for learning.............................................................................................................................................. 121
At a glance: Constructive feedback................................................................................................................125
Assessment principles and guidelines ................................................................................................................125
Achievement standards in the Australian Curriculum........................................................................................ 125
Formative and summative assessment ................................................................................................................. 126
Criteria-based learning and assessment............................................................................................................... 126
Indicators of learning .............................................................................................................................................. 126
Acknowledging children’s learning processes ...................................................................................................... 128
Online resources: Sites for locating arts cultural references .......................................................................129
Online resources: Educational resources in the arts......................................................................................131
Summary ...............................................................................................................................................................133
At a glance: Authentic arts assessment .........................................................................................................133
Online study resources .......................................................................................................................................134
ix
CONTENTS
Learning activities.................................................................................................................................................134
Further reading ....................................................................................................................................................134
PART 2 TEACHING IN THE ARTS

Chapter 6: Dance 138
Guiding principles for dance education.............................................................................................................139

Describing dance..................................................................................................................................................... 139
Dance in school education.....................................................................................................................................140
Engaging with dance.............................................................................................................................................141
Teacher participation ............................................................................................................................................... 141
Student participation .............................................................................................................................................. 143
Supporting diverse learners.................................................................................................................................... 146
Classroom snapshot: Inclusive dance education............................................................................................146
Dance in the Australian Curriculum..................................................................................................................147
Classroom snapshot: Initiating dance in the classroom ............................................................................... 148
Foundations of dance literacy: concepts, knowledge and skills .................................................................... 148
Elements of dance .................................................................................................................................................. 148
Dance praxis: Making ..........................................................................................................................................152
Developing a movement vocabulary..................................................................................................................... 152
Choreographing dances ......................................................................................................................................... 155
At a glance: Strategies for supporting children’s creation of dances ..........................................................158
Learning social dances ............................................................................................................................................ 159
Performing dances.................................................................................................................................................. 159
Dance appreciation: Responding ...................................................................................................................... 160
Viewing dance performances ................................................................................................................................. 161
Understanding dance context and motivation ..................................................................................................... 161
Leading guided dance appreciation ....................................................................................................................... 162
Cultivating interest in dance.................................................................................................................................. 165
Linking dance to other subjects .........................................................................................................................165
Drama....................................................................................................................................................................... 165
Media arts ................................................................................................................................................................ 165
Music ........................................................................................................................................................................ 165
Visual arts................................................................................................................................................................. 166
Cross-curriculum.................................................................................................................................................... 166
Safe dance practice and practicalities ...............................................................................................................166
Establishing sensible and safe behaviour .............................................................................................................. 166
Let’s start dancing....................................................................................................................................................167
Props and resources ............................................................................................................................................... 168
Online resources: Dance education ...............................................................................................................169
Summary ................................................................................................................................................................ 171
Online study resources ........................................................................................................................................ 171
Learning activities.................................................................................................................................................. 171
Further reading .................................................................................................................................................... 172
x
CONTENTS
Chapter 7: Drama 173
Guiding principles for drama education ............................................................................................................174

Describing drama .....................................................................................................................................................174
Drama in school education .....................................................................................................................................175
Engaging with drama ........................................................................................................................................... 175
Teacher participation ...............................................................................................................................................176
Student participation ............................................................................................................................................... 177
Supporting diverse learners.....................................................................................................................................178
Drama in the Australian Curriculum .................................................................................................................178
Foundations of drama literacy: concepts, knowledge and skills ..................................................................... 179
Elements of drama...................................................................................................................................................179
Principles of narrative (story)................................................................................................................................. 181
Drama participation skills ....................................................................................................................................... 182
Drama praxis: Making......................................................................................................................................... 184
Initiating drama engagement ................................................................................................................................. 184
Dramatic play .......................................................................................................................................................... 185
Classroom snapshot: Drama using a text as a stimulus ................................................................................186
Story drama ..............................................................................................................................................................187
Improvisation ............................................................................................................................................................187
Role-playing............................................................................................................................................................. 189
Mantle of the expert ............................................................................................................................................... 191
Mime ........................................................................................................................................................................ 192
Puppetry................................................................................................................................................................... 193
Cyberdrama ............................................................................................................................................................. 194
Vocally-orientated drama ...................................................................................................................................... 195
At a glance: Presenting vocally-orientated drama forms .............................................................................195
At a glance: Steps for developing stories for storytelling .............................................................................198
Playbuilding and devising theatre .......................................................................................................................... 199
Drama appreciation: Responding...................................................................................................................... 201
Viewing drama performances ............................................................................................................................... 202
Understanding drama contexts and motivations................................................................................................ 202
Guided drama appreciation................................................................................................................................... 203
Linking drama to other subjects ....................................................................................................................... 204
Dance ...................................................................................................................................................................... 204
Media arts ............................................................................................................................................................... 204
Music ....................................................................................................................................................................... 204
Visual arts................................................................................................................................................................ 204
Cross-curriculum................................................................................................................................................... 204
Safe drama practice and practicalities............................................................................................................. 204
Safe practices ......................................................................................................................................................... 204
Space to work......................................................................................................................................................... 205
Working in groups.................................................................................................................................................. 205
Masks....................................................................................................................................................................... 205
Costumes, props and play boxes.......................................................................................................................... 206
xi
CONTENTS
Online resources: Drama education ..............................................................................................................207

Summary ............................................................................................................................................................. 208
Online study resources ..................................................................................................................................... 208
Learning activities............................................................................................................................................... 208
Further reading .................................................................................................................................................. 209
Chapter 8: Media arts 210
Guiding principles for media arts education ......................................................................................................211

Describing media arts .............................................................................................................................................. 211
Media arts in school education............................................................................................................................... 211
Engaging with media arts ....................................................................................................................................213
Teacher participation .............................................................................................................................................. 213
Student participation .............................................................................................................................................. 213
Media arts in the Australian Curriculum ...........................................................................................................215
Foundations of media arts literacy: concepts, knowledge and skills..............................................................216
Key media arts concepts ........................................................................................................................................ 216
Elements of media arts .......................................................................................................................................... 219
Story principles.........................................................................................................................................................221
Genre .......................................................................................................................................................................222
Media arts praxis: Making .................................................................................................................................. 222
Developing proficiency with digital technology...................................................................................................223
Creating media stories........................................................................................................................................... 224
Pictorial stories....................................................................................................................................................... 224
Classroom snapshot: Comic strips to create visual narratives .................................................................... 227
Stories using audio media.......................................................................................................................................227
Stories in audio-visual formats ..............................................................................................................................229
At a glance: Guidelines for a claymation (or video) project .........................................................................231
At a glance: Storyboard terminology when filming a video .........................................................................234
Stories in graphic, print and web media .............................................................................................................. 234
At a glance: Layout basics ..............................................................................................................................235
Stories in multimedia, interactive and convergent communication formats .................................................. 238
Media arts appreciation: Responding ...............................................................................................................239
Reviewing media artworks..................................................................................................................................... 239
Understanding media arts context and motivation............................................................................................ 239
Guided media arts appreciation............................................................................................................................240
Linking media arts to other subjects................................................................................................................ 240
Dance ...................................................................................................................................................................... 240
Drama...................................................................................................................................................................... 240
Music ........................................................................................................................................................................ 241
Visual arts................................................................................................................................................................. 241
Safe media arts practice and practicalities........................................................................................................241
Safe use of equipment ........................................................................................................................................... 241
Cyber citizenship..................................................................................................................................................... 241
xii
CONTENTS
Managing with limited equipment ........................................................................................................................ 242

Storage .................................................................................................................................................................... 242
Online resources: Media arts education........................................................................................................242
Summary ..............................................................................................................................................................244
Online study resources ......................................................................................................................................245
Learning activities................................................................................................................................................245
Further reading ...................................................................................................................................................245
Chapter 9: Music 246
Guiding principles for music education ............................................................................................................ 247

Describing music.....................................................................................................................................................247
Music in school education .................................................................................................................................... 248
Engaging with music ...........................................................................................................................................249
Teacher participation ............................................................................................................................................. 250
Student participation ............................................................................................................................................. 250
Classroom snapshot: Music and communication ..........................................................................................251
Music in the Australian Curriculum..................................................................................................................252
Foundations of music literacy: concepts, knowledge and skills.....................................................................253
Elements of music ................................................................................................................................................. 253
Music notation ....................................................................................................................................................... 254
Music praxis: Making ..........................................................................................................................................255
Exploring sound and silence.................................................................................................................................. 255
Singing ..................................................................................................................................................................... 256
Percussion............................................................................................................................................................... 260
Classroom snapshot: Creating a rainstorm using body percussion..............................................................261
Classroom snapshot: Percussive accompaniment to Pachelbel’s Canon ...................................................262
Creating or composing music............................................................................................................................... 264
At a glance: Composing a song......................................................................................................................265
Sharing, recording and performing ...................................................................................................................... 266
Music appreciation: Responding ....................................................................................................................... 267
Listening to and viewing live performances .........................................................................................................267
At a glance: Planning a successful public performance ...............................................................................268
Understanding contexts and motivations............................................................................................................ 268
Guided listening.......................................................................................................................................................273
Classroom snapshot: Guided listening: The Moldau (Die Moldau) by Smetana......................................... 273
Linking music to other subjects......................................................................................................................... 275
Dance .......................................................................................................................................................................275
Drama.......................................................................................................................................................................275
Media arts ................................................................................................................................................................275
Visual arts.................................................................................................................................................................275
Cross-curriculum....................................................................................................................................................275
Safe music practices and practicalities............................................................................................................. 276
Safe practices ..........................................................................................................................................................276
xiii
CONTENTS
Locating music ........................................................................................................................................................276

Instruments..............................................................................................................................................................276
Music library ............................................................................................................................................................276
Music centre or listening post............................................................................................................................... 277
Sharing music with children................................................................................................................................... 277
Online resources: Songs ................................................................................................................................. 279
Online resources: Music education .............................................................................................................. 280
Summary ...............................................................................................................................................................281
Online study resources ......................................................................................................................................282
Learning activities................................................................................................................................................282
Further reading ...................................................................................................................................................282
Chapter 10: Visual arts 283
Guiding principles for visual arts education .....................................................................................................284

Describing visual arts ............................................................................................................................................. 284
Visual arts in school education ............................................................................................................................. 286
Engaging with visual arts .................................................................................................................................... 287
Teacher participation ..............................................................................................................................................287
Student participation ..............................................................................................................................................287
Supporting diverse learners................................................................................................................................... 288
Visual arts in the Australian Curriculum ..........................................................................................................289
Foundations of visual arts literacy: concepts, knowledge and skills............................................................. 290
Elements of visual arts............................................................................................................................................ 291
Design principles .....................................................................................................................................................292
A closer look at colour – one of the elements ...................................................................................................292
Classroom snapshot: Compare two ways of teaching about colours..........................................................293
Colour mixing using the warm and cool paint colour system........................................................................... 296
At a glance: Warm and cool paint colour system ......................................................................................... 297
Representing the spatial world ............................................................................................................................. 298
Symbols, metaphors and different realms ..........................................................................................................300
Materials also communicate .................................................................................................................................300
Visual arts praxis: Making................................................................................................................................... 301
Representation ........................................................................................................................................................ 301
At a glance: Subjects for observational activities ........................................................................................ 302
Formalism ...............................................................................................................................................................304
Classroom snapshot: Discovering how we communicate using elements and principles of
visual language................................................................................................................................................. 305
Expressionism ......................................................................................................................................................... 305
Social commentary and narrative.........................................................................................................................306
Sharing and displaying artworks............................................................................................................................308
Visual arts appreciation: Responding............................................................................................................... 308
Viewing visual art....................................................................................................................................................308
Understanding visual arts contexts and motivations..........................................................................................308
Guided visual arts appreciation............................................................................................................................... 311
xiv
CONTENTS
Classroom snapshot: Discovering how the composition of a painting contributes to its meaning ...........312
Linking visual arts to other subjects ...................................................................................................................314
Dance ....................................................................................................................................................................... 314
Drama....................................................................................................................................................................... 314
Media arts ................................................................................................................................................................ 314
Music ........................................................................................................................................................................ 314
Safe visual arts practice and practicalities.........................................................................................................314
Safe practices .......................................................................................................................................................... 315
Mixing colours ......................................................................................................................................................... 315
Arranging still-life and subjects for observation.................................................................................................. 315
Using visuals............................................................................................................................................................. 316
Acquiring art materials ........................................................................................................................................... 316
Online resources: Visual arts education .........................................................................................................319
Summary ...............................................................................................................................................................319
Online study resources ..................................................................................................................................... 320
Learning activities............................................................................................................................................... 320
Further reading .................................................................................................................................................. 320
PART 3 UNITS OF IN UIRY

How this section works 324
Varying the units of inquiry ...............................................................................................................................325

Understanding the learning experiences ..........................................................................................................325
Patterns around us 326
Guide to the learning experiences for Patterns around us ............................................................................. 327

Unit plan options for Patterns around us .......................................................................................................... 327
A dance for Fibonacci ........................................................................................................................................328
Description ............................................................................................................................................................. 328
Teacher’s guide....................................................................................................................................................... 328
Learning outcomes ................................................................................................................................................ 328
Arts concepts and understandings....................................................................................................................... 328
Terminology ............................................................................................................................................................ 328
Cultural references ................................................................................................................................................ 328
Supplies and equipment ........................................................................................................................................ 328
Preparation ............................................................................................................................................................. 328
Guide to lesson steps ............................................................................................................................................ 328
Land art ............................................................................................................................................................... 330
Description ............................................................................................................................................................. 330
Teacher’s guide....................................................................................................................................................... 330
Terminology ............................................................................................................................................................ 330
Cultural references ................................................................................................................................................. 331
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CONTENTS
Supplies and equipment ......................................................................................................................................... 331

Preparation .............................................................................................................................................................. 331
Guide to lesson steps ............................................................................................................................................. 331
Abstract patterns ................................................................................................................................................332
Description ............................................................................................................................................................. 332
Teacher’s guide....................................................................................................................................................... 332
Terminology ............................................................................................................................................................ 333
Preparation ............................................................................................................................................................. 333
Digital storybook — A day in pattern world ......................................................................................................335
Description ............................................................................................................................................................. 335
Teacher’s guide....................................................................................................................................................... 335
Art concepts and understandings ........................................................................................................................ 335
Terminology ............................................................................................................................................................ 335
Preparation ............................................................................................................................................................. 336
Ostinatos..............................................................................................................................................................338
Description ............................................................................................................................................................. 338
Teacher’s guide....................................................................................................................................................... 338
Terminology ............................................................................................................................................................ 338
Preparation ............................................................................................................................................................. 338
Hero’s journey .................................................................................................................................................... 340
Description .............................................................................................................................................................340
Teacher’s guide.......................................................................................................................................................340
Learning outcomes ................................................................................................................................................340
Arts concepts and understandings.......................................................................................................................340
Terminology ............................................................................................................................................................340
Cultural references ................................................................................................................................................340
Supplies and equipment ......................................................................................................................................... 341
Preparation .............................................................................................................................................................. 341
Guide to lesson steps ............................................................................................................................................. 341
Glossary 343
References 346
Index 354
xvi
xvii
Guide to the text
xviii
Guide to the text
xix
xx
Guide to the online resources
xxi
INTRODUCTION
A world without the arts would be a grey and tuneless place. The arts are so seamlessly woven into the
fabric of our everyday lives that it is easy to overlook the extent to which they contribute to the quality
of our lives, as the following list illustrates:
• music, iPods, CDs • festivals • PowerPoint presentations
• dance clubs • posters, advertisements • TV shows – So You Think
• murals • landscape design You Can Dance
• architecture • jewellery design • book illustrations
• interior design • theatre productions • public artworks
• fashions • music video clips • art exhibitions
• street artists • YouTube videos • advertising
• orchestras • playground design • cinema.
• Big Day Out • computer games
The arts are not only part of what we see and hear around us, but also influence the way we think
and the way we see ourselves. In fact, as the massive forces of change are being felt in our society, the
arts are assuming an increasingly significant role.
The digital revolution, which we are currently experiencing, is transforming the way we think of and
structure information, knowledge, experiences and understandings. The interactive, relative and
navigational ways of negotiating the world of knowledge in the digital world parallel the way artists
work and so researchers are increasingly interested in the arts as a way of gaining insight into these
types of cognition (Bourriaud, 2002).
Similarly, the unprecedented growth of forms of communication that rely on visual formats – such
as websites, videos, PowerPointâ , digital images and Skypeä – mean that visual literacy is becoming a
critical functioning skill. This is so much so that an Australian Government agency observed that
‘artistic and visual literacy are increasingly as important to success in work and life as numeracy and
language skills’ (Ozco and DEST, 2004, p. 4).
Across the world, the growth of the knowledge society has commentators remarking that success
in this economy requires creative and innovative thinkers more than the workers we needed for the
industrial world. In the USA, research shows that 97 per cent of employers surveyed believe that
creativity is increasingly important in the workplace – though 85 per cent seeking employees with such
skills reported having difficulty finding them. The report concludes that ‘it is clear that the arts …
provide skills sought by employers of the third millennium’ (Lichtenberg, Woock & Wright, 2008, p. 17).
Globalisation of economies and global issues like migration and climate change have blurred the
boundaries of societies. Fostering connections and relationships across and within cultures have
placed greater emphasis on cultural understanding and building people’s sense of identity and
connection. Once again, the arts attract attention because of their capacity to meet these needs.
The arts bring pleasure, joy, comfort and understanding into people’s lives. They allow people to
express who they are and to find meaning in their world. In the same way that prehistoric people drew
on cave walls and toddlers draw on bedroom walls, we know that expressing ourselves artistically
through dance, drama, media, music and visual art is a primary and deeply human need.
Is this book for you?

This book is for pre-service and novice primary school teachers. Experienced teachers who are looking
for a new guide to contemporary arts teaching should also find it useful.
The Arts is a mandated learning area in both the Australian and New Zealand primary school
curricula. For the most part, generalist primary school teachers have the responsibility of providing
their students with good quality arts learning opportunities that enable them to develop the
xxii
INTRODUCTION
capabilities deemed necessary for success and fulfilment in our emerging world. This is a challenge,
but you have a pleasurable job to do – one that will bring you many rewards as well.
If you do not feel confident about teaching in the arts, be reassured that you have this capability
within you. It just needs to be harnessed and directed. Furthermore, opportunities such as
partnerships with arts organisations as well as access to professional networks and online resources are
providing more support than ever before. The purpose of this book is to support you in developing
your confidence, understandings and skills to initiate an authentic arts learning program in the primary
classroom. It does this by:
1 providing you with enough background information to appreciate the true nature of arts education
and its importance in the curriculum
2 encouraging you to recognise, celebrate and use your own creative and artistic capacities (which
may be dormant, but do exist) – and your pedagogical skills – to bring arts education alive in your
classroom, and for you to be the best teacher you can be
3 directing you to the range of options and support available to you through partnerships,
professional networks and online resources
4 reviewing the features of an authentic arts program and building the links between theory and
practice with sample lessons, supporting information pages, ideas for programs, suggestions and
guidelines – so that you can initiate an authentic arts education program, function effectively in the
classroom and be confident that you will succeed.
Both the title of this book and the content refer to authentic arts education. What this means is arts
education that is genuine education – where children actually develop more sophisticated
understandings, skills and capabilities in the arts, which support satisfying self-expression and
appreciation. To be blunt, far too much of what passes for arts education is not much more than busy
work or a fun-time interlude in the ‘real’ work of education. Not that there is anything wrong with
having fun – but arts education also needs to be purposeful, stimulating and challenging learning –
and all education should be fun!
How this text is organised

The book is organised into three parts. The first part provides an overview of the contemporary
context for arts education and then examines the three interconnected elements of arts education in
the primary school – the student, the teacher and the curriculum. The second part looks specifically at
teaching in each of the five arts areas. The third part is a collection of lessons and resources on the
theme of Patterns around us that can be implemented in the primary school classroom. Additional
lessons and resources are located on the book’s website, which you can access via http://login.
cengage.com.
Pedagogical tools
As part of being a reliable resource for learning about and teaching in the arts, a number of other
pedagogical features have been provided to assist your studies. The text makes regular references to
the Australian Curriculum. Icons in the margin draw attention to references made to cross-curriculum
priorities.
Each chapter begins with a set of bullet points outlining the key ideas in the chapter and has a
summary of the main points at the end. Subheadings are used throughout and you will be able to go
directly to the section you need at any time. At the end of each chapter are suggested activities for
you to consolidate and check your learning.
Throughout the book are At a glance boxes that can be quickly located as ready references for key
information – or photocopied and pinned up at your workstation.
xxiii
INTRODUCTION
The Classroom snapshots are boxed sections that offer examples of arts education in action in the
classroom and other learning contexts. You will see how the ideas discussed in the book are enacted
and translated into real-life classroom situations.
Online resources are provided in every chapter so you have reliable resources readily at hand for
teaching and your own self-education. These annotated lists of websites extend the value of the book
because you can continue to access up-to-date information.
Starter ideas throughout the text provide lists of ideas for practical implementation that illuminate
the concepts being discussed.
Icons for significant educators are in the margins as well as explanations for terminology
highlighted in the text in bold font. A glossary at the end of the book lists all these terms
alphabetically.
The book has its own website where additional lessons and resources expand the material
provided in the text. Templates such as those for unit planning or developing visual narratives, which
are in the book for reference, are also on the website so they can be downloaded for use.
All these features are intended to support your ongoing professional development as an educator
in the arts beyond the pre-service units you complete in your degree.
Terminology
While a glossary of terminology is included in this book, several terms used throughout the text should
be clarified here. ‘The arts’ is a collective term referring to dance, drama, music, visual and media arts
and other forms of artistic expression. When capitalised, The Arts is generally referring to The Arts
learning area in the Australian Curriculum. ‘Artworks’ and ‘artists’ are usually used in this text as
collective nouns to mean all products of the different arts areas and all creators. This is in order to
avoid cumbersome specification when meaning any and all art forms or creators. Therefore, a musical
performance is an artwork and a composer is also an artist.
The term ‘pre-service teachers’ refers to those who are studying to gain a teaching qualification.
Novice teachers are qualified teachers in the first years of their teaching careers. Throughout the text,
children and students are terms used interchangeably to refer to the young ones you will be teaching.
xxiv
ABOUT THE AUTHOR
Dr Judith Dinham,
Senior Lecturer Curtin University and Honorary Senior Lecturer Edith Cowan University
Judith Dinham has held senior university teaching and leadership positions in arts education and
artists’ education over a number of decades. Her many awards include a University Fellowship for
Teaching Excellence (ECU) and two Curtin University Excellence and Innovation in Teaching Awards.
She is the founding director of ProArts, a professional development provider for teachers. She was an
International Baccalaureate examiner for 10 years and is a past board member for WAAPA and ARX.
Her broad curriculum experience includes writing and presenting arts education courses in Early
Childhood, Primary and Secondary Education for universities, the Curriculum Council, Professional and
Graduate Education, Open University Australia and the Botswana Government. Her research interests
relate to pre-service education in the arts. Dr Dinham is also a practising artist and exhibition curator.
The monograph Judith Dinham: An artistic journey describes her artistic practice.
xxv
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du monstre marin. Roland la délivre. Survient Obert,
roi d’Irlande, qui devient amoureux d’Olympie et la
prend pour femme, après avoir enlevé à Birène ses
États et la vie. 219
Chant XII. — Roland, toujours à la recherche
d’Angélique, voit une femme qui lui ressemble dans les
bras d’Atlante, lequel, changé en chevalier, paraît
l’emporter. En le poursuivant, Roland parvient à un
palais enchanté, où arrive également Roger qui court
après celui qu’il prend pour le ravisseur de
Bradamante. Angélique y arrive, elle aussi, et y trouve
Roland, Sacripant, Ferragus, Gradasse et d’autres
guerriers. Une querelle s’élève à son sujet entre
quelques-uns d’entre eux, ce qui procure à Ferragus
l’occasion de s’emparer du casque de Roland.
Angélique se dirige vers le Levant, et trouve dans un
bois un jeune homme mortellement blessé. — Roland
va vers Paris et détruit deux troupes de Maures. Plus
loin il découvre un repaire de malandrins qui retiennent
Isabelle prisonnière. 240
Chant XIII. — Isabelle raconte à Roland ses malheurs. 264
Surviennent les malandrins habitants de la caverne.
Roland les tue tous, puis il part emmenant Isabelle. —
Bradamante apprend de Mélisse que Roger est tombé
au pouvoir du vieux magicien. Elle va pour le délivrer
et reste prise dans son propre enchantement. —
Digression élogieuse de Mélisse sur les femmes
appartenant à la maison d’Este.
Chant XIV. — L’armée des païens s’étant rassemblée, on
constate l’absence des deux troupes détruites par
Roland. Mandricard, courant sur les traces du paladin,
rencontre Doralice, fille du roi de Grenade, qui s’en va
épouser Rodomont, roi de Sarze. Il tue le cortège,
emmène Doralice avec lui et en fait sa femme. Les
Maures donnent l’assaut à Paris. 284
Notes 319
FIN DE LA TABLE DU TOME PREMIER.

IMPRIMÉ PAR A. QUANTIN
ancienne maison J. Claye
POUR
ALPHONSE LEMERRE, ÉDITEUR
PARIS
PETITE BIBLIOTHÈQUE LITTÉRAIRE
(AUTEURS ANCIENS)
Volumes petit in-12 (format des Elzévirs, imprimés sur papier de

Hollande).
Chaque volume 5 fr.
Chaque ouvrage est orné d’un portrait-frontispice gravé à l’eau-forte.
La Fontaine. Fables, avec une notice et des notes par A. Pauly. 2

volumes (épuisés).
La Fontaine. Contes, avec des notes par A. Pauly. 2 volumes
(épuisés).
Régnier. Œuvres complètes, publiées par E. Courbet. 1 vol.
(épuisé).
La Rochefoucauld, textes de 1665 et de 1678, publiés par Ch.
Royer. 1 volume (épuisé).
Manon Lescaut. 1 volume (épuisé).
6 Eaux-fortes d’après Gravelot et Pasquier, pour
illustrer Manon Lescaut 12 fr.
Beaumarchais. Théâtre. (Le Barbier de Séville). 1 vol. (épuisé).
(Le Mariage de Figaro). 1 vol. (épuisé).
Daphnis et Chloé, avec notice par E. Charavay. 1 volume
(épuisé).
7 Eaux-fortes d’après les dessins de Prud’hom pour
illustrer Daphnis et Chloé, gravées par Boilvin. 10 fr.
Œuvres complètes de Molière, avec notice et notes
par A. Pauly. 8 vol. Chaque volume. 5 fr.
35 Eaux-fortes d’après Boucher, pour illustrer les
Œuvres de Molière. 40 fr.
Bernardin de Saint-Pierre. Paul et Virginie, avec une 5 fr.
préface et des notes par Anatole France. 1
volume.
7 Eaux-fortes pour illustrer Paul et Virginie,
dessinées et gravées par Ed. Hédouin. 15 fr.
Boileau. Œuvres avec notice et notes par M. A. Pauly.
2 volumes. 10 fr.
7 Eaux-fortes d’après Cochin gravées par Monziès,
pour illustrer les Œuvres de Boileau 10 fr.
PARIS. — Impr. J. CLAYE. — A. Quantin et Cie, rue St-Benoît.
NOTES DU TRANSCRIPTEUR
Les notes numérotées de [1] à [15] sont les notes de
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Education 3rd Australia Edition

Classroom snapshot: Stepping up and having a go......................................................................................... 55

Chapter 4: Children at the centre 78

Children’s capabilities ........................................................................................................................................... 79

Children learn by telling their stories through the arts ........................................................................................95

Planning a program of arts learning.................................................................................................................. 108

PART 2 TEACHING IN THE ARTS

Guiding principles for dance education.............................................................................................................139

Chapter 7: Drama 173

Guiding principles for drama education ............................................................................................................174

Online resources: Drama education ..............................................................................................................207

Chapter 8: Media arts 210

Guiding principles for media arts education ......................................................................................................211

Managing with limited equipment ........................................................................................................................ 242

Chapter 9: Music 246

Guiding principles for music education ............................................................................................................ 247

Locating music ........................................................................................................................................................276

Chapter 10: Visual arts 283

Guiding principles for visual arts education .....................................................................................................284

PART 3 UNITS OF IN UIRY

Varying the units of inquiry ...............................................................................................................................325

Patterns around us 326

Guide to the learning experiences for Patterns around us ............................................................................. 327

Supplies and equipment ......................................................................................................................................... 331

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FIN DE LA TABLE DU TOME PREMIER.

Volumes petit in-12 (format des Elzévirs, imprimés sur papier de

Chaque volume 5 fr.

Chaque ouvrage est orné d’un portrait-frontispice gravé à l’eau-forte.

La Fontaine. Fables, avec une notice et des notes par A. Pauly. 2

PARIS. — Impr. J. CLAYE. — A. Quantin et Cie, rue St-Benoît.

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