Week 12 "Peer Assessment of Video"

 

In today's final workshop we got the opportunity to watch each groups critical moment scene of their Fairy tale. After watching each groups video we were assigned a groups video were we where to assess the video through the use of a marking rubric. Things we had to assess included; the relationship with the characters- were conveyed in the video-the puppets were they 3D sculptured, improvisation, etc. As a pre-service teacher it is important that you allow students to present their work, allowing them to feel that sense of appreciation. In relation to my teaching practises I will ensure students are exposed to a range of different Drama, Media Arts and Creative Art elements where they are able to become more aware of the elements used and how they shape their work. Allowing students to critic or assess other peoples were allows them to respect and acknowledge their work and performance and at the same time students feel that their work is valued.

The link below is the video that my group and I designed using our finger puppets.

http://www.youtube.com/watch?v=iCE19LNxM5Q&feature=youtu.be

Week 11 "Production and re-editing of the Cinderella Video" Media Arts Workshop

In today's workshop (24.5.13) we focused on more on filming and editing our films in our small groups using the knowledge that we gained from the previous Media arts workshop and lecture in relation to the editing process. My group and I worked on our Fairy tale video, where we were able to re-edit and put the video together. As a group we put the video together were we put the soundtracks in the background of the video and connected the re-edits of the clips together and took the cut up clips out of the video. Also when working on our video we were to look and see whether we had Incorporated the elements of of Media Arts. Through today's workshop its further allowed us to learn more about the concept of media arts but in a more hands on practical way as we experienced some setback and obstacles that can come and get in the way during the filming and editing process . I believe this was a great workshop that enabled my group peers to collaboratively work together and communicate effectively


The filming and editing process are forms of communication and help children develop their ability to control this communication and create a dialogue with their peers (Anderson, M. & Jefferson, M., 2009).

Anderson, M. & Jefferson, M. (2009). Teaching the screen: Film education for generation next. Allen & Unwin: Sydney.

Week 10- Robyn Ewing "What makes a quality Literary text?"

 

Robyn Ewing talks about what makes a quality literary Text?. In the lecture we looked at how quality literature is used in texts and as teachers and how would we use quality literature in the classroom effectively. I believe it is inevitable that that all teachers use children literature books

 This week's lecture set out some criteria for what can be considered 'quality' children's literature. Good children's literature has multiple layers of meaning and can be looked at from many different perspectives. It introduces students to new world's, perspectives and contains themes and topics that children can relate to and understand but that also introduces them to new ideas (Winch, et. al., 2010). I personally believe that children's literature is a great form for students to further extend on their imagination and creativity, where they are able to think far beyond. I believe children's literature is engaging where students enjoy reading and want to read!

Gleeson (2007)  argues that, ‘The whole point is to open the mind, to enlarge the experience, to broaden the horizon of the reader’.

Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy : reading, writing and children's literature (4th ed.). South Melbourne: Oxford University.

Week 9- Media Arts Workshop

 

In Mirandas workshop today (9.5.13) we explored how the elements of Media Arts can be applied to learning about filmmaking in the Primary Classrooms. In the workshop we focusessed on the learning of composition in the pre-production, production and post-production process. In Mirandas workshop we looked at a text called "Marshall Arnstrong is new to our school" by David Mc Intosh were we looked at the composition rules: 1. Rule of Thirds, 2. Movement, 3. Perspective through the use of text. We were also given an image and in partners we were to look at the composition of images in films where we were given an image of Kirsten Stewart in the film “Snow White and the Huntsman". My partner and I had to look for the rule of third in the image and the perspective and explain how the perspective has conveyed the characters persona. We also had to focus on the shots and angles and decide whether the shit was a close, medium or long shot and whether were looking at the character at a high or Low angle. As an educator, allowing students to explore a range of images and getting them to identify and point out the composition rules is a great exercise where students are also able to look at other people’s perspective and compositions as well.
Through the workshop I learnt that as students are exposed to media from such an early age through, the internet, television and computer games, it is becoming more and more vital to develop students ability to critically analyse the media and use it effectively (Gibson & Ewing, 2011).

 

 

Gibson, R. & Ewing, R. (2011). Transforming the curriculum through the Arts. NSW, Australia: Palgrave Macmillan.

 

Week 8 Media Arts Lecture

    What are the Media Arts?

In todays lecture  we were introduced to Media Arts and the uses, basic principles and elements of the art form. Todays lecture i found very interesting as i have never studied Media Arts before so for me it was all new and exciting. From Mirandas lecture, I gained the knowledge that there are six basic elements of media arts, this being: composition, time, space, sound, movement and lighting. These elements together are crucial for media to represent a story, convey meaning and engage audiences. According to the Raising Children Network (2012), media can actually develop young children’s literacy, numeracy and social skills as they engage and interact with the art form. As a future teacher, I believe that the media arts can be used to engage students and support learning within other Key Learning Areas, including English, Mathematics and History.




Raising Children Network. (2012). Media and child development: the basics. Retrieved on May 22, 2013 from: http://raisingchildren.net.au/articles/media_benefits.html

Week 7 "Making our Puppets"- Visual Arts Workshop

                                 

In today’s workshop (25.4.13) we were given the opportunity to make our puppets through the use of materials and resources. Throughout the making of our finger puppets a range of materials and techniques were used in making the puppet to help symbolise each characters trait or persona. Materials used when making the finger puppets include, toilet rolls, shredded paper, cotton string, satin and organza material for Cinderella’s dress, cotton material, fabric, etc. The use of the bright orange and black cotton fabric where used to create the dresses for the two step sisters, the coloured cotton string was used as hair for the step sisters and Mother and for Cinderella. The cotton fabric was also used to create the mouth, eye and eyebrows – the facial features. The use of the cotton fabric on the face is used to give the audience an idea of the puppets character. The use of the pink and floral fabric for Cinderella’s dress helps symbolise and represent Cinderella’s character of innocence and beauty. The bright Orange and Black fabric with the black facial features symbolises evil.

 

 

Week 6 " An introduction to Puppetry"- Visual Arts lecture

                                          Puppets!

 

In todays lecture (19/4/13) guest speaker Kay Yasugi Pupperoos introduced the topic of puppets where we looked at the following: what is puppetry?, History of puppetry, types of puppets, the 5Ps of Puppeteering, etc. In the lecture Kay brought out the different types of puppets and explained how they can be used and made. I found this lecture fun and entertaining.

Kay believes "puppets are important for students as it its engaging in getting people attention- it’s good for multiple intelligences, good for visual learns, good for communication and good for shy students, puppets were students are behind the screen are good for students, it’s good for confident/ extroverted students and good for all ages and abilities"

In relation to my teaching practices allowing students to explore a range of puppets is meaningful. I would use puppets in teaching students spelling rules, repetition, talking and listening activities, writing tasks, modelled writing/ joint construction etc.

http://www.youtube.com/watch?v=6m5YUERRiTM&feature=youtu.be

 

 

Week 5 "Bringing Puppets to life"- Drama workshop

 

I want to go to the ball!!

 

In today’s workshop (11.4.13) we were assigned to perform our critical Moment scene of our chosen Fairy Tale. My Group and I chose the scene of Cinderella wanting to go the ball, were she is watching her step sisters and step mother get ready. Poor Cinderella is all dressed up thinking she’s going to the ball. During our workshop we were given the opportunity to create our puppets through the use of materials such as, newspaper, net, balloons, elastic ties, etc. Before we begun making our puppets we wrote up a short script to use when performing our Scene. I created and improvised on being Cinderella where I used a balloon to form her head, a blue net as her dress and string and her hair. This workshop allowed my group and I to focus on the movement and voice for each character, the relationship between the characters which can be seen in the video (hate, evil and jealousy relationship) and the manipulation of the elements of drama- TENSION was used in our video where were able to demonstrate the relationship between Cinderella and the evil step mother

As a Pre-service teacher allowing students to perform their critical moment scene allows students to explore how puppets are brought into life within a dramatic context, where they are allowed to further work with their voice, movement and improvise. Students become engaged and feel a sense of appreciation .Through this experience, as a future teacher, I now believe that puppets are a great way to stimulate children’s imagination and build the confidence of the most reluctant students. They are also an effective interactive way of introducing the concept of narratives to students who may need more practical means of engaging with stories (Greensmith, A. 2012).

http://www.youtube.com/watch?v=z08titE6s1A&feature=youtu.be



This is the script that my Gorup and I came up with when performing our critical moment scene of Cinderella- its a 30 second script

Greensmith, A. (2012). Puppets in education. The Creativity Institute. Retrieved on April 11, 2013 from: http://www.creativityinstitute.com/puppetsineducation.aspx

Week 3 "Cinderella Storyboard" - drama Workshop

In today’s workshop (21.3.13) we created a story board of a critical moment of the our chosen Fairy Tale Cinderella. As a group we come up with the narrative and drew pictures of what is happening in each picture and scene of the story. As a group we presented our Critical Moment scene of Cinderella to the class were we also play build and improvised each section of the story. As a pre-service, getting students to write up a story board of a critical moment of a chosen Fairy tale is a task that I would get students to do as it is engaging, fun and students work collaboratively and get the opportunity to improvise, explore status and point of view in role and get into persona.    

Role-play activities that involve students stepping into the characters shoes and some improvisation encourage students to develop their imaginations and express their creativity allowing them to look at stories and ideas from new perspectives. It is also engaging for students and helps to develop communication skills as they cooperate with peers (Rogers, S & Evans, J., 2008).




Rogers, S. & Evans, J. (2008). Inside Role Play in Early Childhood Education: Researching Young Children’s Perspectives. London: Routledge.

Week 2- Drama Lecture

Media Arts- Linking to Drama

In today’s lecture (15.3.13) we looked at the critical moments of a fairy tale, elements of media Arts and what makes a good story. What makes a good story? We focussed on Tension, Characters, Setting story structure (Resolution, coda). We also explored the elements of Media Arts which was useful as it allowed me to further reflect on my Fairy tale video and think about the elements during the making of my Fairy tale video and how those elements are to be incorporated in the scene of my fairy tale video. Victoria demonstrated a critical moment of “Little Red Riding Hood” with Patrick, were they chose the scene were the little red hood was heading to her grandmother’s house and the wolf (Patrick) was following little red riding hood and asking her questions to find out where she was going. Victoria also used a piece of material pretending to be little red riding hood (puppet). In relation to my teaching practice, I will ensure students are provided with the structure that will help student and empower them- where I will teach students to communicate through stories

Week 1 "Fairytales" - Introduction Lecture

                                              

  Fairy tales

 

“If you want your children to be intelligent, read them fairy tales. If you want them to more intelligent, read them more fairy tales” (Albert Einstein)

In todays Introductory lecture ( 8.3.13) we started off with a brainstorm of all the different Fairy Tales everyone in the course could think of. Victoria Campbell explained that the creative Arts unit is going to be focusing on the theme of fairytales, were we were assigned to think of a fairy tale (Cinderella) and form into a group and choose a critical moment of the fairy tale and create a still Image. My group and I chose the critical moment where Cinderella Leaves the ball at 12 , where I pretended to me Cinderella, where the rest of my peers pretended to be the Clock, Prince, Carriage and  fairy godmother. During the lecture we look at what are fairy tales? The types of fairy tales and how they have been modified to the original fairy tale and what they meaning of purpose of it. Victoria read the the true story of the Tree little pigs to further show how Fairy tales have chnaged in todays world (Fractured Fairy Tales). We also explored a range of different fairy tales showing the original fairy tales and pictures of how it has been modified to the "Present" time were we were able to look at how these changes are trying to convey a different meaning to the original fairy tale.