Expressive Arts and Culture Week 6

During today’s Expressive Arts and Culture input we had the opportunity to visit Kelvingrove Art Gallery and Museum in Glasgow.

During our time at Kelvingrove we were given a lot of information around all of the different workshops and activities that are available here, specifically for young people. We also had the opportunity to view the “Dippy on Tour” exhibition. This shows a dinosaur skeleton that is to scale. Dippy is kept in a museum in London but is currently doing a tour around several museums across the United Kingdom. I felt grateful to be able to see a current exhibition that was available for a limited time and I was informed that new exhibitions often change and are kept up to date. This allows visits to the art gallery and museum to be different every time you visit.

While we were exploring the museum and art gallery, we had the task of taking ten images of exhibits and exhibitions around Kelvingrove that connect to a particular theme. We were able to choose our own theme which meant that we were individually searching the museum for different exhibits to our peers. I feel that this was an enjoyable and fun way of exploring the museum. The theme that I decided upon was unity. I thought that everything in the museum is connected and so decided very quickly on this particular theme. While exploring the museum, I took photographs of some of the pieces of art and models from different exhibitions and parts of the museum that I felt connected to my theme of unity.

This first photograph is probably one of the most photographed parts of the museum and I felt that it connected to my theme perfectly. The models show different emotions and feelings however they all must come together in order to make one person. Therefore, conveying unity.

This next photograph shows a model of a father and daughter. Family are all connected and so I thought that this model followed my theme of unity well. Family often have a close bond with each other and from this model, it is clear that this father and daughter share a strong connection.

 

 

The next photograph shows animals who have sadly been killed. The exhibition portrays animal hunting and different animals and their origins. This photograph shows that all of the animals have been through the same experience and now all stand together in unity.

 

 

 

An experience and outcome that I feel relates to my experience at Kelvingrove museum and art gallery is as follows:

Through observing and recording from my experiences across the curriculum, I can create images and objects which show my awareness and recognition of detail. EXA 2-04a

In the future, I would love to be able to bring my class to Kelvingrove to participate in some of the many workshops and activities that they have to offer.It is a fantastic way for young people to learn more about expressive arts and other areas of the curriculum while having fun in a new environment.  It was a great experience to visit the art gallery and museum and I will be sure to visit Kelvingrove more frequently to see new and existing exhibits.

References

Education Scotland (2004) – Curriculum for Excellence; Experiences and Outcomes [Online] 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 [Accessed on 7th February 2019]

Expressive Arts and Culture Week 5

During today’s Expressive Arts and Culture workshop we had the opportunity to work within the art studio and create a model of our evocative objects.

We were asked to prepare a concrete poem using 62 words that related to our evocative objects and bring them along to today’s session. This was going to help us with part of our model of our evocative objects. Some of the words that I included within my poem were as follows: family, special, memory and precious. All of the words that were used within the concrete poem must be related to our own specific evocative objects. My concrete poem was drawn in the shape of my Vivienne Westwood necklace which is my evocative object. I decided to write my poem in this shape because I felt it would be the most effective way of achieving a realistic model of my evocative object. It also allowed me to fit all of my 62 words within my poem into the model which helped to portray all of the feelings and emotions that surrounds my evocative object. To create my artwork I used paper, pencil, a fine black liner, grey string and coil. These gave me a simple yet effective model of my necklace and allowed me to portray it how I wished. The model turned out great and I am extremely proud of the work that I put into it. It allowed me to get a sense of how much this object means to me and all of the emotions and connotations of it.

I feel that today’s activity was very insightful and enjoyable. I would love to be able to trial this lesson with young people and evaluate how the lesson could progress into other areas of the curriculum perhaps using different forms of technology to make the models as well as different art materials.

An experience and outcome that relates to the activity carried out during today’s lesson is as follows:

I can create and present work using the visual elements of line, shape, form, colour, tone, pattern and texture. EXA 1-03a

 

 

References

Education Scotland (2004) – Curriculum for Excellence; Experiences and Outcomes [Online] 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 [Accessed on 7th February 2019]

Expressive Arts and Culture Week 4

This week in Expressive Arts and Culture we were located in the music studio to allow us to explore different types of instruments. The focus of this week’s workshop was graphic soundscapes.

We were firstly introduced to a graphic soundscape and how they are used. It describes an image being represented by a sound or instrument on a grid. The images are represented in a table and are followed from left to right. The table is followed to create a piece of music by following the images and playing the instruments or sounds that each image represents. The class were able to participate in an example of a graphic soundscape and the song we used as background music was “Firework” by Katy Perry. Due to the background music, we selected instruments and sounds that we felt tied in well with the music selected. For example, we used instruments to create different sound effects for bangs and sounds that you are most likely to hear during a firework display. This was our graphic soundscape that we followed for our example as a whole class.

 

 

Following on from this, we separated into smaller groups to create our own graphic soundscape. My group and I decided to create a graphic soundscape that related to a tropical rainforest. We had the opportunity to select the instruments that we wished to use to create our own rainforest and work together to create our own graphic soundscape to follow. Every group had around half an hour to create their pieces and we all had the opportunity to perform this to the rest of the class.

This activity was extremely enjoyable and it allowed us all to work in teams. We also had the chance to perform in front of the class. This activity allowed music to be integrated with visual arts to create a key and images to follow through a graphic soundscape. I would encourage that others use an activity similar to this for enjoyment and learning and I will be sure to take this experience into my teaching practice. An experience and outcome that relates to the activities carried out during today’s workshop is as follows:

Inspired by a range of stimuli, and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities. EXA 0-18a / EXA 1-18a / EXA 2-18a

References

Education Scotland (2004) – Curriculum for Excellence; Experiences and Outcomes [Online] 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 [Accessed on 7th February 2019]

 

 

 

Expressive Arts and Culture Week 3

During this week’s Expressive Arts and Culture input we were located in the music studio. We continued to explore music relating to our evocative objects and we also had the opportunity to look at how different pieces of music can make us feel.

The task for today’s workshop was to bring two pieces of music along to the input. One piece of music that related to our evocative objects and one that was a contrast and did not have any connection to the object at all. I decided to select the song “Someone Like You” by Adele as the song that related closely to my evocative object. This song is deeply emotional and a song that I can connect with. I felt that it linked to my evocative object as I connect with my object a lot and it has a lot of different emotions surrounding it. The contrasting piece of music that I selected was the song “Sunshine” by Tieks. This piece of music is extremely upbeat and reminds me of summer. Although, this song connotes happy memories and experiences. It does not remind me of my parents or family and it does not have any emotion connected to it. During the workshop, we all had the opportunity to share the songs that we had selected with the rest of the class. We were able to share our reasons for selecting the songs or we had the choice to let the class guess our reasons for selecting the two different pieces of music. I decided to share my reasons for selecting the songs with the rest of the class. Fleming, M. (2012) describes the importance of music being used in classes through looking at different feelings and emotions that is portrayed in different pieces of music. We achieved this throughout today’s workshop.

Following on from this, we had the opportunity to watch videos that explained the impact that music had on different motion pictures. This described how different motion pictures often have music to allow the audience to feel the emotions and story that they are portraying throughout the motion picture. Before today, I had not given this much thought. But now, I am sure that I will be looking and listening more closely to what music has been selected in different motion pictures and the reasoning behind it.

References

  • Fleming, M. (2012). The Arts in Education: An introduction to aesthetics, theory and pedagogy. London: Routledge.

 

Expressive Arts and Culture Week 2

During this week’s Expressive Arts and Culture workshop, we continued to explore the theme of evocative objects. However, this week we were focusing on music.

Our task this week was to find a piece of already existing music that we felt related to our evocative object, or to create our own short piece of music using GarageBand or a similar application to relate to our evocative object.

I decided to select two songs that I felt related to my evocative object. The first song that I chose was “Set Fire to the Rain” by Adele. I selected this song because it is one of my mum’s favourite songs and I therefore think of her whenever I hear it. I also love this particular song because it has a lot of emotion behind it. I can relate this to my evocative object because it brings a lot of emotion out in me when I am wearing my necklace or when I think back to receiving it on my birthday. The second song that I decided to select is “Iris” by The Goo Goo Dolls. This is one of my favourite songs and it also reminds me a lot of my childhood when I hear it because my dad would listen to it often. This song reminds me of my dad and all of the amazing memories we have made together as a family. This relates to my evocative object because we are a strong family unit and my necklace represents that. Fleming, M. (2012) describes the importance of music being used in classes through looking at different feelings and emotions that is portrayed in different pieces of music. This would encourage children and young people to talk about their feelings more openly. I extremely enjoyed this task during today’s workshop and I would love to try this throughout my teaching practice. I will encourage my learner’s to create their own short piece of music to describe their feelings to evaluate the effectiveness of this activity.

References

  • Fleming, M. (2012). The Arts in Education: An introduction to aesthetics, theory and pedagogy. London: Routledge.

Expressive Arts and Culture Week 1

This was the first input of the Expressive Arts and Culture module. I decided to choose this module because I have always shown an interest in the arts throughout my life. Although, I carried music through to secondary school and studied it at National 5 level, I did not continue to study art. I was interested in having a little more of an insight into the expressive arts and looking more in depth at art in particular. I have participated in dance and drama since my early childhood and still love it today. I was very excited to see what this module had to offer and hopefully it would allow me to experience the expressive arts more closely.

As an introduction to the Expressive Arts and Culture module we were all asked to come to the first input with an object that was significant to us for a specific reason. This is also known as an evocative object. We started off the workshop with an introduction to the module and an explanation of the assessment and expectations of the module. We followed on from this by reading “What makes an object evocative?” as a class. From reading this, it was now clear to me what an evocative object is and how objects that are important to us can bring out different feelings and emotions that we have. Although, a particular object is of significance to you, someone else does not portray it in the same way. Thus, highlighting how special a particular object can be. “The meaning of even such objects shifts with time, place, and differences among individuals.” (Turkle, 2007, p.307).” This explains that the object can be of more significance if a relative passes or a tragic life event occurs for example.

After reading the document as a class, we went around the room in a circle to allow everyone to explain the object that they had chosen and explained why they felt it was evocative to them. My object is a Vivienne Westwood necklace that was kindly gifted to me on my 18th birthday by my mum and dad. This necklace is extremely important to me and I wear it almost everyday. My necklace is very important to me as it was a gift from people that I am extremely close to. When I wear it, I feel that my parents are always with me even though I am so fortunate to still have them around me most of the time. While I was explaining my evocative object to the rest of the class, I felt a lot of different emotions which highlights how an object that is important to you can bring out your personal feelings. It was also clear that majority of the class were also feeling similar emotions while explaining their own object. I can see how an activity similar to this could be used in a classroom setting and I will be sure to try a similar activity throughout my teaching practice.

References

Turkle, S. (2007) Evocative objects: things we think with. Mit Press.

Integrated Arts in Education Week 11

In our final week of integrated arts, we participated in dance and music workshops.

In the music workshop, we learned the basics of playing the ukulele. We started by learning various basic chords including; C, F and G. We then moved on to look at an A minor chord which is more challenging. While studying these chords, it allowed us to start playing a song called “My dog has fleas” which I felt was a great introductory song for playing the ukulele. Following on from this, we progressed to look at and play “Last Christmas.” It was interesting to see how quickly we progressed and started to look at different and more difficult songs. Ukuleles are being used more widely in schools nowadays and it can allow young learners to easily understand different musical chords and allow them to learn other musical instruments including the guitar. Ukuleles are easily accessible, particularly to schools, and they are one of the cheapest musical instruments that are available today. It has been proven that through learning to play the ukulele, children’s levels of motivation and engagement have increased as a result. They are also a newly up to date and modern instrument and can be used to play many of the pop songs that are currently in the charts, which can be particularly motivational for young learners. An experience and outcome that I have chosen that relates to the activities carried out in today’s music session is as follows:

I enjoy singing and playing along to music of different styles and cultures.   EXA 0-16a

During our dance workshop, we were finishing and finalising our Christmas dance. This was then recorded which allowed the cohort to look back and reflect on our efforts. The cohort gathered to watch our final dance and we also had the opportunity to watch the other half of our cohort which allowed us to determine the differences between the two dances. Following on from this, we carried out a self-evaluation in the form of two starts and a wish. Through the use of self-evaluation, it allowed us to reflect on and appreciate the dance that we had created. Creative dance allows individuals to express themselves freely and develop their confidence. This is backed up by (McAullife, 2007) as he believes that the expressive arts help give learners the freedom to express themselves. Through the creative dance workshops, my confidence in being able to teach creative dance has increased dramatically. It has given me a basis to teach dance upon and ideas of lessons which can be led mostly by the learners to increase their engagement. Learners are also able to evaluate their peers and themselves in order to reflect on their practice which relates to the following experience and outcome:

“I can respond to the experience of dance by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work.” EXA 0-11A     EXA 1-11A     EXA 2-11A (Scottish Government, 2018).

Our final Christmas dance – https://player.vimeo.com/video/301866692?fbclid=IwAR34f2DnWSB6iyFcV45qtZigG93hezlzXls6YBBzs9-CtrJNB-lfmaCSXS8

References

McAullife, D. (2007) Foundation and Primary Settings. In Teaching Art and Design 3-11 (Edited by Sue Cox, Robert Watts, Judy Grahame, Steve Herne, and Diarmuid McAuliffe). London: Continuum.

Scottish Government (2018) Experiences and Outcomes[Online] Available from: https://education.gov.scot/Documents/expressive-arts-eo.pdf [Accessed: 5 December 2018].

 

Integrated Arts in Education Week 10

The week’s lecture was based on creative dance. Firstly, we were presented with a short video clip on a creative dance project that was carried out in a school. The project aimed to encourage young learners to participate in creative dance. Zara explained that at the start of the project majority of the children had little confidence around the subject of creative dance. However, at the end of the project, all learners were engaged and interested in creative dance. The Curriculum for Excellence emphasies the importance for creative dance as it bellieves“children should have the opportunity to create, present, appreciate and evaluate dance” (CfE, 2018).

Our creative dance workshop began by gathering into our small groups from the previous week and going over the dance which we had created. We were asked to design a picture of the first thing we thought of when the word “Christmas” was said. Myself and my group decided to draw a Christmas tree, which we then swapped with another group. Once we had swapped our pictures, we were asked to create a dance move which related to the picture we had been given. All of the pictures were then collected and we combined all of our dance moves to create the start of our Christmas dance. An experience and outcome that relates to this activity is as follows:

I enjoy creating short dance sequences, using travel, turn, jump, gesture, pause and, fall, within safe practice. EXA 1-08a (Scottish Government, 2018).

During our drama workshop, we carried out our micro-teaching performances. This involved us working in small groups to create a drama lesson and present it to our peers. My group and I decided to plan a lesson based upon vikings. During our micro-teaching, we included several drama conventions including hot seating and role-playing. We used hot seating which involved one person took questions around the subject of vikings from the rest of the cohort. Role playing was incorporated by allowing a peer out-with our group to reenact a scene involving vikings. An experience and outcome that myself and my group  selected that related to this activity is as follows:

I enjoy creating, choosing and accepting roles, using movement, expression and voice. EXA 1-12a (Scottish Government, 2018).

References

Curriculum for Excellence (2018) Expressive Arts: Principles and Practice [Online] Available from: https://education.gov.scot/Documents/expressive-arts-pp.pdf [Accessed: 6 December 2018].

Scottish Government (2018) Experiences and Outcomes[Online] Available from: https://education.gov.scot/Documents/expressive-arts-eo.pdf [Accessed: 6 December 2018].

Integrated Arts in Education Week 9

In the visual arts workshop, we discovered the work of Tim Ingold. We had the opportunity to watch a video clip on the topic of drawing and writing in education. He explains that children tend to grow out of drawing which should not be the case as drawing has many benefits to young learners. It was very interesting to hear from his perspective and to understand how drawing can help children throughout their education and not only at the early stages.

During the music workshop, there were several musical instruments around the room that we took turns to explore. This allowed us to get a feel for a lot of different instruments and to evaluate how they can be played and used in the classroom. Following on from this, we had the opportunity to create our own banjos and harmonicas. Firstly, to create the banjo we used two lollipop sticks, straws and, elastic bands. We took one lollipop stick and placed an elastic band around it. Then, we placed straws at each end of the lollipop stick and secured these down with more elastic bands while placing the other lollipop stick on the top. In order to play these harmonicas, you must blow into the gap between the two lollipop sticks. This vibrates and allows noise to come from the harmonica. Next, we created the banjo using a paper plate, elastic bands and,  a wooden stick. We folded the paper plate in half and placed the wooden stick in the middle and secured it down with several elastic bands to create the strings. An experience and outcome that would relate to this activity is as follows:

I have the freedom to discover and choose ways to create images and objects using a variety of materials. EXA 0-02a

 

 

References

Scottish Government (2018) Experiences and Outcomes[Online] Available from: https://education.gov.scot/Documents/expressive-arts-eo.pdf [Accessed: 5 December 2018].

Integrated Arts in Education Week 8

During the morning lecture, we explored STEM education and how it has now been expanded by adding the arts to create STEAM education. STEAM education involves science, technology, engineering, arts and, mathematics. The addition of arts into STEM education allows learners to develop their creativity and imagination through many different areas within the curriculum. STEAM education is vital within a learner’s education as it incorporates several aspects of education and allows them to be explored together. The following video shows what STEAM education is and allows for a deeper insight into the subject.

https://www.youtube.com/watch?v=0tkAvWWhKf4

Our first workshop was centred around the use of Garageband in a music lesson. The application allows learners to create their own music on a range of different instruments and can develop their creativity and individuality as a result. It also allows learners to explore new sounds and to work with others to come up with different rhythms and beats. While exploring the application Garageband, I created my own piece of music lasting eighteen beats. It allowed me to explore different sounds from a range of musical instruments and to create my own and unique rhythms. However, I felt that it was quite difficult to navigate through the application. As a result of this, if I were to teach and introduce the application to children, I would firstly teach several lessons on how to navigate and understand the application. An experience and outcome that relates to Garageband is as follows:

I have the freedom to use my voice, musical instruments and music technology to discover and enjoy playing with sound and rhythm.    EXA 0-17a

During our drama workshop, we explored six different conventions within drama. These included role on the wall, monologue, narration, voices in the head, slow motion and mime. Within the cohort, each group was given a specific drama convention and asked to act it out based upon the book “The Tunnel”. My group was asked to present a monologue of the male character at the start of the book. An experience and outcome that relates to this particular activity is as follows:

I have created and presented scripted or improvised drama, beginning to take account of audience and atmosphere.

EXA 2-14a

References

Education Scotland (2018) Experiences and Outcomes Available from: https://education.gov.scot/Documents/expressive-arts-eo.pdf [Accessed: 30 October 2018].