This week in class we delved a little deeper into our understanding of STEAM, the music class and drama class today demonstrated STEAM in action.

Previous to starting this module I thought anyone that said STEAM was mispronouncing STEM, which was a term I was more familiar with.  Looking back now it makes sense why my school placement last year always said STEAM and not STEM.  Who was I to correct them and I am very thankful that I didn’t as I know and understand what STEAM is and why they said it.

In music today I was in the mac lab, here we had the oppertunity to use the apple application ‘Garage Band’, this gave me the oppertunity to make music, I do not know how to play any musical instruments so by using this application I was able to make a potential backing track to a song.

Today I was working alone however the application shows many ways in which collaborative and autonomous creations can be made. Gaskins, 2016 states that ‘technical skills are gained through casual use of technologies and through networks of informal apprenticeships where peers demonstrate their techniques to each other’.

What I have taken from this is that while it is good to work alone and find your creative flow, collaborating with peers for support, mentoring, ideas and development can also bring together new life to a project.

By integrating this type of technology with art, it allowed me to experience the joy and satisfaction that a musician may experience when writing music and playing an instrument or two thus giving me confidence, self esteem and a sense of achievement (Marshall, 2014).

The drama class also used technology, this time in the form of imagery and sounds.  The theme chosen was a haunted house therefor our class lecturer played spooky music to play with out emotions and senses, there was also a spooky haunted house image on the smart board for us to reference to should we need it for inspiration.

Adding to the effects the lights were turned off and I really got a feel for the spooky setting needed for our short performance and all without being live on stage in an audience packed theatre.

I found the information posted below to be very interesting and proves to me while I read about STEAM that integrating arts in education is something that must happen. As I find myself out on placement and seeing STEM everywhere, I will do my up most to discuss STEAM wherever I go.

What Do Students Think of STEAM Lab?

Of the students surveyed about their STEAM lab activities:

• 75% learned and used new skills to achieve an outcome.
• Over 90% said that learning to use previously unfamiliar equipment was a good way to explore a class subject.
• 60% indicated that they would like to deepen their investigation of a STEAM subject and explore its utility.
• 70% reported increased attention, defined as “curiosity and interest.”
• 68% reported an increased sense of relevance, defined as “linking learner needs, interests, and motives.”
• 67% felt increased levels of confidence, defined as “developing positive expectations for success.”

(Gaskins, 2016)

References

Education Scotland. (2004) Curriculum for Excellence; Experiences and Outcomes. [Online] Available: https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers [Accessed: 20 October 2018].

Gaskins, N. (2016) The New Face of STEAM. [Online] Available: https://www.edutopia.org/blog/the-new-face-of-steam-nettrice-gaskins [Accessed: 5 November 2018].

Marshall, J. (2014) Transforming education through art-centred integrated learning. [Online] Available: http://moodle1819.uws.ac.uk/pluginfile.php/45649/mod_resource/content/1/Transforming%20education%20through%20art-centred%20integrated%20learning.pdf [Accessed: 5 November 2018].

Pixabay, (N.D) [Online] Available: https://pixabay.com/en/villa-house-gloomy-dark-old-villa-3237114/ [Accessed: 05 November 2018].

Youtube, (2018) Spooky Music – Shadow Acrobats. [Online] Available https://www.youtube.com/watch?v=gfzHJ6ofNLY  [Accessed: 5 November 2018].

Being creative across the curriculum was our focus this morning, we were discussing various documents that provide a back up, reassurance and that it is ok to be creative. In the afternoon we had our first drama class and later we created prints in the art studio, with objects other than paint brushes.

I feel confident on knowing that the HMIe approve and encourage creativity in schools. Previous to knowing this, I can see how I may have been nervous in regards to putting my ideas forward in an educational environment that may well shy away from creativity in the arts.

With the prospect of performing in drama today I can empathise with others and young children that also might feel this way.  An interested thing the my lecturer said ‘that its ok just to be there and take part, moving and talking is not compulsory.  This advice will help me in the future when dealing with pupils in class who are simply too shy or nervous to play the part in an acting roll.

‘collaboration is not necessarily an essential part of the creative process, and there are many examples throughout history, particularly in the arts, of creativity as a successful and individual pursuit.’ (Education Scotland, 2013, p.5).

When we were printing in class today, the thought of using my hands in the ink was slightly off putting as I imagine the cleaning up process. However, once I got started I was caught up in the creativity of it all that I forgot about the ink all over my hands.

Looking back at this activity I know children would really enjoy it.  Children love to experiment with materials and get their hands all dirty, by allowing children to touch the ink creates a sensory activity and takes away any barrier such as anxiety that a paint brush may cause.  The children are now closer to the materials and those who think that they can’t, can now see that they can.

Moving forward I feeling that using anything other than a paintbrush will create a mess and result in everything being everywhere, this is my own anxiety. My aim to overcome this is to get involved in the clean up as much as possible when I am in class and out on school placement.  When we were working with the lego in ink during class, I couldn’t help think of the time needed to clean and wash everything.

References

Education Scotland. (2013) Creativity across learning 3-18. [Online] Available: https://education.gov.scot/improvement/Documents/cre39-impact-report.pdf [Accessed: 28 October 2018].

This week in integrated arts I have experienced first hand that the arts can be for everyone. No matter what level of ability you have, there are many ways in which everyone can join in and participate.

Today we covered music and drama, we looked at various ways in which the arts can be approached.

Firstly we were introduced to ‘Figurenotes’ this concept was devised in Finland by a music teacher and a music therapist, Kaarlo Uusitalo and Markku Kaikkonen. The idea of playing what you see will conquer any barrier that you may face when reading notational or conventional pieces of music, initially designed for those with learning disabilities, figure notes can be used by anyone who wants to learn to play an instrument (Figurenotes, N.D).

Secondly in drama, we looked at five conventions;

• Thought tunnel
• Freeze frame
• Teacher in role
• Vox pop
• Hot seating

All of the above conventions give you the opportunity to take part in drama, to a level that is to be desired. Some children are happy to play solo parts however, in some cases group participation is a better option as this will included children who face fear of performing solo.

While studying the arts today it has given me a real sense of empathy toward children and young people who are learning a new skill or who simply can not grasp the learning and fear getting left behind.

For example, in music today I was nervous about playing the glockenspiel to the ‘Figurenotes’ sheet of music. It looked complicated at first however, once I tried it a few times I really got the hang of it and I really enjoyed it. I was so pleased with myself , I started to think of my potential in the future as I’d made progress so quickly.

That didn’t last long though as we moved onto conventional sheet music for rhythm patterns and I was completely lost. I felt useless and demotivated, as I couldn’t keep up, this helps me understand how a child may feel in class.

Experiences like these make us curious therefore we develop, we begin to use our inatiatives, not only in the arts but in our day to day lives. This type of mind set with children can help them to develop multiple view points, they are excellent at problem solving because they ask good questions, thus building resilience (Education Scotland, 2013).

It is important in the arts for lessons plans to be flexible and adaptable, this eliminates any possibilities of barriers or anxieties occurring in the class.

As a future teacher I must understand that flexibility and adaptability encourages opportunity for creativity and self-esteem, which is what I experienced while playing ‘figurenotes’ music on the glockenspiel.

Reference:

Drake Music Scotland, (N.D) [Online] Available: https://drakemusicscotland.org [Accessed: 28 October 2018].

Education Scotland. (2013) Creativity across learning 3-18. [Online] Available: https://education.gov.scot/improvement/Documents/cre39-impact-report.pdf [Accessed: 28 October 2018].

Figurenotes, ND. [Online] Available: https://www.figurenotes.org [Accessed: 28 October 2018].

Today we began by looking at stimuli to engage with arts.  By using the world around you such as poems, pictures and music, all of which can help to inspire within the arts. Below is a story board inspired by music that was completed by myself and my peers.  When given the task of completing a story board I was struggling for ideas and inspiration however when the class lecturer started to play music to assist our creativeness myself and my group started drawing up ideas immediately.  This is something that I very much look forward to trying while I am out on school placement.

It fascinates me to learn that by playing a piece of music can spark such creativity when before there was little or none.  To me music is a way of relaxing, an escapism and as I have referred in previous blogs to the arts and that their are very similar in character that they create an escapism.  Csikszentmihaylyi (1997) refers to the term ‘in flow’, when you are doing something you enjoy you can block out any worries as you don’t have the concentration capacity to do both.

Below you can see an example of a professional approach of animation and music working side by side and rather well, if I may add.

Later in the day, we discussed looking and talking about art, this links well to our morning lecture as we were using pictures as stimuli. Below you can see an emotional learning card from the Institute of Visual Arts (INIVA) with an image on one side and questioning on the back. We used these in class where I felt quite embarrassed or shy about speaking out incase I was wrong.

These feelings and emotions can also be seen in school children as stated by (McAuliffe, 2007, p.28) ‘By KS3 children are at that difficult stage when someone will begin to feel self conscious about their own skill level,’.

I too discussed a painting of my own which I have included below in this blog.  I did not find this easy, perhaps because I knew that I was recording myself and that I feel that I lack sound knowledge and have little confidence both of which I aim to work on and improve by immersing myself in the arts, spending more time staring and thinking.

In conclusion of todays learning it is clear that art is ambiguous and I must remember this, for myself and to allow others to be reminded.  If someone thinks that they can’t, that they might be wrong, they must be reassured and ensured that we can and we will all look at the arts differently which makes our work creative and unique.

References

Csikszentmihalyi, M. (1997) Creativity: flow and the psychology of discovery and invention. New York. harper perennial.

Education Scotland, (2004) Curriculum for Excellence; Experiences and Outcomes. [Online] Available: https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers [Accessed: 20 October 2018].

McAuliffe, D. (2007) Foundation and Primary Settings. In Teaching Art and Design 3-11. London: Continuum.

This morning we were discussing creative partnerships and how we can use these to benefit us as teachers in our future careers.

Benefits of a creative partnership could be; Engaging with parents who are skilled in expressive arts and who are keen to be involved in their child’s education.  This also creates positive relationships with parents.  Another could be to ask locally, such as colleges, drama schools, art schools, dances schools or other similar organisations.

Local authorities such as East Ayrshire have a Creative Learning Network which schools are encouraged to use. The network is granted money from the Government to assist schools with creative activities and learning experiences for young children.

Experiences like these allow children to explore outside of a classroom environment and in return a teacher is highly likely to see an increase in creative abilities.  Opportunities such as these are memorable and relevant to children as children remember positive experiences when they felt confident and happy.

We also had the pleasure of being introduced to various string instruments, however our teachers were a class of primary 6/7 pupils from a local primary school.

The children have been given an oppertunity to learn how to play a musical instrument with in the school environment.  Our class lecturer informed us that the children really enjoy learning to play their instruments and in doing so, the school have won many competitions.

In result of opportunities such as these, class teachers are seeing dramatic positive changes in their pupils.  The children are concentrating better, they are collaborating by help each other and producing music together, they also have a great sense of achievement as they learn, play and win awards.

Hallam 2010, states that while learning to play a musical instrument, fine motor co-ordination improves, motivation increases as a result of increased self esteem after positive learning experiences and by being able to recognise rhythm, children can increase their abilities in literacy.

References

• Hallam, S. (2010) International Journal of Music Education. [Online] Available: http://moodle1819.uws.ac.uk/pluginfile.php/45685/mod_resource/content/2/International%20Journal%20of%20Music%20Education-2010-Hallam-269-89.pdf [Accessed: 09 October 2018].

Today in class we were looking at Art and Dance, we were thinking about connections between the two and discussed why dance fits in-between Art and PE in the curriculum. Some connections as to why Dance fits in-between Art and PE in the curriculum are;

• Art and PE promote a healthy mind set as does Dance.
• Art and PE allow for creativity and expression as does Dance.
• Art and PE allow for those who are challenged by literacy and maths to succeed as academically as their peers and so does Dance.

Discussions in class also lead to a commonality between Art and Dance as being ‘line’. Here we linked the use of line to art and dance because line in art creates shape and form, as it  does in dance.  By using line in art and dance, expressions can be made and understood, expressions that often can’t be spoken or written down.

Which leads on to our art workshop where we studied the work of Bob and Roberta Smith, a British artist who uses text, colour and form to make bold statements and messages.  I listened to his podcast on BBC Radio 4 where he visits galleries to discuss the work of artists similar to himself. Here I learn how text/line in art can be so effective, artists such as Sister Corita Kent, a catholic nun who created with text, she played around with words testing the ability to read. Similar to Bob and Roberta Smith who’s own work is bold and joyful, using text and challenging the status quo (BBC Radio 4).

Bob and Roberta Smith mentions that he was bullied as a child as his ability to read and write was very poor. Children should never be allowed to feel this way and this is also the view of a Caol Primary school in Fort William. The creators Room 13, a space were children control their own education, who are simply advised by an adult artist on skills and ideas. Room 13 is now an international network of collaboration and it has revolutionised what is known as standardised educational experiences while sucessfully covering curriculum subjects (Gibb, 2012).

In class today we were printing, our inspiration was to be the work of Bob and Roberta Smith.  The task was initially challenging for me, therefor my creativity levels peaked and I was instantly engaged, using my creativity as my problem solving tool.  This is something I look forward to using while I am out on school placement as my lecturer has tried it with us and it very interestingly works.

What was interesting about today in dance and in art was, in each class myself and my peers took control of our own learning.  There was no copying the teacher or another piece of work, it was simply student run, similar to what they do in Room 13.  Therefor when you look back at the work created in class today both art and dance all the creations have originality, creativity and expression.

References:

Bob and Roberta Smith. (2018) The Joy of Text. [Radio Programme, Interview] BBC Radio 4. 24 September 2018, 4pm.

Gibb, C. (2012) Room 13: The Movement and International Newtork. [Online] Available: http://moodle1819.uws.ac.uk/pluginfile.php/45656/mod_resource/content/2/Room%2013-%20Claire%20Gibb.pdf. [Accessed: 04 October 2018].