Week 7

Week 7 ConcepTests

Required Readings PRIOR to Lecture 7 and Tutorial 7

MMADD about the Arts Chapter 7: Drama education
Design and Technology for Children Chapter 8: Culturally Framed Technology

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.

Group 1 (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)

Tutorial Resources

Costumes/props (drama)
Costumes/props (dance) (2.07)
Robots (5 per tute group) - basic pre-builds + towers, usb cords. etc. Batteries charged.
Costuming material for robots - cloth, paper, etc.



Lecture 7

You should come prepared to discuss Culturally Framed Technology, and specifically:

Technology in the curriculum: Aboriginal world views;
Technology in the curriculum: Western and Asian world views;
Technology in the curriculum: Maori world views;
Teachers as cultural brokers: Facilitating boarder crossing for Indigenous students;
Teaching culturally framed technology;
Sharing cultural practice; and
Culturally framed design briefs.

Lecture 7

You should come prepared to discuss Drama education, and specifically:

Drama in the classroom;
Generating (making), Realising (performing) and Responding to (appreciating) drama;
Learning through drama;
Learning in drama: The elements of drama;
Types of drama;
Practical considerations; 
Preparation; and
Activities to introduce the elements of drama.

Tutorial 7

In your tutorial you will undertake a variety of technology activities including:

ACTIVITY T8.1    Cultural values and technology

Read the case study on pages 166 and 167. In a group respond to:
  • How you feel about encouraging children to investigate, design and make spears;

  • Would you be comfortable including this activity in your curriculum? Explain.

  • When answering these questions, did you make judgements based on your cultural values?

  • What other forms of technology do traditional Aboriginal societies use to satisfy their basic needs?

ACTIVITY T8.2    Student teachers' online discussions about spear-making

Read the non-aboriginal student teach comments on pages 167 and 168. Would you modify your responses to T8.1 based on these? Why?

ACTIVITY T8.3    Diverse approaches to technology curricula

Where you supprised at the number of different approaches to technology curricula?

Name two approaches you think are commonly practiced in Australia?

Which approach has been predominant in your learning or observations of teaching practice?

ACTIVITY T8.4    Write a design brief relating to survival in the bush

Create a design brief (using the format on page 169) to collect water from a bush environment. Show your brief to a student from a different cultural background to yours for feedback and adjust your brief to be as culturally inclusive as possible.


Tutorial 6

In your tutorial you will undertake a variety of Arts activities including:


List skills, knowledge and attitudes from different subject areas that children can learn through dance and then list skills, knowledge and attitudes from the dance art form that children can learn when involved in dance.


Create a lesson plan for a selected primary class, based on each of the elements of dance; include warm-ups, introducing and practicing the element, applying their understanding by creating a dance based on the element, sharing this dance and a cool-down activity.


In groups, plan a five-week dance program on a theme for a selected primary classroom which shows the development of skills, knowledge and attitudes in the areas of making, performing and appreciating.


Create a series of learning experiences based on at least three types of drama and include the use of several elements of drama that develop children's ability to use these conventions in the process of making drama.


Select a key learning area and brainstorm the ways that the skills and knowledge relevant to this key learning area can be learned and expressed through drama activities.


Develop a drama programme based on a literature text [ref] showing how the three areas of making, performing and appreciating can be developed and implemented in a selected primary classroom through exploring one of the themes in the text.

Integration Activity I7

Second Life

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