Creative Teaching and Learning sample paper

 Creative Teaching and Learning



Autumn 2020


Student Name:


Student ID:


Creative Art Modes


Please list the two creative art modes you have already covered in Assignment 1: (These must be different from the three art modes covered in this assignment).


  1. Media Arts


  1. Drama


Event/activity must total at least 5 hours Date Hours
Piano class 20/09/2020 1
Piano practice song 20/09/2020 0.5
Piano online class 21/09/2020 2
Piano practice song 22/09/2020 1
Piano practice song 23/09/2020 0.5


Title and description of music performance:

Piano Class-the reason for choosing piano is highly associated with what have always loved doing since I was a kid and this has always been my desire to know more about a piano.


The number of hours completed and what you did in these hours:

5hours.I used to play the piano, but only the suite. I have not talked about the piano for 10 years since I graduated from high school. I became familiar with how to play the piano again because most of the nursery rhymes were right-handed music. I learned how to match and spin.

How to play a litter star and you are my shine.


In the first 1 hour, I went to Piano Tutorial and reviewed syllables – from low to high, from high to low; chords – are mainly chords in C, as well as broken chords. Learning is only with right-hand music. I spent two hours on YouTube using “Piano Tutorial” to learn the key’s accompaniment, chord, and speed. The next step is practice, because “practice makes perfect”


Clearly describe how your music engagement demonstrated your understanding of key music elements:

I have learned to play with accompaniment, which makes the song sound better. Through online tutorials, I learned to play at different speeds, which can better cooperate with children singing in class later; in addition, I find it hard to play and sing repeatedly.


Engagement in activity 1-6 has helped really understand the key music elements. It is through the music that I would learn the major elements associated with duration, pitch, dynamics, and structure. Different songs have different types of elements ranging from the structure, dynamics, and tone color; pitch a duration (Wright, 2012).


Through the practice, I successfully managed to practice major elements of pitch tone. For instance, as the songs start “you are my sunshine “it with a very low pitch most definitely a strategy meant to create a deeper meaning to the listeners. The song also possesses verses and choruses a structure making it understandable. On the other hand, the entire process was characterized by making decisions on the most efficient element to use factors that enhanced my understanding of the use of each element to create a given meaning.


Fundamentally, having the opportunity to learn of music engaging much in Piano classes I managed to have a wide understanding of other major elements of form, and timbre. Music forms the basis of understanding the key concept of the composition of art. All activities at least entailed the processes of dynamic san expression a factor that would clearly enhance my understanding how loud (forte) f and soft (piano) relate to bring out an art understandable by the audience. On the other hand, the entire process was characterized with making decision on the most efficient element to use factor that enhanced my understanding on the use of each element to create a given meaning.



Describe the benefits of learning music for children: (refer to Wright 2012, EYLF)

0 to 2-year-old:

Music and movements have been positively linked to the development of children’s motor development. Wright (2012) argues that music’s and development are all traced to the children below 2 years. Wright (2012) acknowledges that rhythmic movements play a crucial role in enhancing the children’s motive development. Music is always accompanied with movements, such movements of hand, head and arms help in enhancing the child’s motor development. The music also enables students to develop the sense of confidence and enhance their ability easily express themselves with rhythm. Besides, children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity In this casep34 (that is to say, being coming to be starting from resources)These are movements, which might be stimulated and regulated through music interactions with either caregiver or parents through acts of “communicative musicality (ACARA, 2020).


3 to 5-year-old

Wright, (2012) provide that for children between 3-5 years integrated music and movement experiences are of benefit this is because they provide not only ways of exploring kinesthetic capacities but also a powerful avenue for the expression of emotional responses to music. Furthermore, the experiences attained from the combination of both movement and music provides the kids with the opportunity of not only exploring the rhythmic and expressive elements of music but as well help in developing an internal seen of pulse. Based on the ethnographic studies music also enhances the children’s social literacy. The music as well enhanced the children’s communication skills. This is based on the fact that in the practice process, children engage with a range of texts and gain meaning from these texts teach art as language and how artists can use the elements and principles to construct visual/musical/dance/media texts sing and chant rhymes, jingles and songs, engage children in play with words and sounds P41.Besides, since music is in most a case is accompanied with moment this helps in developing the children’s musical intelligence movement in a crucial element. The piano classes have a crucial benefits to children having the ability to gaining major aural skills associated with, learning how to match piano pitches and show the tune direction using drawings or gestures (ACARA, 2020). All along the process of Piano classes to practicing the children also have the opportunity of under the differences that relate to notes moving by leaps and steps, understand the discrimination between beat and rhythm and most importantly help to demonstrate the tempo and beta changes.


Describe the benefits of learning music for children: (refer to Wright 2012, ACARA and/or the NSW K-6 arts syllabus).


5 to 8-year-old

Children between the age of 5-8 learn aural skills of notatng and identifying meter an rhythimci gourpins, being indepdnnet, the use of technology , playing and holding instrunmnsta nd using their vices corretcly and safely (ACARA, 2020). On general view for the children between the age this age they expeirnce much beneifts assocised with enahncing their confidnece , enhnaces their ability to creative , thoughtful, innovative and informed of musics. The chilren are also expected to have the key benefits of leanrning skills of composing, performing, imprivisng, responing and listening with purpose and intent. The children under the age also learn major skills associated with notating and identification of rhythmic grouping nature of playing and singing independent. They will learn on how effective they can recognize vocal and instrumental timbers and sounds which are generated digitally. The ability of music to transfer the children a under the age is also motivated by the fact that children learn the skills of effective use of digital media and technology as one of the music learning stool, hold and play instruments and using their correctly, and safety and also value the need to listen to others controlling volume and tone in ensemble activities. Further skills include, recognizing different patterns of songs rhythms beat groupings, having the ability to different between pitches, be family with chord progression and learning how to perform with expression and technical control, correct posture and safety, understanding their role within an ensemble, balancing and controlling tone and volume, using technology as a tool for music learning and to record their music and holding and playing instruments and using their voices safely and correctly (ACARA, 2020).


8 to 12-year-old

Music for children between the ages of 8-12 years demonstrates to be of educational importance, and of social significance. Children learn key skills of aurally identifying layers within texture, discriminating between pitches an recognizing intervals, recognizing rhythmic patterns, playing and holding instrument and sung their voices correctly and safety however these are skill experienced within 8 years,. Above 8 years, children learn the skills of playing and singing music and how to control their expressions (ACARA, 2020).

Visual Arts

Event/activity must total at least 5 hours Date Hours
Watercolor painting tutorial 17/09/2020 2
Watercolor painting practice 18/09/2020 1
Watercolor painting online tutorial 19/09/2020 1
Watercolor painting practice 20/09/2020 1



Title and description of music performance:

Water Painting. This is a medium of expression one’s enthusiasts and professional artist alike.

Number of hours completed and what you did in these hours:

First, I went to watercolor tutorial,Because I am a beginner, first, I learned from my teacher how to use a pen, how to dilute the color, and what amount of water to use, and how to draw the bottom plate.


Practice painting lines at home. Continue to learn with YouTube and practice


Clearly describe how your visual arts engagement demonstrated your understanding of the key visual art elements:

Watercolor as one of the visual art practice was mainly meant to help me learn color matching and specifically how to halo dye. In the actual work, children in class with this liquid color painting. When two different colors of liquid collide on paper, they will produce different colors, which make it easier for children to develop their creativity (Wright, 2012). Through the process of watercolor painting tutorial and real practices I would manage to learn the major elements ranging from styles of realisms, figurative, impressionistic and expressionistic.


Describe the benefits of learning Visual Arts for children: (refer to Wright 2012, EYLF)

0 to 2-year-old

Visual arts for children between the ages 0-2 years play a crucial role in developing their motor skills an encouraging visual analysis. Through visual arts children learn of observational skills which include noticing, seeing, and viewing critically. At the stage children learn one major skill of being observational. This involves noticing, seeing and viewing critically (ACARA, 2020)


3 to 5-year-old

Children between the ages of 3-4 years learn key skills of investigative, observational, and practical skills. Examples of investigative skills include discovering, reinterpreting, and researching. Observational skills include viewing critically, noticing, and seeing while practical skills include leaning to use visual arts materials, instruments, and equipment. The children as well learn of expressive skills including subject interpreting, conceptual skills of developing a though or idea into visual representation and practical skills of effective use of visual art materials. Children of this age learn of three major skills of investigative, observational and practical. Through the investigative skills the children learn much of the major activities of researching, interpreting and discovering artworks form different viewpoints as artists and audience. Through the observational skills children learn how to see, notice a view critically. The children also under the age (5-6 years) learn the of conceptual skills where they learn how to develop a though or idea into visual representation. Lastly through the practical skills, children learn how to use arts materials, instruments and equipment (ACARA, 2020).



Describe the benefits of learning Visual Arts for children: (refer to Wright 2012, ACARA and/or the NSW K-6 arts syllabus)


5 to 8-year-old

Children within the age of 5 to 8 learn the key skills ranging from expressive skills, conceptual skills, practical skills, and multi-modal skills. Expressive skills include the skills to internet subject matter through different content and viewpoints, conceptual skills entails ability to develop an idea or thought through visual representation and practical skills which entail learning the skills of using visual arts materials , instruments and equipment. The multimodal skill only experienced for children between 7-8 years entails learning how to use a combination of two or more sensory modes (ACARA, 2020).


8 to 12-year-old

For children between these ages learn the key skill experienced between the ages of 7-8 years, which include expressive skills, conceptual skills, practical skills, and multi-modal skills as explained above (ACARA, 2020).



Event/activity must total at least 5 hours Date Hours
Traditional Dance tutorial 22/09/2020 2
Traditional Dance tutorial with niece 22/09/2020 1
Zumba dancing tutorial 24/09/2020 1.5
Zumba dancing practice 24/09/2020 1
Dancing practice 25/09/2020 0.5

Title and description of music performance:

Traditional Dance tutorial & Zumba dancing


Number of hours completed and what you did in these hours:


5hours. Because of the epidemic situation in China, my 5-year-old niece was learning Chinese dance, so I went to the training school where she took dance lessons. I did not have any dancing foundation; I started with leg pressing, bodybuilding, and gesture. Then let my niece teach me how to practice at home. I went to Zumba class in my daily gym, but it was a big class. The purpose was to lose weight. The main thing was to feel the atmosphere of Zumba.


Clearly describe how your dance engagement demonstrated your understanding of the key dance elements.

The dances ranging from traditional dance to Zumba dance, gave the space and time of learning and understanding different dance elements. For the first 2 hours involving traditional dance, I had managed to understand the one major element of force as executed within the dances. The key element of force explains the heaviness and lightness of a dance. Besides, through sudden and sustained dance I would really acknowledge that through some of the forces such as light forces really contribute to one’s ability to control one’s body from a place of balance. Having focused on the two dances I would aim at feeling two different kinds of dance, Chinese dance is soft and beautiful, and Zumba is enthusiastic. The dance would literary help in understanding symbols, support coordination of gross motor and fine motor skills and influence positive body image through music and dance (ACARA, 2020). One of the crucial concepts I would learn from the whole experience that every character in an act is required to specific roles, managing and is a reflection of a specific symbol definitely defining what he is.


Describe the benefits of learning dance for children: (refer to Wright 2012, EYLF)

0 to 2-year-old

Dances are often considered beneficial to children in different ways. Through the dancing classes for both traditional dance and Zumba, dance children between the ages of 0-2 learn of expressive skills, technical skills, fundamental movement skills, and safe dance practices. Besides, dance to children is very beneficial since its physical and non-physically beneficial. Through the dance children as well learn two major fundamental skills inclusions of locomotors skills associated with skipping, crawling , running, rolling and marching as well as galloping,. The other fundamental skill is the non-locomotors movement associated with stretching, growing, bending, turning, and twisting (ACARA, 2020).


3 to 5-year-old

Often dance and music tends to go hand in hand with the development of the children’s internal sense of pulse. Dancing enhance the child’s fundamental movement skills of locomotors movements a non-locomotors movement. Examples of locomotors movements include addition and combination of more complex movements such as galloping, crawling, running, and sliding. The non-locomotion movements include swinging, collapsing, rising, curling, pulling, and spinning (ACARA, 2020). The dace as well help the children learn key technical skills such as strength, balance and coordination, alignment, body awareness, body control and accuracy. The skills are expressive skills such as projection and focus.



Describe the benefits of learning dance for children: (refer to Wright 2012, ACARA and/or the NSW K-6 arts syllabus)

5 to 8-year-old

Children within the age of 5 to 8 years learn key skills associated with fundamentals movement skills, technical skills, and expressive skills. For the children between the age of five and six they learn the key fundamental skills that combine locomotors and non-locomotors movements and incorporating spatial and dynamic changes such as spinning, exploding sliding, jumping, and slithering. On technical skills, the children learn to develop technical competence related to body control, alignment, accuracy, skills, balance, and coordination. Through expressive skills, children learn the clary of movement, focus, projection and confidence and facial expression. On the other hand, children between the ages of 7-8 learn key expressive skills of enhanced confidence, clarity of movement and intention, focus, projection and musicality. They learn technical skills associated enhanced technical competence in accuracy, balance, strength, control, articulation, endurance, and flexibility. Other crucial skills entail combination of key movements in increasingly complex way (ACARA, 2020).


8 to 12-year-old

Children of the age gain two key skills of technical skills and expressive skills. Example of expressive skill includes enhanced confidence, movement and intention clarity, projection, focus and musicality. Through technical skills, children also learn of enhanced technical competence on accuracy, strength, coordination, flexibility, articulation, alignment, and balance (ACARA, 2020).


Analysis of Learning

Through my arts experiences this semester I have learned the following about teaching and learning through the arts:

First, arts are an essential an activity that any community society must embrace having learned that they play a crucial role in the children’s lives. Second, focusing on specific forms of arts such as, visual arts, music and dancing has a crucial role in the development of children. Prior to the course I had imagine that all these forms of art are only, meant for entertainment. However, having covered all aspects, requirement of art they have a major role in our lives more so for the children. For instance, I was amused to learn that that music really helps children “leave the narrow confines of their worlds” giving them entry new forms of existence. The music also enables students to develop the sense of confidence and enhance their ability easily express themselves with rhythm. Besides, children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity (Azwarna, 2020). This would also further relate to understanding the significance of music, and visual arts as arts, which enhance a child’s social interaction skills, as well as enhancing their ability to self-express themselves.


The arts have social, cultural and historical relevance in education – discuss:

All these arts music, visual arts, and dancing, play a crucial role in a child’s education. They all have a social, cultural and historical reliance realign to their education. Evidently, from the overall processes of handling the arts such as the visual art, music, and dance some of the dances, music, and visuals arts have been historically, culturally, and socially linked to create a specific meaning. More so, to the music, most of the artists have developed music with a specific meaning to the society. This dose positively enhances the children’s educational background. This is also relative to the different dances, which have always been developed, based on the cultural grounds. It is through such dance that the society refers to its historical background definitely creating an educational concept in the children’s minds (Du, et al., 2019). Focusing on some of the visual arts, it’s also arguable that theses arts have been developed to enhance children’s motor development, enhance their decisions making processes, judging and also ability solve major issues.


The following strategies will assist me in incorporating the arts in to teaching and support children’s creative development, individual learning styles, divergent thinking and communication:


Music, visual arts, and dance are crucial forms of arts to children having ben demonstrate to have a major impact on their social, cultural, and educational development. Thus, as a teacher it is important to incorporate such arts to children curriculum as an n approach of enhancing their educational capacity and enhance their general motor development, decision making skills, judging correctively, and attaining communication skills as well gaining problem solving kills. However, this demands that I incorporate the following strategies

  • Encourage autonomy
  • Adopting such arts in the school curriculum
  • Develop creative skills of involving children in such art activities.



ACARA, 2020. Review of the Australian Curriculum. [Online]
Available at:
[Accessed 30 9 2020].

Azwarna, F. M., 2020. Proceedings of the International Conference of Early Childhood Education (ICECE 2019). The Arts Learning through Straw Media in Early Childhood, 25(2), pp. 135-138.

Du, Y., Xu, L. & Jiang, Z., 2019. Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Advances in Social Science, Education and Humanities Research, 12(3), pp. 52-53.

Wright, S., 2012. Children, Meaning-Making and the Arts (2nd Ed.). Frenchs Forest. , Pearson Australia. ed. N.S.W: : s.n.



  1. Music


Under the section I would largely get involve in understanding the pattern pitch, and dynamics of the Piano class.


Section 2

I managed to understand the meaning of the instrument using piano and pitch and intention.


Section 3

The whole piano class allowed me understand the varying tones a pitch; I had the opportunity of understand their pattern and their significance.


  1. Visual Art

Section 1

The first section largely would involve understanding the content and art of visual arts on watercolor painting.


Section 2

The second section also entailed understanding the deeper meaning of the visual and exploring the major concept of its role and place.


Section 3

The third section would cover the major part of understanding the major element of color matching and specifically how to halo dye.


  1. Dance

Section 1

The first section would learn the major concepts of understanding the content and details of different dance styles.


Section 2

Second section would include exploring the various issues associated with traditional and Zumba dance by understanding symbols, support coordination of gross motor and fine motor skills and influence positive body image through music and dance.


Section 3

The third section would entail exploring much of the comparison between the two dancing styles the traditional dance and Zumba dance.