Standard 3: Plan for and Implement Effective Teaching and Learning
3.2 Plan, structure and sequence learning programs: Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3 Use teaching strategies: Include a range of teaching strategies.
3.4 Select and use resources: Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
(Australian Institute for Teaching and School Leadership (AITSL), 2022, para. 3)
On practicum, I was involved in planning a rich authentic learning experience for a year five class consisting of 23 students. My mentor set the parameters for a six-week, Arts integration unit for students to investigate a real-world issue. Inspired by the recent surge of severe bushfires, I proposed the integration of Visual arts with Geography for students to learn of the consequences of this natural disaster through a series of artworks. I demonstrated my ability to plan, structure and sequence an authentic arts learning program, employing effective integration principles, teaching strategies and resources to engage students in curriculum learning, as outlined in Artefact 3.1 (APST 3.2; 3.3; 3.4) (Dinham, 2017).
The unit exemplified genuine arts integration, as I scaffolded tasks to gradually develop students’ knowledge and understanding of the impact of fire, in an engaging, creative problem-based learning sequence (APST 3.2) (Sinclair et al., 2018). Instructional problem-based strategies were applied with an emphasis on group discovery processes, exploration, open-minded investigations, creative reflections, and skill development (APST 3.3) (Coffey, 2021). The many opportunities throughout the sequence, seen in Artefact 3.1, to collaborate with classmates, stimulated curiosity and built confidence, as groups exchanged ideas and peer-feedback (APST 3.3) (Goldberg, 2017). To develop pupils’ comprehension of curriculum concepts, an arrangement of visual, interactive, tactile, kinaesthetic, and technological resources were employed across the learning sequence, as seen in Artefact 3.1 (APST 3.4) (Pascoe, 2016). Students were introduced to the topic, in short, engaging tasks with an array of videos, storybooks, and anchor charts to engage them in the content and activate their prior knowledge (APST 3.2; 3.4) (Coffey, 2021). To progress learning, a unique selection of authentic resources, such as the digital exhibition of the Marysville Fire Museum (Thomas, 2022), were employed to connect students to the real-world, stimulating their conceptual understanding to become critically aware of the emotional response and challenging realities faced by fire affected areas (APST 3.3; 3.4) (Dinham, 2017). In preparation for summative assessment, I strategically collated an abundance of relevant paintings for the class to investigate an effective application of visual arts to aesthetically communicate the emotion and natural devastation of bushfires (APST 3.2; 3.4) (Sinclair et al., 2018).
Though I completed my placement before the arts integration unit was finalised, this planning process was incredibly insightful for my future practice, as I was able to successfully demonstrate my capability to effectively structure a definitive learning sequence (APST 3.2). I was commended by my mentor, as seen in Artefact 3.2, for my effective implementation of authentic and engaging resources, including the exceptional use of technology to promote student learning in unique, content specific learning experiences (APST 3.4). I look forward to implementing my planned learning program in my own classroom, employing my repertoire of teaching strategies to effectively engage pupils in practical experiences that extend and enrich their learning immensely in authentic arts integration (APST 3.3) (Dinham, 2017).
References
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2022a). Australian Curriculum: Foundation to year 10 curriculum: HASS F-6: Year 5 level description (Version 9.0). The Australian Curriculum. https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/hass-f-6/year-5
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2022b). Australian Curriculum: Foundation to year 10 curriculum: Visual arts: Year 5 and 6 level description (Version 9.0). The Australian Curriculum. https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/visual-arts/year-5
Australian Institute for Teaching and School Leadership (AITSL). (2022). Australian Professional Standards for Teachers (APST) (Rev. Ed.). https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards-for-teachers.pdf
Coffey, A. (2021). Effective pedagogy for student learning. In J. Allen & S. White, Learning to teach in a new era (2nd ed., pp. 84–91). Cambridge University Press.
Dinham, J. (2017). Delivering authentic arts education (3rd ed.). Cengage Learning Australia.
French, J. (2015). Fire. Scholastic Press.
Goldberg, M. (2017). Arts integration: Teaching subject matter through the arts in multicultural settings (5th ed.). Routledge.
Pascoe, R. (2016). Teaching the arts. Murdoch University.
Queensland Government. (2021). The Queensland Bushfire Ed program. Queensland Fire and Emergency Services. https://www.qfes.qld.gov.au/sites/default/files/2021-05/BushfireEdTeacherResource.pdf
Sinclair, C., Jeanneret, N., O’Toole, J., & Hunter, M. (2018). Education in the arts (3rd ed.). Oxford University Press.
Thomas, B. (2022). Marysville exhibition. Marysville Fire Museum. https://marysvillefiremuseum.com/video.htm
