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A junior secondary unit of work for Creative Arts using the methodology of the Met West Literacy and Learning Resource Book

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A junior secondary unit of work for Creative Arts using the methodology of the Met West Literacy and Learning Resource Book
  CREATIVE ARTSKLA BOOK CREATIVE ARTSKLA BOOK  Literacy & LearningProgram  Written by  Peter KnappRhonda Clarke and Carol Perkins Produced by Literacy and Learning ProgramMetropolitan West RegionNSW Department of School EducationThrough Commonwealth funding provided by The Dept of Employment, Education and Training ISBN 0-7305-9015-1 CREATIVE ARTSKLA BOOK  Home Page  The material and approach to genre and grammar used in the Creative Arts Key Learning Area Book is to a large degree an outcome of previ-ously published and unpublished work including; LERN Conference Pa- pers: Working with Genre:II; Literacy and Education Research Network;Sydney  , Genre and Critical Literacy; Falmer Press, London,  Text and Grammar:Teaching the Genres and Grammar of School Writing; TextProductions, Sydney.The theoretical work underpinning the different frameworks and struc-tures is largely derived from work with Gunther Kress (University of London). The result of this work is being published by Thomas Nelson,Melbourne; Genre and Grammar: A Practical View of Language. Megan Watkins (Executive Officer, Met West Literacy and Learning Program), has had an integral role in the development of the materialsfor this project. Her editing and critical analysis has provided a valu-able focus in ensuring their accessibility and usefulness for teachers. Andrew Rolfe (Consultant, Met West Literacy and Learning Program)has made significant contributions to the development of the Visual ArtsUnit. Useful contributions to the teaching objectives and learning out-comes were provided by Robyn Mamouney (Curriculum Directorate). Typeset in 11.5/16 pt GaramondDesign and Layout by: InLaw Productions9 Hilltop Avenue, Marrickville NSW 2204Phone (02) 559 1595; Fax (02) 559 1595Printed by ABF Printers26 Sloane St Marrickville 2204© 1992 Peter KnappPublished by:Literacy and Learning ProgramMetropolitan West RegionNSW Department of School EducationParramatta Education Resource CentreCnr Albert and O’Connell StreetsNorth Parramatta NSW 2151Phone (02) 683 9666; Fax (02) 630 0054 July 1992ISBN 0-7305-9015-1  Acknowledgements  How to use this book1Visual Arts Unit5 Programming Grid6Aims and Outcomes7Activities8Assessment Task15Black Line Masters16 Music Unit 21 Programming Grid22Aims and Outcomes23Activities24Assessment Task30Black Line Masters31  Content/Language Making connections be-tween content knowledgeand language through:•Concrete experiences•Describing and explaining •Reading models•Research (note-taking)•Defining concepts Teaching/Learning Processes 12 Grammar-Editing Moving students’ writingfrom orientation of speechto orientation of writing•Modelling  verb identifica- tion, tense, conjunctions,reference  •Modelling theme, noun groups, nominalisation,modality  3 Teaching through: •Experiential work •Reading models•Research (note-taking)•Scaffolding structure•Writing (whole text)•Editing (grammar)•Re-writing •Assessment  Structure- Writing Using the Generic Structureto provide a scaffold for stu-dent writing of first draft•Modelling the GenericStructure•Modelling Text Organisation•Scaffolding with content/ language•Students drafting wholetext  This book, for the Creative Arts Key Learning Area, has been spe-cifically designed to be used in conjunction with the Met West Lit-eracy and Learning Program Resource Book. Where the ResourceBook has been planned as a reference source for programming, thisbook’s design is focussed on language-based teaching/learning strat-egies. The units of work developed here, do not go into detailed descrip-tions of the genres and their respective grammars. Rather, this in-formation should be accessed as it is required, to serve the languagefocus of the particular unit being taught. For instance, when work-ing on the Visual Arts Unit in this book, it would be advisable torefer to The Genre of Explaining in the Resource Book for detailedinformation on the characteristics of the structure and language fea-tures of that particular genre. Where the units deal with specific ge-neric and grammatical features, we have attempted to provide theappropriate references in the Resource Book. In other words, theResource Book is a necessary companion when planning and pro-gramming work based on any of the units.The pedagogy that informs this and the other KLA Books, is basedon the Teaching/Learning Processes outlined in Part Four of the Re-source Book (see Teaching/Learning Processes Diagram opposite). Inessence, this is a developmental pedagogy which aims to move stu-dents from the concrete/commonsense world of experience to the ab-stract/technical domain of knowledge. An underlying premise to thisapproach is that effective learning processes are mediated and acceler-ated by a conscious control of literacy. The units in this book delib-erately aim to assist students to ‘crack the codes’ of literacy and makeconscious connections between knowledge (particularly those formsvalued by our culture) and language forms, structures and featuresrelevant to the way knowledge is organised.Genres such as describing and explaining, that objectively deal withconcrete experience, provide the starting point to this approach. The Genre of Describing, for example, focusses on classifying, de-scribing and defining both concrete phenomena and creative/aesthetic concepts. In the Visual Arts Unit, we focus on moving students from observing everyday situations to the technical issuesinvolved in the visual representation of everyday scenes. The em-phasis is on developing students’ written langauge from the person-alised world of recounts to objective, technical description and How To Use This Book 
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