Required Readings PRIOR to Lecture 8 and Tutorial 8
MMADD about the Arts Chapter 8: Integration and the Arts
Design and Technology for Children Chapter 9: Teaching Approaches: A framework for thinking about technology pedagogy
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)
Lego kits - wind powered devices
Industrial fans (1 per tute group)
You should come prepared to discuss Teaching Approaches: A framework for thinking about technology pedagogy, and specifically:
Research in closed or open design briefs;
From research to practice;
Designing pedagogical diversity; and
Tinkering activities designed to enhance girls' technological capabilities.
You should come prepared to discuss Integration and the Arts, and specifically:
To integrate or not to integrate, that is the question;
Various models of integration;
Integrated arts programs, multi-literacies, Productive Pedagogies and Multiple Intelligences;
How do Multiple Intelligences relate to the classroom;
Four approaches to using Multiple Intelligences in the classroom;
The arts, Multiple Intelligences and literacy; and
Syntegrating the arts and Multiple Intelligences to explore colour.
In your tutorial you will undertake a variety of technology activities including:
ACTIVITY T9.1 Closed design challengesWhat are the advantages and disadvantages of closed design challenges?
ACTIVITY T9.2 Open design challengesWhat are the advantages and disadvantages of open design challenges?
ACTIVITY T9.3 Thinking about technology lessonsBriefly develop an example of a technology leson you have seen in a school:
- What was the intended learning outcome?
- Who decided what was to be made/evaluated - the teacher of the children?
- What was the role of the teacher?
- What was the role of the students?
- Was it part of an ongoing lesson sequence or a one-off experience?
ACTIVITY T9.4 Developing girls' technological capabilitiesThe introduction of the tinkering table (pages 198-202) in the preschool and the sequence of technological learning activities over ten weeks with clocks were designed to enhance girls' technological capabilities. Yet this goal was not achieved. How could the teachers have met this goal?
In your tutorial you will undertake a variety of Arts activities including:
ACTIVITY A8.1Develop a series of learning experiences in dot point form listing how you could use an artwork or song to achieve:
- outcomes in another key learning area (service connection)
- outcomes in art or music in another key learning area (symmetric correlation)
- outcomes in several key learning areas, to enhance learning about a theme or concept and develop to develop generic skills (syntegration).
ACTIVITY A8.2Identify the eight Multiple Intelligences and list ways of including them in the arts classroom.
ACTIVITY A8.3Plan a brief unit of work based on a theme or concept to include all art forms, other key learning areas, if relevant, and the eight Multiple Intelligences. Note which productive pedagogies are developed and used in the programme.
Integration Activity I8
Lego Kits - Wind Powered Devices