Fantastic Live Musical

March 20 09

This event was fantastic. Many people may think this was a musical however I felt it was a powerful depiction of a working class family and the frustrations a family has to go through when situations outside the norm occur. I didn't feel the performers were dancing and singing. I could have been a movie. The drama, comedy and visual effects were outstanding. This is a show that students from about grade 5 should see. Great for all ages. No one will go to sleep in this performance.

Along with the production the management of younger performers is something to learn about.

I shared my excitement and description of the show to one of may classes which stimulated discussion whilst making are on another topic.

Behaviourism

Behaviourism: Maxine Chriss and Steph

Behavioural explanations of learning often referred to as ‘Behaviourism’. Behaviourism suggests that reinforced or rewarded action is more likely to be repeated. Praising a student can enhance the chance of those positive actions being repeated. From that, permanent behavioural changes from that experience can occur. Behavioural explanations of learning deal with the effects of external events ie: reinforcement or punishment on behavioural changes. (Approaches to teaching and learning 109)

Behaviourists view learning as an outcome of connections or associations that link a stimulus (something that affects the senses) and a response – a reaction to a stimulus.
It is the theory of learning focusing on observable behaviours and discounting any mental activity. Learning is defined simply as the acquisition of new behaviour.

Conditioning

Classical Conditioning
reinforcement of a natural reflex – a response to a stimulus. Pavlov states that there are 4 stages in the process of Classical Conditioning:
Acquisition
Is the initial learning of the conditioned response? Eg: Student response to the bell at the end of the class. They activate packing up work and getting ready to leave.
Extinction
Once learnt, a conditioned response will not remain indefinitely. If the bell was taken away for a period of time and some other response to leaving the class room would take its place.
Generalization
After a conditioned response to one stimulus has been learnt, it may also respond to similar stimuli without further training. If students respond to the bell as a warning they will respond to all bell noises that will alert them eg: emergence warnings.

Discrimination
Is the opposite of generalization. An individual learns to produce a conditioned response to one stimulus but not to another similar stimulus. eg: the students may not respond to all bells as they are not for evacuation but for warning. eg: car alarm shop alarms.

Operant Conditioning
It is more flexible than classical conditioning and therefore seen as potentially more powerful.
It involves reinforcing by rewarding it.
Reinforcement
Is anything that has an effect of strengthening a particular behaviour and makes it happen again.

Positive
Praise, house points, freedom to choose, food
Negative
Punishment

Rewards
eg: ticks and written comments in books, stars, stickers, more formal points and commendations, privileges and sweets.

the rewards need to have value to the student
Come unexpectedly, intrinsic motivation will remain high
Extrinsic rewards are used – everyone receives one for their best efforts.
Can be used to invigorate or add fun to an activity

Problems in using extrinsic rewards.
Can belittle or demean a learning experience
Can engender feelings of unfairness or competition
Can detract from the real issue involved in completing tasks.
Does not always lead to higher quality work
May isolate students who feel they have little chance of getting a reward.
Punishments, such as loss of privileges, or the withholding of rewards can be effective as well, (although it is widely recognized that a positive approach is preferable to an approach to behaviour management predicated solely on punishments).
Behaviourisits believe all voluntary or intentional behaviour is controlled by antecedents and consequences. In behaviourism the ongoing chain of activity that is behaviour is represented by Antecedent behaviour consequence (ABC). ABC is a strategy used by teachers to specify exact nature of problem behaviour and any contextual factors that may be contributing to its occurrence. It involves the teacher recording the behaviour of a particular student in terms of the events that immediately precede the behaviour and follow it.
Applied behaviour analysis (ABA) refers to the use of behavioural learning principles to change behaviour in settings such as classrooms.

The procedures associated with implementing behaviourist principles form the basis of ABA. The primary focus is on behaviour (academic communicative social motor vocational self help). The goal is to change behaviour that is socially important.

Main features of ABA: Clearly specifying the target behaviour & goals – describe the behaviour to be changed and identify the behavioural goals. Develop and implement an intervention plan, allowing for consequences. Monitor results of intervention and implement changes in intervention plan where needed.

Antecedent – An event that precedes a behaviour. Consequence – An event that follows a behaviour.

Observing antecedents.
The effect of consequences.
Types of consequences: reinforcement & punishment.
Primary & Secondary reinforcers
Continuous reinforcement
Intermittent reinforcement
Reciprocal determinism
Cognitive behaviour modification and self regulation.

Skinner urged educators to focus on reinforcement and on success rather than on punishing failure.

Some ‘rote’ learning may be useful way of helping some children to cope better with some of the aspects of their work which they find difficult. Where possible, initial rote learning should be followed by attempts to encourage understanding.

Practice makes perfect (Drill and Practice)

Programmed Learning eg: ‘Frame’ work.

Every correct response requires an immediate feedback.


References:
Killen. R Effective Teaching Strategies Lessons from Research and Practice. Third Edition. NSW: Social Science Press 2003:4-20
Groundwater-Smith. S, Ewing. R, Le Cornu. R Teaching Challenges and Dilemmas. Third Edition. Australia: Nelson Pty Ltd. 2006 124-5,258,66,78-9,3211,258-62,247-58
Krause. K, Bochner.S, Duchesna.S educational Psychology for learning and teaching. Australia: Nelson Pty Ltd. 2003 476, 217, 390-5,127,110-114,131-133,312-313,222-223,114-28,128-130,131-132,130
Ways of Learning, Theories and Learning styles in the classroom, Second Edition, Pritchard, Alan. Routledge, Oxon.P2, 6-16

Case Study - Year 8

My case study is about a year 8 group that has difficulty producing the class requirement in art.
This group has 2 key boys who are very opinionated in regards to their perception of what should be taught in Art.
One double session the year 8 students arrived enthusiastically to class. The class was period 3&4, just before lunch. The lesson was making masks.
Everyone sat down in their normal seating plan and began to chat not taking any notice of me at the front of the class.
As I called the class to attention to mark the roll 2 students, Richard and Josh began demanding information from me regarding what was the class going to do today. "Miss, what are we doing today?, said Richard. Before my answer Josh said "Yeh miss, what are we doing today?". As I began to take another breath to start the roll, Richard began to express his frustration with me as I didn't answer him. He said "is this what we are going to do?", as he walked over to the artwork positioned at the back of the room. I called for quiet from the noisy class , unsettled by Richard and Josh's interruptions and requested that everyone should be seated and once the role was done we will discuss today's lesson.
Josh ran over to Richard and commenced playing with the artworks too calling out to me, " is this what we are doing today?. Minutes later more of the boys left out of their seats and went over to the artworks(masks). I again requested that everyone sit down and I commenced marking the roll. Everyone other than Richard and Josh sat down and I was able to mark the roll. I commenced the presentation of the lesson for the day and Josh and Richard demanded that they start and in unison said, "we know what we are doing so why can't we start now? I endeavoured to keep delivering the lesson with the new information required to complete their tasks and manoeuvred Richard and Josh closer to me and directed the res of the class to begin. Any questions could be answered as we went along give the time had diminished and that we weren't going to get any peace from Josh and Richard until they were involved in their own work.
As it turned out Josh and Richard sped ahead and after not listen to the requirement left a few things out. Consequently they complained that,"I didn't tell them to about those things".

How was I going to address this problem in the next class.
I recognised that both boys were very capable at making and were fairly creative. Their approach was to get the job done quickly so that they can demand to go on the computers for spare time due to finishing before everyone else. Something that comes from another class.
My plan then is to introduce more examples of finished artworks and actual references from real life situations for comparisons as they may create a greater challenge for the boys. eg: Marks made by other students and New Guinea mask both real and digitally projected. The boys would have related to the technology, as would the rest of the class and having actual examples other then the teachers would have provided a level of quality for them to aim for.

Using the Thinking Hats I could plan the lesson for all types of learning more exactly. I would also describe the classroom requirements such as there is no free time using computers.
To avoid the dominant out bursts by Richard and Josh, as quick chat after class reminding them of the responsibilities to their own learning and of other and consideration for the teachers preparation and presentation.

Reflection

My thoughts after my first day at school was "How things had changed". I was teaching in a classroom nine years prior at all levels. Students have definitely changed. I had taught students from Kyneton before.
What had changed? First observations of the year 9 class were:

• short concentration spans,
• irritation when information wasn't getting through to the student quick enough,
• impatience regarding getting on with the making/creating - they already new how to do something before you presented them to how to do it
• lack of understanding of anything to do with art and making
• the girls were more attentive and able to follow the topic and have a quicker outcome
• the boys questioned the idea and the content of the topic and criticized its worth
• the art room was a pit stop only not a place to respect and care for, including the work around the room
• the disrespect for the teacher and anyone else who was in the room.
• the student didn't car if they were going to fail as it wasn't important
• many students in particular boys could sit still in the room for more that 5 minutes
• deliberate sabotage of the lesson

I couldn't comment on whether this behaviour was in all classes on the day. The year 8 class was different however David had a firm hand over the boys before they entered the room and a very strong consequences procedure that they all understood. I felt they respected him for it.

Many of the students use the ipods and at year 9 level they are constantly being asked to remove them. I felt the students in year 9 were distracted by so many things that a teacher talking to them made them irritated and cranky

Year 9 Studio Art

As the day went on I familiarised myself with the school environment. I new the school well but the staff had changed a lot so it was a time for meeting them. My next class was with the year 9 Studio art class. I was fascinated with this group as they had no continuity. About half entered the classroom without any change of their behaviour ie; chatting, running, listening to music on the ipod. They did not acknowledge the teacher (Bev) or myself as if we weren't even there. This continued as Bev tied to gain their attention to the course work. They attempted the work but it was robotic and not considered.
One half of the group were quiet and hardly responded to the Bev's attempts to interact however they did what was required in terms of the lesson.
There seems to be a sense that the students "have to be there", but would rather be somewhere else. This was an elective too so I assume they felt this was the easiest class to do - to bludge in.
I also felt that the teaching and learning was done between their conversations.
This was a single period where the lesson was designed to cover theory or discussion or exercises in preparation for the double class during the week.

Ist Day Placement at Kyneton Secondary College

10th March 2009
On reflection. Year 8 Art class
I was greeted by David Bruffell just before morning briefing. I haven't seen David for many years and our meting took time to time away from talking about working together. A quick discussion (5mins) regarding his plans for this semester and glancing over the printed plan I realized he expected me to take the class this that morning. I was unprepared however due to my experience and the subject (The Human Form) I was able to provide a suitable class for year 8 which has worked many times before. One of my favourites.
The class commenced by David announcing that I was and old colleague and an Artist and I would be working with him for the next 2 terms.
I was then handed the class. I thanked David and the class for having me and after a brief into I requested that the student's move the tables into place and to get their journals and pencils out. This took 5 minutes and I was able to see who was the loudest students and the quietest as well. I set up a chair in the centre and asked the noisiest boy 'Tom' to be a model. He loved the idea and behaved as well. I had 3 models and David modelled too.
I kept their interest going right up to the end of their drawings which gave me opportunities to observe who understood the lesson and who didn't. I worked out there were 3-4 students who needed more time on this idea or something different next time. Possibly more time in discussing what drawing was all about before we started the contour drawing process.
I could also see there were a few good drawers and one very good drawer.
I referred to Leonardo di Vinci, Raphael and other Masters and how they would have had to draw exactly the same as they were doing. class into Cubism and abstraction in the next session. I planned to use the human form in the my next session using caricatures and cartoons so that David could continue the topic also to the next session.
The students had never done anything like Contour Drawing before.
They were perplexed buy fascinated by the exercises. Only one student rebelled and he was the very first model and the loudest student. David managed to monitor Tom's behaviour and implemented a warning system with consequences.;
Taking the drawing into 3D using wire is the next step for the students.
I hoped this was suited to the boys and they seemed to require a lot more challenges that they could relate to.

Dromkeen - Book Illustrations

The Dromkeen Collection Art Gallery is a beautiful colonial homestead at Riddells Creek, Victoria. The Gallery houses the Dromkeen Children's Literature Collection, a unique ...
collection of original illustrations, artwork and manuscripts from Australian children's literature, particularly picture books. The Collection includes not only finished illustrations and artwork, but also preliminary artworks such as sketches, storyboards and dummy books revealing the creative processes behind book production.
www.scholastic.com.au/dromkeen
In Feb Dromkeen have an annual event where many book Illustrators meet for lunch. My daughter Amba McKee was commissioned to produce a still life Installation performance depicting a page from a story book, The Man from Iron Bark. The installation consisted of three adults and two children. Professional Dancers, Kelly, Micheal Cop and Amba, Teachers from Love to Dance School of Ballet and two children form the local area created a series of movements that changed without being noticed by the viewers. The Installation appeared to be static. The colours of the costumes and the beautiful surroundings added to a perfect rendition.
Dromkeen provides a great place for children and adults to see original artworks design for children and how the artist's develop their work. Many students find it hard to understand the design process that artist's need to come up with a wonderful images that express the stories.

This is a great excursion for art students.
I will add a photo soon.
Love to Dance School of Ballet contact details
www.yellowpages.com.au/bi/love-to-dance-school-of-ballet-yarraville-vic-4397578.

www.truelocal.com.au/business/love-to-dance-school-of-ballet/yarraville

Woodbine Art Gallery

On February 22 I went to an exhibition of Paintings by Jocelyn Lu from Kyneton. Jocelyn paints in oil and makes other works in collage. Jocelyn's small body frame and polite manner contradicts the dynamic and energetic strength that her paintings describe. The colours are bold and exciting. Using the landscape Jocelyn investigates her surroundings in Kyneton and the area using a contemporary eye. The Collages are fresh and spontaneous that communicate a relationship between Jocelyn and the landscape. Jocelyn's Asian background brings to the work culturally connected subtleties. Jocelyn exhibits regularly and this one came and went very fast. Woodbine Art Gallery presents a fabulous program of professional artists. I would suggest a visit to Malmsbury to check it out. Always ring them first to make an appointment.

On the way home from the gallery we could see where the fires around Malmsbury had burnt out a farm or two the week before on Black Saturday.

Blogdoctor

I found this Blogg to be very helpful
http://Theblogdoctor.me/2007/02/upload-files-to-blogger.html

"Creativity and Education - Ken Robinson" - TED

"Creativity and Education - Sir Ken Robinson" - TED
What an entertaining snipit of inspiration. Watching Ken Robinson express the idea that Art and play are so important in everyday life. The thought that our world needs to change its approach to educating our young and that "creativity in education in arts and play could be beneficial in relation to the disengaged and disenfranchised" brings my thoughts into the classroom. Many students are disengaged particularly boys. I feel blessed that I can provide creative, fun activities for students in the art room however, given the lack of time to introduce art that builds relationships with students and finding art activities that spark an instant engaging reaction, weighs heavy on those, including myself, when trying to explore solution for a better outcome.

I may feel blessed to be in the art room but unfortunately this is not shared with most as they feel its a place for relief from learning and don't see the point in making art as, "they don't want to become an artist" and ask for free drawing. In an ideal world I'd love to see team teaching in other subjects where students are making and creating and discovering themselves developing skills guided by the Art/Drama/Music/Dance teacher and exploring English/Math/History/etc with the classroom teacher.

The ideas are being publicly express more today than ever and hopefully these academics can shape a solution in the near future. All I can do is to listen to the students and together we may find up to date ideas to play with and explore that will suit the requirements.

A visit to www.ted.com/talks/lang/eng/ken_robinson_says_schools_kill_creativity.html
it's worth it.

while on TED I found more inspirational talks by others.

My Magical Moment

Sitting on the Fence Exhibition.

I have had many magical moments teaching art. One unforgettable moment was when I taught a VCE class of 13 students. The majority of these students weren't thinking of going on to university to do any arts subjects. My goal was the same as theirs in that they wanted to pass year 12 and Studio Art. It was only one of their subjects (they were relying on passing this subject). Most of the students had no background or skills for making art except for their last art class in year 8. A few were more dedicated and one or two did want to pursue a career in the arts. How was I going to help them make it happen?

We began the year with getting to know each other through exercises in drawing with charcoal. The noises and complaints about getting dirty and "why would I want to draw a bottle?" resonated through the studios. Work continued into oil pastel and paint with similar complaints. During the process discussions about anything and everything in the world around the students gave a sense of a small community being developed. Each had their own fears of how on earth are they going to complete any work that they could see was of a standard required to pass the year. Once the barriers were broken down many individual ideas and beliefs crept into the discussions and eventually into the artworks. Frustrations with written work and reflections in their journals started to disappear. By the end of the first term the students began to feel more in tune with their surroundings and with me. The art was having a great effect on everyone.

At the commencement of the next term the class and the school decided to put together an art exhibition of VCE work. "What would it look like?" was the question. After each student had committed to their final intentions they began to see the exhibition as being a diverse and interesting presentation. From this their confidence escalated and as part of their learning about how a professional exhibition was set up they were happy to tackle a larger event by inviting Artists from the area to exhibit with them. The School was so excited that a sum of money was set aside for purchasing artworks and a prize for the best representation of the theme. The theme was the school environment.

Driven by excitement, the students worked furiously towards completing their work at a quality level in time for assessment and the exhibition. They explored other art galleries and investigated many art events and challenged themselves in areas they had never experienced before.

Each student played a role in the planning, development and presentation of the exhibition. They all had a special area to exhibit their work and each student hosted the evening with different roles. The exhibition was a great success and the students felt they owned the whole project. Their results were exceptional and their memories of the art room will be forever. And for me also.

The students had a positive experience with the arts. They worked on a major project whilst creating their own individual art. Their applications expressed everything from an Installation piece, to a portable landscape sculpture, including the water. The variety of work was exciting for everyone to see . They shared their ideas and supported each other along the way. They all passed VCE.

My world questions around the use of Creativity and Design are:

• My world questions around the use of Creativity and Design are:

Why is arts education separated from the main core subject areas?

Given that society requires invention in every area of life, why does the education of 'methods of invention' eg: creativity and design, become tagged as a specialist pathway.

Why does society see an art class as a bludge?

My questions about teaching and learning - how has arts education been part of teaching and learning?

How has arts education been part of teaching and learning?

• activity based learning - cooperative learning

My method of teaching uses a variety of methods that engage students in their learning and provides me as a teacher with informtion regarding the content, the students needs and helps me to develop a relationship with students fairly quickly.

Most of the art leassons are designed so that student and teacher work through the process together sharing each others thoughts and ideas. My students then find it easier to ask questions as they go rather than waiting for the right moment and sometimes missing out on that moment.

In the cooperative learning designed lessons I rely on others in the class to assist each other in developing ideas and solving problems when making art. The cooperative learning methods learned this year in the course (Dip ed) were exciting to find and test. In the past I used the method I created from the work place (outside school). I am looking forward to attending the Tribes training course soon.

• Art has a place in all classes - Learning

I have seen and heard teachers talking about their lessons where they have use arts activities to express a topic including Drama, Dance and Music activities. Many students find they learn more about the topic during the making and presenting than with reading text and pictures. The topic can then be explored more deeply and from a variety of perceptions.

• Art has a place in all classes - Teaching

As a practicing Artists I enjoy teaching others as the technique, topic or research can deepen my knowledge too. It also shows me the variety of ways in which students learn. Some students are quick to make art and others are slow. Some of the quicker students can make a mess but others can create beautiful art. The same goes for the slower makers. Students can also answer questions in any subject by using 2D and 3D methods. It is great to have art as part of a lesson. I personally feel very lucky to be able to make art and teach it too. Solutions to many difficult things have been solved or understood from making art.

My self questions - how have I used art to make meaning in my world?

• making art helps me answer questions

I have made art all my life. At first making art was done as an activity inside and outside the home for fun. As I grew older art was something I did for relaxation and an escape from the daily activities. Eventually I found the need to make art for stronger personal reasons. My lack of skills in writing what I felt and thought drew me to making art that reflected my emotional state, ideas and opinions on issues. Now I make art for fun, for relaxation, for teaching and for personal needs. My art is made from various materials and technologies, with groups, or partnerships and solo work.

• sharing my skills makes a difference and creates a legacy

I believe that any gift I have been given is given with the knowing that my skills, my ideas in making art and my methods are to be shared with others so that my approach can be assessed, tried and discarded if, need be, for the development of others and keeps the language and the processes alive. This also feeds me with information and reactions for personal reflection.

• working with community on projects that demonstrate the value art in our lives

Extending this notion into the wider community connects me with likeminded people and interested participants. It also creates variety in our lives and provides 'food for the soul', and helps with health of the community.