week 13 drama

Drama Workshop 3-
7th of June 2012
Dear Diary,   

                       “Teacher in Role”



Today in my final workshop we looked at the teacher in role process. Victoria assigned the class in groups of four, where we had to come up with a script and only one of our group members had to talk for the otheras though they were the teacher in role. From this pathway we had to come up with an introductory speech where we had to think of the context and how we could link our main idea to other KLA'S. As a group we decided to link Ancient History. As a group we had decided to go way way way back in time and pretend to have someone act as a mummy. The scene was set to be in the desert. As a group we came up with the script, where we focused on the key aspect TENSION. We also decided to use two props which were a mobile phone and coffin. My friends role was to stand in front of the class and read out the script and act it out. After she had performed the script, the class had to predict who who she was that she was acting out there characteristics. The class also had to guess the scene location.

week 12 drama

Drama Workshp 2-

31st of May 2012

Dear Diary,

                                  PRE TEXT

 

In today's workshop, my focus was on the Read pretext where we had to read the fragment given to us along with two supplementary questions including: What do you know from reading it? What questions are beginning to form? Firstly, I had no idea what a pretext was until today's workshop, from students answers as well as Victoria's comments I was familiar and able to grasp on the meaning of a pretext. This enabled me to grasp the key idea for today's workshop. Our group came up with five insightful questions including, where are you from? Why are you here? What do you eat? Do you have supernatural powers? Who are your parents? Who found them? For future implications, I would allocate a similar script to students where I would imply questions in telling students that we are looking for an inference and that are free to create a sense of things that may occur in the pretext or that have come to their mind whilst reading the pretext. In reflection to the k-6 creative arts syllabus, drama-making outcome DRAS1.2 conveys, story, depicts events, and expresses feelings by using the elements of drama and the expressive skills of movement and voice. As becoming a teacher, I would make easy for students to make decisions about role and action for when they explore the various drama techniques in thinking about ideas and questions extracted from the pretext such as who, what, where, when and why.

weel 11 drama

Drama workshop - 1

24th of May 2012

Dear Diary,

In today's workshop, my focus was on the picture book "Voices in the park" by Anthony Browne. We listened to Victoria read the book with such a dramatic tone of voice. This technique and the main themes of the story allowed grasping the key idea of the Authors meaning to his audience. The book entails such great pictures along with great grammatical features. I was able to activate my prior knowledge to Edup 2002 when we read this book in the lecture and the book I had to do for my assignment so it really helped me to gain further insightful knowledge about the purpose/content and main ideas of the book. For teaching practices, I would take aboard a similar lesson as the one today. I would read a different picture book to the students. The picture book may be, "Lost and Found" by Oliver Jeffers. The story will be read to the students and students are then allowed to construct a Role on the wall/word bank where students have give the two main characters a name example loved, angry so forth. In reflection to the K-6 creative arts syllabus, students are performing DRAS1.3 Interacts collaboratively to communicate the action of the drama with others.

 

week 10 visual arts

Visual Arts workshop 3-

17th of May 2012

Dear Diary,

                                      "Painting"

My focus from today's workshop was the elements and principles of visual arts through my painting. There were various principles discussed including 9 and beyond along with 6 elements that correspond with the 9 principles. There were new words I would take aboard throughout my teaching career, these new words included: unity, perspective, and discord. Before I came into this workshop, I was very unfamiliar with these words until today I understood what each of these words meant. For future implications towards becoming a professional educator, I would allocate students an example of an artwork and then I would allocate them time for them to come up with a few questions about the artwork. Questions can be: Tell me about the patterns in the picture. Where is it located? Why is this colour purple? In reflecting on the K-6 creative arts syllabus, appreciating outcome VAES1.3 Recognises some of the qualities of different artworks and begins to realise that artists make artworks. Students are able to make connections with the artwork displayed and are also able to express ideas to other peers in the classroom.

For me, painting is a way to forget life.  It is a cry in the night, a strangled laugh.  ~Georges Rouault

The world today doesn't make sense, so why should I paint pictures that do?  ~Pablo Picasso

                              

           

week 9 visual arts

Visual Arts workshop 2 -

10th of May 2012

Dear Diary,

“Direct Observation Collage"

In today’s second workshop I took part in making a collage using my previous sketched drawing (Bulky Newsprint of my Bicycle). I began the collage by choosing a small square section of my drawing and then enlarged the chosen section onto art paper. Once I had enlarged my section, I was given the opportunity to limited materials that included newspaper, black paper, foil and paper. I found this activity being practical and required specific attention and technique. This allowed me to understand that you experiment further from something that looks finished and cannot be altered or enhanced. This allowed me to be creative and incorporate spontaneous ideas throughout producing my artwork. Thus, as a pre-service teacher I would implement these activities where students are able develop beyond their capabilities which then allows students to appreciate their work and understand the uniqueness of art.

week 8 Visual Arts

Visual Arts workshop 1 -

3rd of May 2012

Dear Diary,

      "Direct Observation"


This is my own sketched image of a Bicycle that I had drawn originally Photographed by Sheldon Brody in 1967. Through observing the Photograph displayed on the board. I analysed the image focusing on the key elements of VIsual arts. Through observing the image I was able to look at the different tones, colours, patterns, lining, shapes, volume, etc used in the Photograph.
 

This activity is seen as enjoyable and engaging to incorporate in the classroom as this activity will further allow students to explore the various use of elements and principles that is involved in art making process. students take on a role by critically reflecting on their artwork it self by asessing from the folowing three questions such as; What is it?, Who made it?, What is it about?, etc. students are given the opportunity to explore the importance of these elements and techniques, it will allow students to strongly create a sense of meaning and understanding towards the art work.

Art is Man's nature.  Nature is god's art.  ~James Bailey

week 7 music

Workshop 3

26th of April 2012

Dear Diary,

               The Jelly Beans Book"

The last workshop for Music was by most the interesting and fun way to end the workshop!! Today's workshop, covered reading the book "Jellybeans book" which I found it an interesting and engaging book. During the lesson we read parts of the book, where we went through the song and in each section we had to play some sort of musical instruments.  Thus, this helped us become familiar with the different musical notes. This can be effective within a primary classroom, were you can teach students the different music notes through instruments and while they are playing and making their own music. As a pre-service teacher I had found the Jelly Bean Book in being effective as a teacher’s resource in teaching students the musical notes and to assist them in playing the musical instrument effectively and spontaneously!!