Integrated Arts in Education
COPY OF THE TASK
• Student teachers must acquire knowledge and understanding of theory and practical skills in curricular areas, referring to local and national guidance
• Student teachers must understand how to match the level of curricular areas to the needs of all learners
• Student teachers must understand the importance of using and designing materials for teaching and learning to stimulate, support and challenge all learners

(Standard for Provisional Registration with GTCS, benchmark 2.1.2)
TASK 1: OBSERVING THE LEARNING ENVIRONMENT
Spend some time observing the learning environment. Note the following:

Is there much display of expressive arts practice in public spaces/corridors/classrooms? Are these displays related to knowledge and understanding within the expressive arts? Specify the content of the work that is displayed.

Is learners’ work displayed? Are there labels and written explanations?
What kinds of spaces/facilities are there for performances?

What range of media is being used? Are both two and three dimensions covered? Is digital media used? What is the range of instruments that learners have access to?

TASK 2: OBSERVING LEARNING-IN-ACTION
In consultation with your mentor identify two expressive arts lessons (dance, music, drama, visual art) to observe. For each lesson, make a note of the following:

What are the learning intentions and success criteria?

Is the lesson part of a sequence? If so, what is the concept or theme of the sequence? Where in the sequence is this lesson placed?

What resources (procedural & declarative) are used in the lesson?

How is the arts practice demonstrated to the learners?

What, if any, differentiation methods are used?

Are specialist arts practitioners used to deliver learning?

After each lesson reflect on what you observed and write down three reflections associated with it (one or two sentences for each reflection will suffice).