Study-Unit Description

Study-Unit Description


TITLE Creativity, the Arts and Physical Education in the Primary Classroom

LEVEL 05 - Postgraduate Modular Diploma or Degree Course


DEPARTMENT Early Childhood and Primary Education

DESCRIPTION This study-unit introduces students to the benefits to be derived from the inclusion of creativity, Physical Education and the arts in education, and how these benefits spill on to other more academic subjects. The state of the arts in schools will be discussed as students will reflect on their own arts education in schools and their understanding of the arts.

During Drama, students will experience innovative strategies and develop knowledge of a range of practices comprising Process Drama, improvisation devising , as well as essential skills for textual interpretation, writing and critical analysis. Drama conventions will be introduced through lectures and workshops. These will also include exercises in trust building, voice work, physical work, observation, characterisation building, improvisation, collective creations and the use of Drama as a medium.

In the Music component students are introduced to the field of teaching music in the school setting. Students will be exposed to the objectives, methodologies and resources of the ORFF, Kodaly, Suzuki, Edwin Gordon and Dalcroze methods of music education.

The Art component will develop students' knowledge, skills and confidence to teach art in the primary classroom. It helps students to understand the different artistic developmental stages from infancy to teenage. Students will work with various artistic processes, which require research about artists' works. Thus, the unit is grounded in theory and practice and a strong element of reflection.

The study-unit also involves a number of theoretical and practical sessions in physical education. A number of themes are covered theoretically which are then applied within practice. The themes covered offer a broad and deep understanding of the major competencies and issues related to the teaching of physical education. PE is presented as a tool to educate (PE and the learning domains, integrating PE cross curricularly). This requires the planning and understanding of PE pedagogy and PE curriculum models which cater for different abilities. It also tackles creating a learning environment for PE (Spectrum of teaching styles) as well as motivating children to practice, how to use space, time and equipment (maximising potential and time on task), communicate and provide feedback, as well as assessing and reporting progress. It promotes team building skills, creativity and innovation( Increasing active time in classrooms).

Study-unit Aims:

The aims of this study-unit are to:
- assist students to develop an understanding of the place of the arts and PE in education and to provide a firm foundation from which to teach the subjects.
- give students the confidence to teach creativity and the tools to communicate and teach the arts and PE effectively.
- familiarise students with the process of the arts and how this can be applied to educate in a holistic sense, by promoting the personal, moral, social, spiritual, creative and cultural development of all pupils.
- engage students in arts based and pedagogical practices that are relevant, contempoary and innovative.
- provide students with a broad and deep understanding of the qualities which are necessary to teach physical education, bringing across the necessity of including regular motivating, physical activity in the daily lives of children so as to encourage and increase physical activity as a life-long target.

Learning Outcomes:

1. Knowledge & Understanding:

By the end of the study-unit the student will be able to:
- discuss the importance of creativity, physical and arts education in primary schools.
- differentiate between diverse forms and practices related to arts education, including the use of the arts through the curriculum.
- explain what the role of the arts and the PE teacher is as s/he functions outside the traditional subject matter framwork using an experiencial rather than instructional approaches.
- investigate and discuss strategies, resources and materials, educational theories and prectices, learning outcomes, curriculum design, facilitation and classroom management, assessment and pedagogical issues in relation to teaching the arts.
- describe, plan and develop schemes of work related to the subjects.
- describe pedagogy and curriculum models for PE and the Arts.
- identify a spectrum of teaching styles.
- explain the types of class management skills needed in teaching physical education and the arts.
- communicate and provide feedback about games and physical exercise.

2. Skills:

By the end of the study-unit the student will be able to:
- demonstrate skills in self-reflection, creativity and independent learning in the arts and PE.
- develop lesson plans, schemes of work and deliver lessons that feature building-block aspects of theatre/performance/ music/ art practice/PE.
- communicate more effectively as teachers - using their voice and body to express themselves more clearly.
- select and justify the use of resources and approaches for the effective teaching of the arts/PE.
- facilitate and mediate through the process of drama, at times taking on a low-status teacher-in-role during an activity thus, as a teacher, be ready to risk and relinquish the traditional status of the teacher.
- use key Drama teaching skills and conventions to build teamwork, trust within the group, ensemble work, observation and movement, improvisation and use creative processes leading to collective creations within the classroom.
- demonstrate instrumental and vocal pedagogies in general music education.
- analyse the differences between sound pedagogy and traditional pedagogy.
- discuss issues related to PE, the Arts and differentiation.
- identify the main pedagogical tools for delivering motivating and creative PE experiences.
- engage with reflective and creative practices.
- identify the qualities needed and the method of application of the main issues related to quality PE practice.

Main Text/s and any supplementary readings:

Main Texts:

- O’Toole, J & Dunn, J 2002, Pretending to learn: Helping children learn through drama, Pearson Education, Australia.
- Winston, J & Tandy, M 2001, Beginning Drama 4–11 (2nd edition), David Fulton, London.

- Bowden, J. (2006) The Primary Art and Design Subject Leader’s Handbook. Corsham: NSEAD.

- Burnard, P. and Murphy, R. (2013). Teaching Music Creatively. Routhledge.
- Eisenhauer, J. (2014). Classroom Music Games and Activities. Lorenz Educational Press.

Physical Education
- Stidder, G., Hayes, S. The really useful Physical Education book: learning and teaching across the 7-14 age range, 2010, Routledge.
- Lawrence, J. Teaching Primary Physical Education, 2012, Sage publications.
- Pickard, A., Maude, P. Teaching Physical Education Creatively (Learning to teach in the primary school series), 2014, Routledge.
- Allen, W. games, Ideas and Activities for Primary PE, 2013, Classrooms Gems.
- Griggs, G. An Introduction to Primary Physical Education, 2012, Routledge.
- Graham, G. Teaching Children Physical Education. Becoming a Master Teacher, 2008, Human Kinetics.
- Lengel, T., Kuczala, M. The Kinesthetic Classroom. Teaching and Learning through Movement, 2010, Sage.

Supplementary Readings:

- Boal, A. Games for Actors and Non-Actors (London and New York: Routledge, 1992).
- Fleming, M. (1997) The Art of Drama Teaching David Fulton.
- Johnson, A, & O'Neill, C., (eds) (1984) Dorothy Heathcote: Collected Writings Hutchinson.
- Nicholson, H and Kempe, A. (2001) Learning to teach drama London: Continuum.
- Norris, J. (2000) Learning to teach drama : a case narrative approach Portsmouth, NH: Heinemann.
- Scher, A. & Verrall C. (1975) 100+ Ideas for Drama Heinemann.
- Scher, A. & Verrall C. (1987) Another 100+ Ideas for Drama Heinemann.

- Atkinson, D. & Dash, P. (eds) (2005) Social and Critical Practices in Art Education. Stoke on Trent: Trentham Books.
- Bowden, J. (2006) The Primary Art and Design Subject Leader’s Handbook. Corsham: NSEAD.
- Clement, R., Piotrowski, J. & Roberts, I. (1998) Coordinating Art Across the Primary School. London: Falmer Press.
- Cox, S. & Watts, R. (eds) (2007) Teaching Art and Design 3-11. London: Continuum.
- Dalton, P. (2001) The Gendering of Art Education: Modernism, Identity and Critical Feminism. Buckingham: Open University Press.
- Eca, T. & Mason, R. (eds) (2008) International Dialogues about Visual Culture, Education and Art. Bristol: Intellect Books.
- Herne, S., Cox, S., & Watts, R. (eds) (2009) Readings in Primary Art Education. Bristol: Intellect Books.
- Key, P. & Stillman, J. (2009) Teaching Primary Art and Design. Exeter: Learning Matters.
- Kindler, A.M. (ed) (1997) Child Development in Art.Reston, VA: National Art Education Association.
- Wenham, M. (2003) Understanding Art: A Guide for Teachers. London: Sage.

STUDY-UNIT TYPE Fieldwork, Performance and Tutorial

Assessment Component/s Assessment Due Resit Availability Weighting
Workshop SEM2 No 8%
Art Works SEM2 Yes 10%
Portfolio SEM2 Yes 10%
Reflective Diary SEM2 Yes 12%
Examination (1 Hour and 30 Minutes) SEM2 Yes 20%
Assignment SEM2 Yes 40%

LECTURER/S Angelique Attard
John Attard
Moira Azzopardi Barbieri
Johann Bellizzi
Josette Ciappara
Karl Cortis
Ramon Formosa
Isabelle Gatt
Rose Ann Gatt
Ivan Riolo

The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints.
Units not attracting a sufficient number of registrations may be withdrawn without notice.
It should be noted that all the information in the description above applies to study-units available during the academic year 2020/1. It may be subject to change in subsequent years.