Education Support Package - The Arts

Preface

To assist in meeting outcomes for students with disabilities, the preface outlines modifications of the environment and curriculum together with specialised equipment.

Outcome Statements - Foundation to level 3

This section contains Foundation Outcome Statements, and an overview of Strand and Sub strand Outcome Statements from Level 1 to Level 3.

Strand Outcome Statements are a sequence of statements which describe what students demonstrate as they develop their understanding or skills for a strand.

(NB: The Strand Outcome Statements are a synthesis of Sub-strand Outcomes).

Sub-strand Outcome Statements are a sequence of statements which describe what students demonstrate as they develop their understanding or skills for a sub-strand. (NB: Not all strands have sub-strands).

Elaboration of Foundation Outcome Statements for each strand

Foundation Outcome Statements with Focus Skills
This section contains Foundation Outcome Statements and pointers and a list of Focus Skills for each outcome. The Focus Skills were developed to give teachers further guidance about skills which students could work on, mastery of which would further a student's progress towards achieving the outcome. The list of Focus Skills is neither prescriptive nor exhaustive. Individual teachers are encouraged to generate new Focus Skills to fit the needs of their particular students.

Spreadsheets

Spread sheets contain teaching/learning information related to a sample of Foundation Outcomes for each learning area. Not all outcomes are covered in this section and teachers may wish to develop their own or other outcomes as a point of reference.

The Arts Preface

Students with disabilities

To assist in meeting outcomes and ensure the participation of all students, please note:

Modification of the environment may be necessary.

• Handrails (toilets, hallways etc.)
• Ramps
• Playground/classroom structures
• Table tops for desks
• Seating (posture/supports etc.)
• Seating location (preferential seating)

Specialised/modified equipment to assist with mobility may be required.

• Wheelchairs
• Walking Frames
• Long cane/tactile guides/guide ropes
• Orthotics, inserts in shoes
• Prostheses

To access the curriculum, the student may require:

Specialised/modified activities ­

• Tearing instead of cutting
• Thicker cutting outlines
• Using fingers/body parts instead of paint brushes
• Using extensions of body (wheelchair etc.) instead of paint brushes
• Modified scissors (left-handed, one-handed etc.)
• Variety of pencils and pencil grips (thicker pencil, triangular rubber grip)

Specialised/modified equipment such as ­

• Electronic typewriters
• Braillers
• Templates/raised line drawing kits for writing/drawing
• Moulds
• Jigs
• Various hand splints
• Head pointers
• Writing frames
• Special furniture (angled desk tops, corner chairs etc.)
• CCTV (Closed Circuit Television) and other
• Magnification aids
• Hand-held magnifier/s
• Telescope for distance work
• FM Systems (for hearing impaired)
• Captioning (for television/video programs)
• Hearing aids
• Speech processors
• Tape recorder/s

Computers with appropriate software plus peripherals such as ­

• MIDI Systems for music
• CAD for drawing
• Word processors with Spell check
• First Choice
• Mind Reader (predictive word processor)
• First Draft
• Style Writer
• Switches/single switch access (Ke:nx)

Alternative keyboards such as­

• Intellikeys
• Concept keyboard
• Voice output devices (Intellitalk)
• Robotron Eureka (voice output, Braille keyboard)
• Touch window

Communication aids such as ­

• Aided language stimulation boards
• Pictorial symbols (e.g. COMPIC)
• Voice output devices (e.g. Hawk/Macaw)
• Single message device (BIGmack)
• Timetable systems

Alternative formats for materials/books/resources ­

• Braille
• Large print
• Audio (talking books)
• Raised/tactile drawings
• 3D models

NOTE

Physical assistance/prompts may be necessary where tasks include:

• Fine motor activities, (e.g. cutting, drawing)
• Construction
• Mixing
• Designing (including the use of computer programs)
• Drawing
• Modeling
• Mobility, (e.g. in drama/dance activities)
• Positioning, (e.g. correct posture/seating)

Terms such as 'oral', 'speak', 'ask', 'talk', 'tell', 'say', 'explain', etc. are understood to include all forms of verbal and non-verbal communication such as:

• Auslan
• Signed communication - Signed English, Makaton etc.

The term 'attend to' can be defined as 'paying attention to' or 'giving sensory focus to' (e.g. touch).

Terms such as 'look at', 'listen to', 'watch', can be defined as attending to particularly for vision and/or hearing impaired students.

Students with marked vision impairment may 'visualise' by using other senses (e.g. touch).

Students with marked hearing impairment may 'listen' using other senses (e.g. feeling vibrations during music/dance sessions, lip-reading).

Outcome Statements Foundation to Level 3

Communicating arts ideas

Using arts skills, techniques, technologies and processes

Responding, reflecting on and evaluating the arts

Understanding the role of the arts in society

Elaboration of Foundation Outcome Statements for each strand

Communicating arts ideas

Foundation

Students explore different sources of stimuli within their environment. They make meaning through auditory, tactile, visual and kinaesthetic experiences. They copy modeled sounds and actions.

Students, for example, move in response to stimuli and explore different ways of moving. They participate in social dance and express enjoyment while dancing. They use body movement to express themselves. They engage in play through dressing up, such as trying on a variety of clothes and looking at themselves in the mirror. They use simple props in their imaginative play. They attend to media, such as watching TV or a video or listening to a story. They tolerate a variety of multi sensory media and operate a range of media technologies such as a tape player. Students tell stories through techniques such as drawing a picture, making a collage and talking. They vocalise to make sound and attempt to sing familiar patterns and rhythms. They discriminate between different sources of sound. Students make sounds for pleasure, such as clapping, tapping, clicking fingers and singing, and try to maintain a regular beat pattern to music. Students, for example, tolerate, attend to, respond and explore a variety of sensory stimuli. They explore and experiment with stimuli across the arts such as painting to music, moving to music or acting out a TV scene.

Using arts skills, techniques, technologies and processes

Foundation

Through auditory, tactile, visual and kinaesthetic experiences and processes, students explore skills, techniques and technologies in the arts.

Students, for example, explore movement and follow directions using a specified body part. They move with purpose. Students dance with a partner in free formation. They use representative objects in imaginative play, such as; making a car from a cardboard box, and manipulate objects meaningfully to represent actions. They act out emotions and moods and participate in imitative activities. They tell stories through techniques such as drawing a picture, making a collage or talking. They experiment with sound on a tape recorder, such as recording their own voice. Students identify familiar people, places and objects from pictures, photos, audio/visual tapes. Students imitate actions to simple songs and join in musical games such as statues and musical chairs. They play musical instruments informally. They demonstrate fine motor control, such as using the pincer grip, reaching and grasping objects, pasting, tearing, cutting, colouring and painting. Students imitate lines and shapes and use colour randomly. They use different arts forms skills such as drawing, singing and moving together to express and share their ideas and feelings.

Responding to, reflecting on and evaluating the arts

Foundation

Students attend to and respond to the arts through auditory, tactile, visual, and/or kinaesthetic experiences. They view arts works and share their own arts works and own experiences of arts works with others such as friends, classmates, teachers and family. They express preferences for various arts forms.

Students, for example, identify dance sequences from a movie, video clip or advertisement. They anticipate movement and sequence in a dance routine. Students respond to action words such as 'jump', 'clap', 'touch your nose', directional words such as 'up', 'down', 'in', 'out', and gesture. They use body language to express likes and dislikes. They respond to dramatic performance such as showing interest, becoming animated or pointing to the performer. They may choose a favourite character or scene. They recognise that pictorial symbols convey meaning. They recognise that different media texts are used to record experiences in different ways such as posing for a camera or speaking into the microphone.

They express their pleasure and other emotions in response to music or dance or drama. They demonstrate motor control in responding to music, attending to musical presentations such as listening to tunes or a tape, feeling vibrations, watching musicians. They recognise a variety of musical instruments. They differentiate between colour, texture and shape, and name textures such as furry, prickly and smooth. They recognize a variety of visual arts mediums.

Understanding the role of the arts in society

Foundation

Students identify different sources of the arts in everyday life and express preferences for various art forms and experiences.

For example, they share their own experiences of dance or drama by bringing a photo or video to school, talking about what they have seen:

"My family went to the multi-cultural fair and saw some folk dances."

They identify sources of drama and media experiences, such as a television program or a visiting play. They identify favourite or particular characters. They talk about how, in play, they can pretend to be characters other than themselves. They talk about media technologies in their everyday lives, such as TV, photographs and tape recorder; they talk about how these experiences can help them overcome disability. They identify different kinds of music such as quiet music for relaxation and rap music for dancing. They sing songs associated with special occasions, such as Happy Birthday and Jingle Bells. They draw on their knowledge and personal experiences of visual arts in their family and immediate environment to produce arts work. They recognise a variety of arts works and recognise the ways different arts forms are combined, saying how, in a film, music adds to the action.

Foundation Outcomes with Focus Skills List

Communicating arts ideas

CAI F The Student begins to explore sensory experiences in their environment and expresses ideas in a variety of ways through play.

This will be evident to audiences (peers, parents, familiar people, etc.) when students, for example:

• make movements during arts activities, e.g. sways, stamps, plays instruments, role plays, show interest in environment by exploring objects and self;

• explore different sources of stimuli within the environment

• audio e.g. listen to phones, sirens, bells etc.
• tactile e.g. play with sand, water, foam etc.
• visual e.g. look through kaleidoscopes, at movies,
• photos etc. kinaesthetic e.g. play on swings, seesaw, monkey rings etc.

• tell a story from own photographs or videos

• use arts works to convey specific meaning
  
  • auditory e.g. drum for thunder
  • tactile e.g. finger painting for Mother's Day card
  • visual e.g. identify pictorial symbols
  • kinaesthetic e.g. stamp feet to show an emotion such as anger in a role playing situation

Focus Skills for CAI F

Using arts skills, techniques, technologies and processes

This will be evident when students, for example:

• make effective use of stimuli :
  • auditory e.g. hum to music, play triangle
  • tactile e.g. manipulate clay
  • visual e.g. watch television
  • kinaesthetic e.g. make large circular movements in response to music

• manipulate arts material, e.g. paper, clay, fabrics, copy modeled actions/noises

• use a variety of visual arts media to create arts works, e.g. collage made from pasta;

• contribute to group arts work
• sing, play instruments
• dance, move to music
• draw, manipulate tools
• act out personal experiences

STP 1 The student experiments with the use of simple arts, languages, skills, processes and appropriate technologies to develop arts works and activities in informal settings

Responding, reflecting on and evaluating the arts

This will be evident when students, for example:

• respond to arts forms
  • auditory e.g. interpret music through movement, such as skips to "The Flight of the Bumble Bee" tactile e.g. explore tactile board/3D picture
  • visual e.g. watch puppet show
  • kinaesthetic e.g. choose favourite movement, such as bunny hop, skip etc

• attend to arts works
  • auditory e.g. turn head to sound source
  • tactile e.g. tolerate various textures
  • visual e.g. fixate on colour changes in fantasia lamp
  • kinaesthetic e.g. rock in rocking chair to music

• respond to arts works
  • audio e.g. vocalise to music
  • tactile e.g. clap hands in appreciation of arts works visual e.g. smile, point to painting

• kinaesthetic e.g. make focused movement to music express preferences to various art forms
  

• express likes/dislikes e.g. smile, cry

Understanding the role of the arts in society

This will be evident when students, for example:

• view artworks - music, dance, drama, media, visual arts, multi-arts
• identify different sources of arts in everyday life - radio, TV, music, cartoons
• share their own experiences of arts works - bring photo/video to school, retell story.

Spreadsheets

Teaching/learning information related to selected foundation outcomes

Each strand in The Arts Learning Area has been represented by one spreadsheet that provides information related to a selected Foundation Outcome.

One Focus Skill has been chosen as an example. Learning experience and teaching strategies have been written for this Focus Skill. The chosen Focus Skill is indicated by (EG).

Information contained in these spreadsheets is given as an example only and may require modification or addition to suit individual needs.

These spreadsheets are provided to give teachers a springboard for developing their own ideas when programming for specific Focus Skills

Understanding the Spreadsheets

Each spreadsheet contains the following information.

KEY ELEMENTS
These are the main components of the Outcome Statements .

CONSIDERATIONS

Factors which may affect the student's participation and/or progress in achieving the outcome

FOCUS SKILLS

Are 'non-exhaustive' lists of skills which are the focus for teaching outcomes.

INFORMATION

Suggestions for where you may access further information/resources/assistance.

TROUBLE SHOOTING

This provides suggestions of what to do if the student is not progressing towards achieving the Outcome Statements.

LEARNING EXPERIENCES

A range of activities which relate directly to the Outcome Statement.

TEACHING EXAMPLE/STRATEGIES

Examples of strategies/techniques and processes which may be used to teach a specific focus skill. The given example relates to the focus skill with the symbol.

Communicating arts ideas

KEY ELEMENTS

• Media
• Dance
• Music
• Drama
• Visual Arts

FOCUS SKILLS FOR DRAMA

• Use one object to represent another
• Use body movement to express self
• Engage in play
• Dress up
• Play with given props
• Explore environment
• Explore objects and materials
• Respond to stimuli, e.g. smile, recoil hand
• Manipulate objects and materials
• Use representative objects in imaginative play, e.g. make car from box
• Take part in dress-up activities, e.g. try a variety of dress up clothes, look at self in mirror, show others
• Engage in early thematic play, e.g. playing with toy zoo animals

CONSIDERATIONS

• Nature of disability
• Sensitivity to sensory stimuli

INFORMATION

• Specialist personnel
• Ed. Department syllabus
• Spare Parts Theatre
• Oral Language - First Steps

TROUBLE SHOOTING

If not working:

• Is the interest level appropriate?
• Has sufficient time for demonstration/practice been allowed and
• Are activities too complicated? (Simplify).

LEARNING EXPERIENCES

• Excursions
• Assemblies
• Practice Listening Skills
• Role play
• Puppet Theatre
• Mime
• Retelling using props

TEACHING EXAMPLE/STRATEGIES

(EG). Play imaginatively using simple given props:

• Tea Parties - e.g. Mad Hatters.
• Role play daily events using dolls e.g. mealtimes, bath time, bedtime.

• Use chairs, boxes, brooms (i.e. familiar environmental objects) to encourage imaginative play e.g. chair represents bus, box represents car, broom represents horse etc.

• Dress up activities to encourage role playing.

• Use books, drama performance as a stimulus for students' imaginative play.

• Teacher can initially model and become involved then gradually withdraw from activity.

Using Arts Skills, Techniques,

Technologies and Processes

KEY ELEMENTS

• Media
• Dance
• Music
• Drama
• Visual Arts

FOCUS SKILLS

Dance

• Explore movement
• Follow directions using a specified part of the body Imitate movement
• Follow and demonstrate different ways of moving Move with purpose

(E G). Imitate and repeat movements

• Follow directions using specific parts of the body Move in personal space
• Dance with partner in free formation
• Participate in social dance
• Express enjoyment while dancing
• Attend to actions/movements of a leader
• Join in dance activities

CONSIDERATIONS

• Nature of disability - including physical disabilities
• Medical problems which may preclude student participating in particular movements, or strenuous activity

INFORMATION

• Physiotherapist
• Occupational Therapist
• Specialised teachers e.g. music specialist
• Physical Education teacher

TROUBLE SHOOTING

If not working:

• Accept the students best efforts - don't aim for perfection;
• Increase motivation/reinforcement;
• Use a mirror so that student can see own movement; and
• Give more practice.

LEARNING EXPERIENCES

• Physical Education activities
• Singing sessions
• Music/Dance/Drama activities

TEACHING EXAMPLE/STRA TEGIES

(EG). Imitate and Repeat Movements:

• Teach students to imitate movements in the context of a variety of musical and physical activities
• singing games - The Wheels of the Bus
• musical games - Statues, Musical Chairs
• aerobics activities
• movement activities, with/without music.
• Model movements for students - give plenty of time and practice for students to imitate movements.
• Teach one movement at a time. Make sure students have mastered single movements before asking them to attempt combined movements.
• When asking students to imitate a sequence of movements e.g.'walk', 'run', 'jump', present these at a rate that allows students to keep up. Faster activities can be introduced as proficiency increases.
• Some students may require assistance to perform movements - for example, support if attempting to stand on one leg.
• For some students approximations of movements will represent the best imitation of movements that they are capable of performing.

Responding, reflecting on and

evaluating the arts.

KEY ELEMENTS

• Media
• Dance
• Music
• Drama
• Visual Arts

FOCUS SKILLS

• Tolerate sensory experiences
• Attend to sensory stimuli experiences
• Use body language to express likes/dislikes Understand simple language related to drama
• Use movement to convey specific meaning, e.g. gestures Respond to sensory experiences, e.g. turn head to sound Follow simple instructions related to drama, e.g. "be an airplane .
• (EG). Attend to dramatic performance, e.g. show interest, become animated, point to performer
• Express likes/dislikes about dramatic presentations e.g. choose favourite character

CONSIDERATIONS

• Nature of disability
• Attention span of student
• Ability of student to cope with new situations - such as visits to a theatre Is the student disturbed by crowded situations - such as assemblies

INFORMATION

• Spare Parts Theatre
• Music and Drama specialists

TROUBLE SHOOTING

If not working:

• Increase reinforcement/choose more desirable reinforcer;
• Do not expect the student to attend over long periods of time;
• Make sure experiences presented are motivating to the student; and
• Give more practice at sitting/listening/attending for short periods - time can be gradually increased.

LEARNING EXPERIENCES

Drama

• Incursions - arrange in school performance by drama groups/performers Excursions - take students to performances of plays/concerts
• Puppet play
• Home corner activities
• Dressing up activities - class dress up box, school dress-up day
• Story reading
• Video reviewing
• Assemblies
• School concerts
• Role play activities

TEACHING EXAMPLE/STRATEGIES

(EG). Attend to Dramatic Performance:

• Before any presentation seat students in a position where they are able to have a clear view of the presentation.

• Students should be comfortably seated, and seating arranged so that they do not distract each other from the presentation.

• In teacher presentations to class, use devices such as action, voice variation, intermittent questioning and opportunity for student participation to maintain students' interest and attention.

• When necessary during presentations redirect students' attention to the presentation.

• Reinforce good attending behaviour.

• Encourage students to respond to presentations as an audience - e.g. applaud at the end of presentation.

Follow up presentations with opportunity for student discussion/involvement - e.g. let student indicate favourite character, re-enact part of presentation.

Understanding the role of the arts in society

KEY ELEMENTS

• Media
• Dance
• Music
• Drama
• Visual Arts

FOCUS SKILLS

Media

• Share own experience of media, e.g. television presentation
• Choose between different media, e.g. television, talking book
• Attend to media
• (E G). Participate in a range of media experiences Recognise different media
• Identify a range of media experiences in their everyday lives, e.g. television, photographs

CONSIDERATIONS

• Nature of disability
• Does the student demonstrate an awareness of self, and others? Is the student able to recognise symbolic representations of people/animals/objects?
• How does the student communicate?
• Does the student attend to media presentations?

INFORMATION

• Speech Pathologist to assist with communication techniques/strategies.

TROUBLE SHOOTING

If not working:

• Develop attending behaviour,
• Reinforce good attending, use materials which are motivating to student;
• Use very familiar content in videos, photographs, recordings;
• Allow opportunities for repeated listening to viewing of materials;
• Use short sequences, only a few photos at a time;
• If recording students on cassette use a microphone to help students to speak up; and
• Use volunteer to tape and video students so that you are available to assist and direct the students.

LEARNING EXPERIENCES

• Music lessons
• Dance activities
• Physical education/movement activities
• Visual arts activities
• Reading and viewing activities (English)
• Speaking and listening activities
• Class excursions

TEACHING EXAMPLE/STRATEGIES

(EG). Participate in a range of media experiences:

• Videos/Television:
• make videos of students engaged in various school activities. View/discuss these as class activity
• view story videos - students point out favourite characters, recall incidents, act out a character or incident from the video
• talk about TV programs viewed, students name programs they watch, recall characters.

• Photographs:
• photograph student activities, display, discuss
• use photographs for choice-making
• invite students to bring photographs from home as 'Show and Tell' items.

• Recordings:
• record students on cassette tape for example telling their name, telling news
• record familiar sounds, voices of familiar people - have students match sounds/voices with photographs or pictures invite students to bring favourite music cassette to school to share with class
• play recorded music for movement/dance/fitness activities.

• Magazines:
• find magazine pictures associated with various themes - display these as part of a class project about the theme
• use magazine pictures in art works e.g. collages.

• Other Technology:
• use overhead projectors/photocopiers in producing artworks - for example students trace round a stencil, then enlarge it and paint or decorate the result produce print outs of students work during computer activities.