Part One
Unit Description, Specific Unit Goals and Content Descriptions
Please examine the Content Descriptions in Creativity in .... in your preferred course .
The Unit Description, Unit Specific Goals and Content Descriptions describe the student's learning entitlement. Through the course of the unit, students should engage with learning activities related to all of the content descriptions.
The level of engagement with the Content Description is indicated by the verb at the opening of the content description.
Teachers have flexibility to emphasise some Content Descriptions over others, and others will occur repeatedly. Some Content Descriptions are the practical means by which the theoretical elements will be realised and will will taught simultaneously.
Teachers must deliver all Content Descriptions.
Teachers will illuminate or exemplify the Content Descriptions by choosing works, media, genres, contexts, case-studies etc. and explaining the links in their program of learning.
General Capabilities
Course developers have integrated the General Capabilities into the Content Descriptions and Achievement Standards wherever possible. When planning to for General Capabilities across the fours semester of the course, consider the alignment of the Content Descriptions and Achievement standards as opportunities for emphasising different General Capabilities.
Teachers are encouraged to:
• model the general capabilities within a variety of contexts
• identify connections between the learning area/subject and the general capabilities
• provide a variety of learning activities that support development of the general capabilities
• provide opportunities for students to practise the general capabilities as authentic elements of the learning area/subject
• provide feedback to students about their progress toward developing the general capabilities.
Activity 1.1
Consider a selections of Content Descriptions for Creativity in ...... in your subject, and answer the questions that follow below.
Dance
critically analyse dance works to understand that creativity is creating and making something that is imaginative or original, explores alternatives and may meet some purpose, for example, Revelations by Alvin Ailey, Petroushka- Fokine, Cats-Gillian Lynne
evaluate examples of dance practice through creative inquiry to refine their own methods, creativity, capacity for risk taking in creating dance works, for example, Merce Cunningham, Bob Fosse, Jerome Robbins, Nick Power
create, interpret and explore dance works using well-researched technique and artistic practice, for example, Classical Ballet, Jazz, Contemporary, Classical Chinese Dance
Drama
evaluate a variety of dramatic works that represent the human experience, including First Nations Australians experiences, for example, Physical Theatre, First Nations Australians performance, Australian Gothic, Expressionism
critically analyse how creativity is creating and making dramatic works that are different, novel, imaginative or thought provoking, explore alternatives, take risks, and may meet some purpose
create dramatic works to express understanding of self, others, and the world by synthesising ideas, exploring devising techniques and strategies, problem solving, revising, and refining
Media
critically analyse media products that express self, others, and the world to understand that creativity is creating and making something that is different, novel, imaginative or original
conduct research through Creative Inquiry to evaluate arguments about and judgements on creativity in media products
apply the media creative process (pre-production, production, and postproduction) using creative thinking approaches, for example, De Bono thinking system
Music
critically analyse the impact of social, historical, political context on a musician’s creative process to understand the purpose of their music, for example, sacred music, protest music, First Nations Australian music
synthesise own research to inform personal approach to the creative process of music making
create music using familiar and unfamiliar technique, artistic practice and problem-solving skills to meet a specific purpose
Photography
evaluate photographic works to develop insights into creativity in photography, for example, constructivism, avant-garde, new vision, pictorialism
critically analyse photography to understand that creativity is creating and making something that is imaginative or original, explores alternatives and may meet some purpose
critically analyse theories and approaches employed by significant photographers, for example, Alexander Rodchenko, Laszlo Moholy-Nagy, Edward Steichen, Eva Besnyo
create photographic works using creative conventions of photographic expression
Visual Arts
critically analyse art works to understand that creativity in visual arts is transforming materials and creating something that is imaginative or original, explores alternatives, and communicates ideas and perspectives, for example, Early Renaissance (Giotto), Baroque (Caravaggio), Contemporary Australian (Fiona Hall, Julie Rrap, Marc Quinn), Surrealism (Salvador Dali)
evaluate artistic practices through reflexive Creative Inquiry and refine their own practice and creativity
critically analyse issues using Creative Inquiry to develop concepts and ideas in a range of conventions, forms, and styles
· What would students need to do to meet each of these Content Descriptions?
· What works, theories and techniques could be presented to engage students to meet these Content Descriptions?
· How could assessment address the overall goals and rationale of the unit through these Content Descriptions?
· How could these be demonstrated in an assessment piece?
Cross-curriculum Priorities
Course developers have proposed ideas about cross-curriculum priorities in the examples suggested and in the content descriptions. Consider those in planning for covering the priorities across the four units of study.
provide students with the tools and language to engage with, and better understand, their world
provide national, regional and global dimensions
addressed through learning areas -not curriculum on their own
applied in content descriptions
considered and focused content that fits naturally within learning areas
Levels of Thinking
Read these two webpages on levels of thinking by Vanderbilt University and the University of Wollongong.
Activity 1.2
Consider the extracts from SACE Visual Arts exemplars below.
As if you were moderating in your faculty, please rank them according to the levels of thinking, responding and creating as outlined in the new Arts achievement standards.
It would have been better to have more samples from more arts subjects to discuss, but accessing such samples is difficult.
Activity 1.3
Review one of your own units of work from the course expiring in 2021.
Consider how it meets the levels of thinking, Content Descriptions, Achievement Standards, General Capabilities and Cross Curriculum Priorities for the course beginning in 2022? Do any changes need to be made?
Write a paragraph on any changes you will make, or reasons why there is continuity.
Teaching Creativity
Creativity is vital in the Arts, but also a desirable skill that is in demand across all professions and vocations. Teaching creativity can be both discipline specific, but also involve generic dispositions and processes applicable across all learning areas, life and work. (OECD 2023) Read the OECD report for more information. The OECD also notes that teaching and assessing creativity is more accessible to students and teachers if there are clear descriptions of the progressions of skills and outcomes in being creative, such as in rubrics. Here are some examples of OECD proposals on progressions in creativity. (OECD, 2023)
Here is a link to Scottish Education website with practical exercises for students in teaching creativity:
Creativity Toybox | Resources | National Improvement Hub (education.gov.scot)
Lesson and Assessment Resources
Try searching the Irish curriculum site for ideas for scope and sequences, studies, resources and assessment. They also have work in Irish Gaelic if you would like an extra challenge.