SESSION 2Cross-Curricular priorities:

Interlinking visual arts within other subject areas

TUNING IN Pair up and everyone use the icy pole

sticks and counters to make a picture of something. You have 10 minutes to make it as detailed as you can!

TIME’S UP Have a look around at everyone’s

pictures. Now your job is to work out the best and fastest way to count all of your sticks and counters. The winner gets freddos. Go!

WHAT DID WE LEARN This is an activity that incorporates both

visual arts and mathematics in the classroom. This activity demonstrates an activity used in the making phase of visual arts. It also challenges students to develop strategies to help them count efficiently. This describes the children understanding number and algebra in the Australian Curriculum

PICTURES OF STUDENT’S WORK

HOW THEY WORKED IT OUT?

SCHOOL CREATIVE ARTS MISSION STATEMENT The Arts provides learning experiences

to develop individual creativity; aesthetic awareness, perception, skills and enjoyment. Therefore, we have a responsibility to ensure that the children in our care have the opportunity to receive a comprehensive Arts education.

SPECIALIST CLASS ENOUGH As the school’s mission statement states

teachers have the responsibility to ensure that the children in their class receive a comprehensive Arts education. Just receiving art through specialist is not enough. Also Hayes (2010) suggests pupils view of learning is likely to be more holistic if the curriculum is integrated as a whole.

BENEFITS OF INTEGRATING VISUAL ART Curriculum is overcrowded therefore

more time can be devoted to visual arts by integrating with other subjects

Results have shown that teaching about visual art based literacy has resulted in gains in reading and writing

At risk learners and children with learning disabilities have made the greatest academic gains

INTEGRATING WITH MATHEMATICS Art-making requires the use and

understanding of measurement in the manipulation of space, time and form (ACARA, 2012).

Creating patterns in the Arts involves counting, measurement and design in different ways across the various art forms (ACARA, 2012).

INTEGRATE WITH ENGLISH Skills developed in English and the Arts

include exploring, interpreting and responding to texts and art works, and creating texts/works using a variety of media and forms (ACARA, 2012).

Art strategies can be used before, during and after reading a book as directing children to think about author’s words can trigger visual images in colour, line and texture (Cornet, 2011)

SCIENCE The Arts provide opportunities for

students to explore and communicate scientific ideas and to develop and practise techniques, such as making visual arts works that present an understanding of how systems in plants and animals work together (ACARA, 2012).

CAN YOU THINK OF EXAMPLES OF INTEGRATING VISUAL ARTS IN YOUR CLASSROOM?

Discuss for 5 minutes and share

EXAMPLES Make a finger puppet and then write a

procedural text on how it was made. Relates to making strand in the Arts and text structure and organisation in English.

In the topic of fantasy students can create their own fantasy story and create their own fantasy land (Cornet, 2011).

VISITING AN ART GALLERY

Here’s what one child did

Students visited an art gallery and were inspired to make a diorama of what their own art gallery. They also wrote about what it was. This relates to making in the Arts and expressing and developing ideas in English.

THE END Thanks for listening