Week 2 ConcepTests
Required Readings PRIOR to Lecture 2 and Tutorial 2
MMADD about the Arts Chapter 2: The creative arts classroom
Design and Technology for Children Chapter 2: Children’s experiences of technology: futures thinking and designing for sustainability
You do not need to complete the in-text activities as these will be addressed in tutorials but it is important that you have read the texts as this will be assumed in both lectures and tutorials.
(Tutorial 15203 Thursday Noon - 4pm in G31 2.15) Group 2
(Tutorial 15202 Thursday Noon - 4pm in G31 2.17)Group 3
(Tutorial 15204 Friday 8am - Noon in G31 2.15) Group 4
(Tutorial 15205 Friday 1pm - 5pm in G31 2.18)
Paddle pop sticks, glue guns, elastics, straws (2.07)
You should come prepared to discuss children’s experiences of technology: futures thinking and designing for sustainability, and specifically:
Children's view of the future;
Building upon children's early technological experiences; and
Children's thinking about their futures - how to primary teachers plan?
You should come prepared to discuss the creative arts classroom, and specifically:
The importance of the arts;
Classroom management strategies: The CREATIVE model;
Lesson planning in the arts;
Assessment in arts education; and
Using learning centres.
In your tutorial you will undertake a variety of technology activities including:
ACTIVITY T2.1 Drawing the future environmentDraw a picture of what you think the environment will look like in 100 years. Look at two other student pictures and analyse the drawings. What do you notice?
ACTIVITY T2.2 Children's technological experiencesRecord your responses to the following questions:
- Is it important to find out what children know and can do before planning for technology education?
- How will children's home experiences influence how they make sense of the technological learning provided in classrooms and centres?
- What does it mean when children come from homes that use a range of high technologies (such as iPod Touch, twitter, MySpace, Facebook, texting, DS, Nintendo DSI, Nintendo Wii, XBox, PlayStation, and robotic and electronic toys) or homes that do not have any? Does it matter?
- How can we find out what children know and can do before they begin school, preschool or child care?
- What cultural experiences do children have that are likely to facilitate engagement in technology education?
- The sociological research suggests that some families focus on the 'present situation' and are less likely to discuss 'the future'. How will this influence children's thinking about 'planning' and 'designing for the future'?
ACTIVITY T2.3 Mud Pit and Virtual Community Case StudiesIn groups, examine and discuss the two case study examples and identify the 'Technological Thinking' (see page 67) concepts that could be developed in these cases.
ACTIVITY T2.4 Expanding your views on what technology isRecord your views:
- How would you define technology?
- What technological experiences do very young children have prior to commencing school?
- How can you best build on what children are capable of doing?
- How do your responses compre to T2.1
In your tutorial you will undertake a variety of Arts activities including:
ACTIVITY A2.1Prepare an email to parents that explains clearly the reasons for including the arts in the core curriculum in primary schools.
ACTIVITY A2.2Take turns teaching a simple arts-related skill to a classmate using effective communication skills, and have them review it using the SPEAKER mnemonic.
One member of the pair prepare (5 minutes) and teach (5 minutes each) how to draw a dolphin, the other how to sing Twinkle Twinkle Little Star.
ACTIVITY A1.3Select an art form and prepare a lesson for a hypothetical class, listing at least five classroom management strategies that will be used in the lesson and indicating appropriate strategies to be used.
ACTIVITY A1.4Watch the arts lesson video and analyse it using the CREATIVE model of classroom management.
Integration Activity I2
Bridges and Towers
Never do this with students!