This week’s class started with us learning how to make music on the computer. We used an application on the computer called ‘Garage Band’ to create a backing track of music. Before beginning this class, I was slightly apprehensive as music is not my strong point, and i sometimes struggle with the terminology. However, I … Continue reading “Integrated Arts- Making Music”
This week’s class started with us learning how to make music on the computer. We used an application on the computer called ‘Garage Band’ to create a backing track of music. Before beginning this class, I was slightly apprehensive as music is not my strong point, and i sometimes struggle with the terminology. However, I was also very excited and intrigued to how we could create a piece of music online. We began this workshop, by our lecturer demonstrating how to use ‘Garage Band’ we were then given the chance to have a go ourselves.
We were also given the chance to create a sound effect track for a short video clip. This part of the task was a lot of fun, enjoyable and engaging. It was very interesting and developed my knowledge of music more and more. I was very proud of what I created by the end of the workshop.
Through using this resource myself in today’s workshop, I considered the ways this could be implemented into the classroom and the skills and possibilities it can give the pupils. The children would have the opportunity to create their own music tracks and explore the different sounds of music. This kind of activity offers children many opportunities to explore the arts and make connections with other curricular subjects such as literacy, drama and dance. By doing an activity like this, it opened my eyes that we can teach music by using modern day technology to create a piece of music. It showed me that, to teach music we don’t always need to use instruments, digital music also is a resource that children can explore and create music in a different creative way.
The second workshop of the day was our visual arts class. In this workshop we were meant to be looking at how we can extend an art activity. We were going to use our Windows in the West print, create a black and white photocopy and then create a pen drawing extending from the original print image. Prior to this class, we were asked to read “Room 13: The Movement and International Network” by Claire Gibb. This initiative demonstrates the importance and excellent ways that from children given the opportunity to be responsible and independent artists. From reading this article, it highlighted to me the importance that as teachers children need to be treated equally and with respect. We need to give the children the independence they need to grow and flourish into young individuals.
Although, when it came to this workshop our lecturer actually asked me and my classmate if we could teach our fellow peers what we learned the previous week as they were off sick. This was a great learning and teaching opportunity for myself and it was a very interesting and exciting learning experience. We had to demonstrate what we previously learned and give assistance if it was needed. It gave me an insight into how to teach an art lesson, at times i did find it difficult to explain what we were doing but i think i eventually got the hang of it.
References:
Gibb, C. (2012) Room 13: The Movement and International Network [Online] Available: http://moodle.uws.ac.uk/pluginfile.php/109358/mod_resource/content/1/Room%2013-%20Claire%20Gibb.pdf [Accessed 8th October 2017]
Arts This week, I had the opportunity to work with students who had missed last weeks class on print making. I had the opportunity to teach my peers how to complete last weeks task and the theory behind it, and how we could implement arts in the classroom. First of all I gathered all the […]
Arts
This week, I had the opportunity to work with students who had missed last weeks class on print making. I had the opportunity to teach my peers how to complete last weeks task and the theory behind it, and how we could implement arts in the classroom.
First of all I gathered all the resources that we needed and explained the print making task. The students found the task fun and creative and mentioned that I explained things clearly and effectively. I explained to my peers that print making is not only about arts, but how we could use the subject to focus on other areas of the curriculum for example literacy. We were focusing on “Windows in the west” by Avril Paton, which would be a great picture to inspire a creative writing piece. I think this was a very useful lesson to consolidate my knowledge and pass it onto others.
Music
“I can use my voice, musical instrument and music, technology to experiment with sounds, pitch, melody, rhythm, timbre and dynamics.
Music is such a powerful subject as it can help us develop in other areas and skills such as literacy, numeracy, creativity, social and personal development and many more. Music can help us to become successful learners, effective contributors, responsible citizens and confident individuals.
In this weeks seminar, we had the chance to create our own musical piece digitally through a software named Garage Band. Garage Band is a “fully equipped music creation studio” through your computer. It gave us the opportunity to create our own piece starting from the baseline and building it up from there.
As I am not familiar with musical terms, or composing any sort of music, this was a creative, easy fun way to do so! This would be a great tool for the classroom and I would feel comfortable teaching and letting children in my class explore this app. Here is a video of the music I created :
The focus of this week’s inputs where music and the visual arts. This week I have been able to explore a range of technologies and methods that can be interwoven throughout primary learning of the integrated arts. The initial input was music, during the workshop we were introduced to GarageBand, a software application that enables … Continue reading Integrated Arts- Music Application and Visual Arts 10/10/2017
The focus of this week’s inputs where music and the visual arts. This week I have been able to explore a range of technologies and methods that can be interwoven throughout primary learning of the integrated arts.
The initial input was music, during the workshop we were introduced to GarageBand, a software application that enables you to produce sounds, create your own music and record audio. We were first asked to create an eight-bar piece of music, using a range of sounds, beats and musical instruments. After experimenting with this aspect of the application, we then moved onto altering our pieces of music by using fade ins and fade outs, changing the pace and pitch and introducing sound effects. After trialling the application, we then created our own music using an animation as a stimulus. This allowed us to consider a variety of animations and select appropriate backing music (considering musical instruments, bass and sound effects) to complement the short clip. In regards to music at the beginning of the module I was not confident with the prospect of teaching the subject, but being introduced to a range of music resources I feel that music is a subject that is not based solely around playing musical instruments and singing, but there are opportunities to use online applications in order to aid teaching. By using GarageBand within the classroom, I would be utilising an interdisciplinary approach as children would be developing skills within music and ICT. Bloomfield (2000, p.68) devised a framework for music teaching and learning within this Bloomfield conveys the importance that children should be “developing ICT skills in music and learning to compose and create music”. In addition, children should be exposed to a variety of “sound source and combinations of sounds” (Bloomfield, 2000, p.68). The GarageBand application likewise enables children to consider musical elements, that Bloomfield (2000, p.69) defines as: “pitch, duration, dynamics, tempo, timbre, texture and structure and form”. When teaching music cross-curricular with ICT the principle musical element would be timbre (Bloomfield, 2000). Timbre can be denoted as the characteristics of musical sound and the diversity of sounds that can be created. It is foremost that children have the opportunity to experiment with sounds and engaged in producing their own pieces of music using a variety of technologies.
I can use my voice, musical instrument and music technology to experiment with sound, pitch, melody, rhythm, timbre and dynamic (EXA 2-17a)
During the visual art workshop, we continued to work on ‘Windows of the West’ painting, but taking a different dynamic of the work that we produced during printmaking in the previous week input. This enable me to approach the work with a fresh creative frame of mind. Firstly, we selected one of the multiple printmaking copies, which was then photocopied onto A4 paper, this left us we half of the paper to illustrate our own imagination. Using this as extension work in the classroom would empower children to create their own unique perspective on the painting and also develops their awareness of good judgement, as the children must be able to scale their work to ensure they include all detail they want to illustrate (Eisner, 2007). There are many opportunities to use printmaking with ICT for instance Cox and Watt (2007, p.55) devise “scanning prints onto a PC and manipulating them using art and design software”. In addition, computer software packages can change the “colour and tone- or a selection of a print then copy and paste it serval time to create a new patter” (Cox and Watts, 2007, p,81). ICT in the visual arts generally enables children to take more creative risks and experiment with their work in-depth.
Also during this week’s visual art workshop, we looked at colouring books, however the colouring books we examined where different from the conventional books that mainly have a lot of detail, these colouring books had space for individuals to draw their own response as well as colouring in. This outlook on drawing and colouring in the classroom would empower the children to demonstrate and illustrate their understanding of the image given as well as improving their drawing skills. I believe colouring in is an activity that is rather calm and therapeutic on the mind.
Using printmaking as a stimulus to create own viewColouring book page
Also, over the past week I have read ‘Room 13: The Movement and International Network’ Claire Gibb. Room 13 was an art studio founded in Fort William in 1994 by young artist. I found this to be an insightful read as it highlighted the work of children and their desire to make art more noticeable within the curriculum. The art studio had a resident artist Rob Fairley who built the essence and practises of Room 13 and was very passionate in regarding children as unique artist but cognitively the same. The art work created by the children was unsystematic which enable the children to experiment and discover their unique skill and acquire their individual knowledge on art and social issues that had recently occurred or occurred in the past. By taking this approach to art children are able to develop art skills at their own cognitive pace as well as build confidence. By reading Room 13 I have been inspired to consider the teaching of art and who as a perspective teacher I utilise the visual arts within the classroom, I believe it is important for children to discover their unique creative and produce art work that is symbolic and fulfilling for them, emphasising art should not be about seeking perfection and uniformity in work, but being confident in their art ability.
References
Eisner, E. (2002) The Arts and the Creation of the Mind. Chapter 4, What the Arts Teach.
Bloomfield, A. (2000) Teaching Integrated Arts in the Primary School. Oxon: David Fulton
Cox, S, Watts, R (2007) Teaching Art and Design 3-11. New York. Continuum International
Gibb, C (2012) Room 13: The movement and international Network. Blackwell Publications
https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btc1-5)/Experiences%20and%20outcomes
Music is such a powerful subject as it can help us develop in other areas and skills such as literacy, numeracy, creativity, social and personal development and many more. Music can help us to become successful learners, effective contributors, responsible … Continue reading →
Music is such a powerful subject as it can help us develop in other areas and skills such as literacy, numeracy, creativity, social and personal development and many more. Music can help us to become successful learners, effective contributors, responsible … Continue reading →
In today’s visual arts workshop it was a continuation on from last weeks Windows in the West a painting by Avril Paton (Paton 1993). Using the prints made last week we photocopied a picture of our best prints. Using the photocopy of out prints we then drew on continuing of the picture about the area … Continue reading Integrated Arts Week 5→
In today’s visual arts workshop it was a continuation on from last weeks Windows in the West a painting by Avril Paton (Paton 1993). Using the prints made last week we photocopied a picture of our best prints.
Using the photocopy of out prints we then drew on continuing of the picture about the area surrounding of the tenement flat and snowy weather, which inspired Paton to create this painting.
Through each stage we had to add more detail using a variety of colours and shading with the use of light and dark colours. Showing the effects of different colours and shades.
While continuing on with our printmaking we looked at ‘Room 13’ this is a project in a school. This an art room where pupils are allowed to go and freely express oneself. Working on projects or activities that interest them.
In the music workshop we were in the mac lab using the computer to make music online. This was something I was anxious as I was very unsure how to create music on a mac computer but let us use different forms of media to create music. The online programme used for this workshop was called ‘Garage Band” introduced by the lecturer to create backing music. Throughout this workshop we familarised ourselves with ‘Garage Band’ on the mac computers creating different pieces of music using different instruments, rhythms, volumes, speed and keys throughout the music we created.
Print Making could be done as a class activity linked to topic work such as the Europe, using famous landmarks to make prints on and display through the class as well as school. Using technology to make music could also be a class activity to make a CD or album of schools made by the pupils to raise money.
Reference List:
Paton, A. (1993) Windows in the West. [Watercolours on paper 48” x 60”] Glasgow. [Online] Available: https://avrilpaton.co.uk/prints/windows-in-the-west [Accessed: 3 October 2017]
Paton, A. (2017) Windows in the West. [Online] Available: https://avrilpaton.co.uk/prints/windows-in-the-west [Accessed: 3 October 2017]
In our drama workshop, we began by discussing our own experiences with drama as a learner and our thoughts on teaching the subject as future teachers. The general consensus was […]
In our drama workshop, we began by discussing our own experiences with drama as a learner and our thoughts on teaching the subject as future teachers. The general consensus was negative and most people found the thought of teaching drama daunting. However, we were open to learning and improving our confidence.
We explored techniques including teacher in role and freeze frame. I found the first technique – teacher in role – very useful. This is when the teacher can use a prop such as a hat to show the pupils that they are no longer a teacher as such but now an actor. We related the techniques to a story of a dragon flying above a village and acted out our adaptations of a particular scene using the freeze frame technique. Having looked over the Curriculum for Excellence: Expressive Arts experiences and outcomes it was clear to see how the class how the workshop could be replicated in a classroom and tie in with relevant framework. For example, “I enjoy creating, choosing and accepting roles, using movement, expression and voice” EXA 1-12a.
During our morning lecture, we were given a copy of the watercolour painting ‘Windows in the West’ by the Scottish artist – Avril Paton. In our visual art input, we used this painting and a piece of polystyrene to copy a section of the paining. Next, we folded four different colours of A4 paper, covered our polystyrene tracing in paint before printing it on to each sheet of coloured paper. Once complete, we altered our original copy by removing sections of the polystyrene. We then used a second colour and reprinted onto each sheet of paper again. The fact that everybody’s drawing was different could reflect on Eisner’s (2002) 10 Lessons the Arts Teach. One lesson would be that the arts celebrate a variety of perspectives and the other being that there is no wrong answer, only a number of solutions. Below are pictures of Avril Paton’s “Windows in the West” as well as the process of creating my prints.
I found this activity enjoyable but think if it was to be replicated in a classroom environment it would best be covered over multiple lessons as it is messy and would be difficult for primary school aged children to do in a single lesson.
REFERENCES
Eisner, E. W. (2002) The Arts and the Creation of Mind. London: Yale University Press.
Scottish Government (2017). Curriculum for Excellence: Expressive Arts. [Online]. Accessible: https://www.education.gov.scot/Documents/expressive-arts-eo.pdf [Accessed: 5 October 2017].
During todays lecture and impute on integrated arts we looked into the visual arts and in particular a painting by Avril Paton – Window’s in the West (1993). Researching this painting I was able to find out that the painting was bought for the Glasgow Gallery of Modern Art and is now being displayed at … Continue reading Integrated Arts Blog→
During todays lecture and impute on integrated arts we looked into the visual arts and in particular a painting by Avril Paton – Window’s in the West (1993). Researching this painting I was able to find out that the painting was bought for the Glasgow Gallery of Modern Art and is now being displayed at the Kelvingrove Art and Gallery Museum. I also found out that the painting took 6 months to complete and was completed using watercolours. In this lecture we looked at how we could link literacy with art in the classroom.
In the first seminar we were handed out polistyrine boards where we then traced one section of the painting in great detail onto to the polystyrene board and used this to make several prints of it.
After drawing out the painting we put a layer of paint over the top and pressed it onto a sheet of A4 coloured paper to make a print.
We continued to do this, putting different colours of paint over the top and using to make prints.
As a teacher in training, I feel that it is important to link art with subjects such as literacy, and I feel that this task does that perfectly. The children could draw a picture of the main scene in a novel or create their own piece of writing with a picture to go with it and use this printing technique as a way of expressing that picture. The Tallis pedagogy wheel shows me that it is important for the children to be imaginative and creative in their work and to be able to work in the state of the unknown.
Overall I feel that this weeks impute was very beneficial as it has given me a task I could use in a classroom to help connect the visual arts with different subjects.
References
Thomas Tallis School. (2017) The TALLIS Habits Pedagogy Wheel. [Online] Available: http://www.thomastallisschool.com/tallis-pedagogy-wheel-guide.html [Accessed: 5th October2017]
Paton, A. (2017) Windows in the West. [Online] Available: https://avrilpaton.co.uk/prints/windows-in-the-west [Accessed: 5th October 2017]
For our advance reading independent study task we were given a chapter regarding the skill of questioning. I found this extract extremely interesting and gave me a insight into the importance of questioning. The main aim of the chapter was to inform the reader of the different types of questions and their importance in society …
For our advance reading independent study task we were given a chapter regarding the skill of questioning. I found this extract extremely interesting and gave me a insight into the importance of questioning. The main aim of the chapter was to inform the reader of the different types of questions and their importance in society and communication as it is regarded as a fundamental part; without questions communication is unstable.
Within this chapter the theme of Purpose of questions section grasped my attention. It explained and introduced many different aspects of questioning which I had never even considered such as not only to obtain knowledge from the answer but to also ensure that the interaction between people is there as asking questions in a classroom setting allows interaction between the teacher and pupil, ensuring that the pupil is aware of the topic.
Furthermore there were a few words and phrases that I wasn’t perhaps fully aware of the meaning of so through looking through a dictionary I was able to find out the meaning of the words, allowing me to initiate a fuller understanding of the text as a whole.
I found this chapter very helpful as I gained a great understanding of the skill of questioning and will be sure to refer back to this knowledge when exploring my own ways of teaching.
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