ARTS CURRICULUM PACKAGE

Arts Curriculum Package

ARTSCURRICULUM PACKAGE

ArtsCurriculum Package

Introduction

AnArts curriculum package for childhood students is quite vital as ithelps to ensure that proper planning gets done towards the properlearning of such students. As expected, children are normally quitecurious,and the learning structure that will becreatedneeds to take this aspect into consideration. (Vcaa.vic.edu.au,2016). As such, they will be able to associate whatever they learnwith what they see around them.

Thisexercise shall attempt to create arts curriculum package that focuseson three disciplines of art, namely drama,music and visual. Describethe approach you will take in developing your art package(fuse.education.vic.gov.au,2016). The development of this curriculum will focus on the needs ofthe learners as well as the ability of the activities that they willbe involved in having a great benefit for them. (Education.gov.au,2016).

  1. Lesson Plan for Drama Lessons

TheDrama lesson shall have the intention of building the level ofinteraction among the children Drama lessons (Bland, 2014). Dramalessons are quite important in building better co-operations amongstudents as they work together towards achieving the common goal ofentertaining the audience. (Cameron and McKay, 2013). It is,therefore, the duty of the teacher to ensure that the learners arewell directed towards coming up withworks that are desirable (Greenfade and Brouillette, 2013).

Year level: 1-4 years

10 learners

Lesson Duration (mins.): 40

Title of Lesson: Character interaction

.

Learning Outcomes and specific purpose:

The general outcome expected is that learners will be able to learn to interact with one another as a crucial factor in acting.

Prerequisite knowledge and/or links to previous/future lessons:

The learners will need to know each other so that they may feel comfortable among one another.

Resources required and set up of space

The learners shall need plastic utensils and chairs and toys.

Attachments:

Figure 1: Young children playing (Source: (https://www.google.com)

ActualLesson Plans

Thislesson plan will enable the children tolearn to interact with one another. The learners will be put in anopen space together with their toys where they will play and interactwith one another. The entire activity shall take about 40 minutes.

Lesson Introduction (whole class focus)

Learning activities, key questions and teacher explanations:

The teacher will ask the learners to try to recall the names of each other in a bid to make them more comfortable among each other.

Main Component of Lesson

Learning activities, key questions and teacher explanations:

The teacher will prepare a play area for the learners. He will then lead them into it together with their toys and let them play. Some of the questions that the teacher will ask include

  • If they remember the names of their playmates. And

  • If they enjoyed playing with one another.

Lesson Conclusion

Learning activities, key questions and teacher explanations:

The teacher shall draw ideas from various child tutorials that he shall obtain on the internet.

2.Lesson Plan for Music Lessons

Themusic lesson shall have the objective of making the learners have funin singing (Evans, Beauchamp, and John, 2015).

Year level: 1-4 years

5 learners

Lesson Duration (mins.): 20 minutes

Title of lesson: Group Singing

Learning Intentions and specific purpose:

The outcomes of this lesson are that students will be able to learn that singing can be used as a way of having fun.

Prerequisite knowledge and/or links to previous/future lessons:

So that the learners may be able to take part successfully in this lesson, the instructor will teach them some basic child songs.

Resources required

The children will not require any instruments.

Equipment required:

No equipment will be needed.

Figure2: Young learners singing (https://www.google.com)

ActualLesson Plans

Theactivity shall have the aim of making the children singtogether and have fun. The students shall beputin a room where they will be asked to sit. They will beguidedby the teacher in singing some songs. The activity shall take about20 minutes.

Lesson Introduction (whole class focus)

The instructor will remind the learners of the songs they were taught in the previous lesson and led them in singing.

Learning activities, key questions and teacher explanations:

The instructor will ask the learners if they remember the songs that they were taught earlier.

Main Component of Lesson

Learning activities, key questions and teacher explanations:

The teacher will introduce the song to the learners and demonstrate to them how it is sung. One of the questions that the teacher could use may includes

  • Can you sing the song that I have taught you?

Lesson Conclusion

Learning activities, key questions and teacher explanations:

The teacher shall rely on different literature from secondary sources so as to come up with ideas of the lesson.

Assessment of students` learning:

The student learning and development shall be assessed through their ability to maintain and show an improvement of the singing capability and coordination.

  1. Lesson Plan Template for Visual Art Lessons

Themajor aim for visual art lessons is to enable the learnerto be aware of their surroundings through being able to identifythings that they learnt in class (Flood, Heath, and Lapp, 2015). Withcontinuous exercise, these young students areable tobetter their skills of applying what they aretaught in class (Eckhoff, 2013).

Year level: 1-4

6 Learners

Lesson Duration (mins.): 40 minutes

Title of lesson: Identification of items in the environment

Learning Outcomes and specific purpose:

The learners will need to learn the names of different items that are found in their surroundings.

Prerequisite knowledge and/or links to previous/future lessons:

The learners will build on the different names that they were taught earlier.

Resources required

The learners will need an assortment of toys representing animals to assist in this exercise.

Equipment required:

Toys.

Attachments:

Figure 3: Young children learning outside (Source: https://www.google.com)

ActualLesson Plans

Thisactivity shall involve subjecting the learners to items that they maysee and name. The teacher shall guide thelearners, and the lesson shall take 30 minutes, which shall bedeemed appropriate.

Lesson Introduction (whole class focus)

Learning activities, key questions and teacher explanations:

The teacher shall remind the learners of what they learnt in the previous lesson and ask them to sing along the song.

Main Component of Lesson

Learning activities, key questions and teacher explanations:

The teacher will be pointing at objects in the environment and have the learners try to tell the names of such items. One of the questions that the teacher shall use while instructing the learners shall include

  • Can you identify and name some of the items that you see around you?

Lesson Conclusion

Learning activities, key questions and teacher explanations:

The main ideas for the lesson shall be drawn from different sources of data such as children teaching guides.

Assessment of students` learning:

The assessment of the students learning shall be achieved through their continual display of knowledge of names of items found in the environment in the rest of other lessons.

References

Bland,J., 2014. Interactivetheatre with student teachers and young learners: Enhancing EFLlearning across institutional divisions in Germany.In&nbspInternationalPerspectives on Teaching English to Young Learners&nbsp(pp.156-174). Palgrave Macmillan UK.

Cameron,L. and McKay, P., 2013.&nbspBringingcreative teaching into the young learner classroom.Oxford University Press.

Eckhoff,A., 2013. Conversational Pedagogy: Exploring Interactions Between aTeaching Artist and Young Learners During Visual ArtsExperiences.&nbspEarlyChildhood Education Journal,&nbsp41(5),pp.365-372.Education.gov.au. (2016). EarlyYears Learning Framework | Department of Education and Training.[online]Available at:https://www.education.gov.au/early-years-learning-framework[Accessed 8 Jun. 2016].

Evans,S.E., Beauchamp, G. and John, V., 2015. Learners`experience and perceptions of informal learning in Key Stage 3 music:a collective case study, exploring the implementation of MusicalFutures in three secondary schools in Wales.&nbspMusicEducation Research,&nbsp17(1),pp.1-16.

Flood,J., Heath, S.B. and Lapp, D.,2015.&nbspHandbookof Research on Teaching Literacy Through the Communicative and VisualArts, Volume II: A Project of the International Reading Association.Routledge.Fuse.education.vic.gov.au (2016). Teacher.aspx[online]Available at: https://fuse.education.vic.gov.au/pages/ [Accessed 8Jun. 2016].

Greenfader,C.M. and Brouillette, L., 2013. Boosting language skills of Englishlearners through dramatization and movement.&nbspTheReading Teacher,&nbsp67(3),pp.171-180.

Vcaa.vic.edu.au.(2016). VictorianEarly Years Learning and Development Framework 0-8.[online] Available at:http://www.vcaa.vic.edu.au/pages/earlyyears/index.aspx [Accessed 8Jun. 2016].

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