Arts across the Curriculum: Teaching Strategies and Project Evaluation

This presentation discusses the 'Arts across the Curriculum' project aimed at enhancing the skills of Aboriginals and Torres Strait Islander people through visual art, dance, and music. It covers teaching strategies, project evaluation, successes, and failures, along with ethical implications and key issues. References to literature are also provided.

N A M E O F T H E S T U D E N T
N A M E O F T H E U N I V E R S I T Y
A U T H O R N O T E
Arts across the Curriculum

Introductory Overview of the ‘Arts across the
Curriculum’ Project
Aims:
Students interact
through discussions
based on traditional
aboriginal culture of
dance, art and music.
Students take
responsibility for
physical wellbeing
through visual art,
dance and music.

Lesson plan
Lesson 1
I will read a book and show video of
‘YirruwaYirilikenuma-langwa When We Go Walkabout’
by Rhoda and Alfred Lalara
Lesson 2
I will be disclosing to my students various example of
clap sticks and animal masks with beautiful dots and
pattern designs.
Lesson 3
I will be discussing the meaning of the I’nanay’ song
and the importance of it within Aboriginal culture and
thereby make the students reflect on the same

Introduction (Cont.)

Teaching Strategies, Children’s Learning in and
through the Arts
Step1 : I will be
interacting with the
students to identify their
perceptions relation to
the art forms.
Step 2: Class
participating in creation
of the dot pictures or the
mask
 Step 3: discussion on
the meaning of the song
I’nanay’

Teaching strategy (Cont.)
The strategy by me will be increasing the
curiosity, questioning and tentativeness
power among the aboriginal children can
facilitate them in developing exceptional
skills of art and native music performances.
The strategy will also develop a chance for
listening to the children’s curiosity regardless
of the symbolic language the child is using for
their communication through aboriginal
dance, visual art and music in aboriginal
kindergarten.

Project evaluation
The project that I undertook is dependent on
the identification of the needs of the
Aboriginals and Torres Strait Islander people
to receive the extra curriculum facilities to
enhance their skills as per the other people
(Quayle, Sonn and Kasat 2016).

Successes of the project
Successes
Huge support from the NGOs and other
charitable trusts
Support from the state owned businesses
making the aboriginals responsive le enough
to bring in changes in the standards of living
Proper implementation of the expressive arts
to help the aboriginals with an extra edge
apart from the educational standards


Failures of the project
Failures
Promoting the program in a small area base
has affected the total strength of the
participants in the program (Price 2015)
Changes in the market has given rise to cost
fluctuations which has affected the
functioning of the program
Several chosen respondents of the program
were not convinced as they were guarded
against a psychological barrier

References to literature
Feldman et al. (2018) stated that arts across the early childhood will be
helping the students as they would apply knowledge of various processes of
teaching and learning in the arts. It will be helping to evaluate the native
children’s development in the arts and the manner in which the cognitive
competence in relation to the arts is to be bestowed through the identification
of the different means of support (Lessard, Caine and Clandinin 2015).
Encouraging aboriginal dance, visual art and music in aboriginal kindergarten
will be helping the programmers to undertake steps to encourage and
empower the native tribes through the manifestation of their culture.
Peterson, McIntyre and Forsyth (2016) stated that the students will be
developing different competencies through the utilization of arts materials
and resources, as it will help in their understandings of multimodal learning.
The different aspects of the arts in curriculum planning, implementation and
evaluation has helped in bringing forth changes in the aboriginal learning
attributes. The programs will be reflecting the cultural diversity that is
prevalent in Australian and the manner in which the educational board has
taken steps to maintain and manage the diversity through the induction of the
arts across the early childhood concept for the aboriginals.

Key issues
The program that was planned by the authorities is aimed at
bringing forth changes in the systems of the education that is
provided to the Aboriginals and Torres Islander people. However, as
the program was planned in a short time, imperfect communication
gave rise to several issues in the management of the project
(Peterson, McIntyre . and Forsyth 2016). Making the respondents
aware of the program and thereby bring them into the fits of the
curriculum was not an easy job as convincing them for the different
programs was not the right part of the job. On the other hand, the
resources that were required to bring forth changes in the systems
of the project is dependent on the resources that are required to
undertake the smooth functioning of the project. On the other hand,
the team work is often being hampered through the absenteeism of
the co-workers which lagged the timing of the projects and created
misconduct while undertaking the same (Papic et al. 2015).

Ethical implication
The ethical implicative of undertaking the
projects is based on the identification of the
different policies of the Australian
government for the Aboriginals (Atkinson
2016). The different regulations and policies
has brought in changes in the structure of
the project and the manner in which it is
reflected.

Design, creation and communication of the
presentation
The design of the presentation is dependent on
attracting the interests of the Torres Strait
Islander and the Aboriginals to bring in changes
in the systems of the project. It will be helping
the same to bring in changes in the systems of
the projects as per the different aspects of the
change (Feldman et al. 2018).
The creation of the presentation and the
communication strategy has helped in making
the people aware of the program and the manner
in which it will be benefitting their interests.

References
Atkinson, J., 2016. Trauma-informed community development principles and practice can help facilitate
healing and build community development capacity. There is a strongly articulated and expressed desire
for healing across all levels of Aboriginal communities; however, healing must occur across all social
systems .... Mia Mia Aboriginal Community Development: Fostering Cultural Security, p.110.
Feldman, A., Altrichter, H., Posch, P. and Somekh, B., 2018. Teachers investigate their work: An
introduction to action research across the professions. Routledge.
Lessard, S., Caine, V. and Clandinin, D.J., 2015. A narrative inquiry into familial and school curriculum
making: Attending to multiple worlds of Aboriginal youth and families. Journal of Youth Studies, 18(2),
pp.197-214.
Papic, M.M., Mulligan, J.T., Highfield, K., McKay-Tempest, J. and Garrett, D., 2015. The impact of a
patterns and early algebra program on children in transition to school in Australian indigenous
communities. In Mathematics and transition to school (pp. 217-236). Springer, Singapore.
Peterson, S.S., McIntyre, L.J. and Forsyth, D., 2016. Supporting young children's oral language and writing
development: Teachers' and early childhood educators' goals and practices. Australasian Journal of Early
Childhood, 41(3), p.11.
Price, K., 2015. Aboriginal and Torres Strait Islander education: An introduction for the teaching
profession. Cambridge University Press.
Quayle, A., Sonn, C. and Kasat, P., 2016. Community arts as public pedagogy: Disruptions into public
memory through Aboriginal counter-storytelling. International Journal of Inclusive Education, 20(3),
pp.261-277.
Ridani, R., Shand, F.L., Christensen, H., McKay, K., Tighe, J., Burns, J. and Hunter, E., 2015. Suicide
prevention in Australian Aboriginal communities: a review of past and present programs. Suicide and life-
threatening behavior, 45(1), pp.111-140.