DEAKIN UNIVERSITY SCHOOL OF EDUCATION

ECP711 CREATIVITY AND THE ARTS IN CHILDHOOD (OFF CAMPUS)

ASSIGNMENT 1 COVER SHEET
STUDENT ID

FIRST NAME

FAMILY
NAME

DEAKIN EMAIL

PHONE NUMBER

2131880
59

Georgina

Blue

gblue@deakin.ed
u.au

048843436
6

DATE

22
May
2015

ASSESS
OR

CRITERIA & ASSESSORS COMMENTS

(i) Presentation of a clearly articulated personal philosophy of arts
education

(ii)

Use of literature /reading to support philosophy

(iii) Use of personal experience to explain/support philosophy

(iv) Presentation of argument- style, structure, effectiveness,

referencing and editing

Overall comments

Mark (out of 40)

STUDENT DECLARATION
By submitting this assignment, I declare that, except as
acknowledged in the text, the work presented here is my own work
and has not been copied from any other person or any other source,
nor has any part been written or prepared for me by any other
person.

Introduction
Visual art, drama and music all play an important role in the early
years of a childs development. The Department of Education and
Early Childhood Development [DEECD] (2011, p. 52) describes that
literacy can be developed from communication methods such as
music, movement, dance, story telling, visual arts and drama.
Children are naturally creative and expressive. They have an ability
to bring their culture into the creation of their own fantasies.
Children create and explore imaginary worlds through dramatic play
and artwork that communicates their ideas, observations and
feelings (DEECD 2011, p. 29). This paper will mainly focus on
children in early childhood, particularly in kindergarten and their
transition into the foundation years of primary school. Specifically,
areas in art education such as visual art, drama and music will be
discussed and analysed in relation to the Victorian Early Years
Learning and Development Framework (VEYLDF) and the Australian
Curriculum in Victoria (AusVELS).

What is Arts Education?

Arts education is a pivotal part in the overall schooling of our young
learners. Arts Education encompasses visual art, drama and music,
which all have a major impact and developmental role in young
childrens learning. Mayesky (2014, p. 4) defines creativity, as a
way of thinking and acting or making something that is original for
the individual and valued by that person or others. Creativity in
young children enables them to express their ideas and create new

experiences. Creativity provides many benefits and learning

possibilities to children. This can include a child developing the
ability to think, build on new skills, gain confidence, problem solve
and most importantly have fun (Mayesky 2014, p.7). Arts education
harbours this creativity in young students and encourages them to
articulate thoughts and ideas through artistic expression.
The Australian Curriculum, Assessment and Report Authority
[ACARA] (2012, p. 45) describe drama as expression and exploration
of personal, cultural and social worlds through role and situation
that engages, entertains and challenges. In early childhood
education, drama is seen whilst children are exploring imaginative
play. Children often act out roles from reality or characters they
have created from their imagination. They can be seen
demonstrating elements of drama by using non-verbal and verbal
language individually or whilst engaging with others. From personal
experience during practicum in early childhood learning centres, I
acknowledge drama as a key part of childrens developmental
learning. The VEYLDF framework recognises that the fundamentals
of drama plays important role in early childhood development.
Personally, I find it very rewarding as a pre-service educator to
observe and interact with young children whilst demonstrate
expression and enthusiasm through dramatic play.
Music plays an important role in a childs early years. ACARA (2012,
p. 91) explain how the skills and techniques developed through
participation in music learning allows students to manipulate,
express and share sound as listeners, composers and performers.
There are many different approaches to teaching music in early
childhood and primary education. Music can be expressed through a
range of different methods such as singing, dancing, playing,
movement, creating, listening and responding. Although the
students may not realise it, by exploring music, they are developing
an understanding of concepts such as pitch, rhythm, form, tempo

and dynamics. On my first day in a nursery room on practicum I

witnessed many educators singing to the young children to relax
and settle them. At first, I was hesitant to the idea of singing and did
not feel confident with my own singing ability and knowledge of
nursery rhymes, however I challenged myself to engage in this
particular teaching skill. On reflection, I can see why using singing,
as a teaching technique is successful, as it assists children to settle
when upset.

Arts Education in the Curriculum

Koster (2004, p. 117) explains how integrating art into the
curriculum requires the teacher to approach art in different ways for
distinctive purposes. Furthermore, Koster (2004, p. 117) describes
how an art programme can be assembled in three steps. Step one
focuses on teaching the students about art. This is when the teacher
presents different methods of art and allows the children to explore
the skills, tools, and concepts that the artist may have practiced
(Koster 2004, p. 117). This gives students a background into the
different ways art can be formed such as finger painting, pasting
and creating paper mch.
The Victorian Curriculum and Assessment Authority [VCAA] (2013a,
p.1), outline the different approaches to learning and teaching the
Arts in foundation level.
It explains that foundation students should be progressing towards
the arts standard of being able to talk about aspects of their own
arts works and events in their community (VCAA 2013a, p.1). In
addition, the VCAA (2013a, p.1) describe that teachers can facilitate
this type of learning by implementing activities that allow the
students to create two and three-dimensional artworks based on
imagination and personal experiences. This type of learning activity
encourages children to convey meaning through art and discuss

their ideas with other children or adults. By doing this, the children
can reflect and think deeply about what they are creating and what
their reasoning is behind their creation. The VCAA (2013a, p.1) also
outlines how students can start observing artworks by other artists
and describing/commenting on ways art elements are used to
communicate ideas, feelings or experiences. For example, a
student may explain how he or she used cellophane on their art to
represent the sea because it looks like the waves when it is
scrunched. Children in early childhood can start developing this type
of learning at a lower developmental level. The VEYLDF emphasises
the importance of supporting childrens and families transitions as
they move within and across services and into school throughout
the early years period (VCAA 2013b, p. 1).
As a pre-service early childhood educator and primary school
teacher I think it is important to prepare children in early childhood
and kindergarten for education in foundation and the years
following. There are many similarities in the content of the Victoria
Early Years Learning and Development Framework (VEYLDF) and the
Australian Curriculum in Victoria (AusVELS). For example, in
Outcome 5 of the VEYLDF it explains how children can demonstrate
knowledge of being an effective communicator. A child is showing
evidence of this outcome when he or she experiments with ways of
expressing ideas and meaning using a range of media (VCAA
2013c, p.2). This example in the VEYLDF connects well with one of
the AusVELS Arts Standards for foundation level, which outlines:
Students make and share performing and visual art works that
communicate observations, personal ideas, feelings and experiences. They
express and, with guidance, use a variety of arts elements, skills,
techniques and processes, media, materials, equipment and technologies
in a range of arts forms. (VCAA, 2015a).

Kosters (2004, p. 117) step two on how to assemble an arts

programme highlights the topic of connecting art, which involves

allowing the children to connect their art with other subject areas.
This step is important in early childhood as the curriculum is based
strongly on the interests of the children. An example of this was
whilst I was on practicum in an early learning centre with toddlers.
The children found a caterpillar outside and became immediately
fascinated with the creature. In my role as an educator I found it
important to extend this interest and incorporate it into the program
and the curriculum. I therefore planned activities around the topic of
caterpillars in many areas of learning such as literacy by reading
books about caterpillars to the children. I also connected the literacy
knowledge with art as I incorporated an art experience where
students could create and design a caterpillar.
Lastly, Koster (2004, p. 117) describes step three which focuses on
learning through art. This involves allowing children to have access
to multiple art supplies and tools for them to express their creativity
using a range of media (Koster 2004, p. 118). This step ties in with
the VEYLDF as DEECD (2011, p. 42) describes a number of ways
children can become effective communicators using a range of
media in outcome 5. This outcome can be reached by displaying
evidence of all the major arts areas such as visual art, drama and
music. DEECD (2011, p. 42) outline in the VEYLDF that a child is an
effective communicator when role playing, re enacting stories,
expressing ideas using a range of media and using pictures and
words to express meaning.
Referring back to my professional experience, I ensured that the
learning activity of creating caterpillars met different outcomes in
the VEYLDF as I supplied a range of different resources and media
for the children to explore. The children created their caterpillars
using their imagination and different tools such as paintbrushes,
sponges and pencils whilst also incorporating materials such as
paint, glitter, fabric and paper. By supplying a wide range of tools

and materials I was able to resource childrens fine and gross motor
skills (DEECD 2011, p. 32).

How Arts Education should be implemented

Although the VEYLDF and the AusVELS are similar and link well
together, the way they are implemented in the classroom is
different. In early childhood, the main focus is exploring and learning
through play. As a pre-service educator I believe it is important to
set up well-resourced experiences to enhance specific skills and
knowledge, however there should be no pressure for the children to
reach particular standards. The VEYLDF is more of a supportive
document for professionals and families to use when planning
childrens learning and development (DEECD 2011, p. 6). This
contrasts with the AusVELS which is a set curriculum including
standards that schools use to plan student learning programs,
assess student progress and report to parents (VCAA, 2015b).
Early childhood educators can implement art into the learning
program in a number of different ways whilst promoting a wide
range of art methods. For example, Edwards (1997, p. 174) explains
how teachers can plan experiences to generate creative drama by
providing a supportive environment to encourage children to initiate
socio-dramatic play and re-enact experiences they have seen or
heard. This type of environment harbours creativity and sparks the
imagination of the children. Although, Winston and Tandy (2001,
p.37) add that the challenge as the educator is to plan the layout
and resourcing of the area in such a way that it will generate and
encourage stories and action which most closely relate to the
learning identified for the class. From my personal experiences in

an early childhood setting I agree with these views to some extent. I

believe it is important to plan and organise learning activities that
address the current needs of the children. However, I think an
educator needs to be open to the fact that unplanned learning
experiences are just as important.
DEECD (2011, p. 45) defines the VEYLDF curriculum as all the
interactions, experiences, activities, routines, and events, planned
and unplanned, that occur in an environment designed to foster
childrens learning and development. I believe that the learning
experience should not be too controlled as that it inhibits or restricts
children extending their own interests and imagination. DEECD
(2011, p. 28) describe in Outcome 4 of the VEYLDF that educators
should plan learning environments with appropriate levels of
challenge where children are encouraged to explore, experiment
and take appropriate risks in their learning. This way students are
stimulated to push their minds to learn and be creative.
In the primary years, art education can be implemented in more of a
teacher led approach. Teachers can introduce students to art
subjects such as drama by facilitating activities, which encourage
improvisation, movement, storytelling and readers theatre (Davis
2004, p. 186). Teachers may need to scaffold the students learning
by providing some direction and examples to assist the students in
developing their ideas. The VCAA (2015) describes the learning
focus for foundation students in drama is to develop their ability to
communicate a characters feelings at different points in a story
through facial expression, gesture and other non-vocal language.
Teachers can implement this learning focus in a number of different
ways through drama activities and games with the students.
Winston and Tandy (2009, p.9) believe that delivering drama
through games can develop childrens group sensitivity, encourage
social coherence and enhance speaking and listening skills.

Learning songs with actions that accompany the words is a great

game for students beginning drama in primary school (Winston &
Tandy 2009, p.21). This type of drama game allows the children to
work together as a group and provides opportunity for students to
play, pretend and become involved in imagined situations.

Conclusion
Arts education is an extremely pivotal part of a young students
learning experience. The inclusion of art programs in the students
education helps their learning progress and stimulates their creative
mind. Arts education can begin in early childhood and can prepare
the child for learning in primary school. Arts education
encompasses visual art, music, and drama and is an enjoyable way
for children to express themselves and be creative. Its place in the
curriculum has been shown through the three-step plan (Koster,
2004) and how it ties in with the VEYLDF and the AusVELS. Visual
art, drama and music can be implemented in early childhood and
primary education in a number of different ways whether it is
supplying a range of media or planning activities that are beneficial
for their learning. Not only is Arts Education a part of the curriculum
that children enjoy, it is also extremely valuable for their
development.

References
The Australian Curriculum, Assessment and Report Authority 2012,
Australian Curriculum: The Arts Foundation to Year 10 Draft for
Consultation, ACARA, retrieved 20 May 2015,
<http://www.acara.edu.au/verve/_resources/draft_australian_curricul
um_the_arts_foundation_to_year_10_july_2012.pdf>
Dau, E 1991, Let's pretend: socio-dramatic play in early childhood, in E Dau (ed.),
Arts in Early Childhood, Prentice Hall, New York, pp. 71-83, retrieved
17 May 2015, Deakin University Database.
Davis, L 2004, Making connections: learning through drama,
learning about drama, in M Mooney & J Nicholls, Drama Journeys,
Currency Press, Sydney, pp. 179 198, retrieved 19 May 2015,
Deakin University Database.
DEECD see Department of Education and Early Childhood
Development
Department of Education and Early Childhood Development 2011,
The Victorian Early Years Learning and Development Framework:
Birth to 8 Years, Victorian Curriculum and Assessment Authority,
retrieved 13 May 2015,
<http://www.vcaa.vic.edu.au/Documents/earlyyears/veyldf_for_child
ren_from_birth_to_8.pdf.>

Edwards, LC 1997, Encouraging play and creative drama in the classroom, in LC

Edwards (ed.), Creative arts: a process approach for teachers and
children, Merrill, Upper Saddle River NJ, pp. 165-197, retrieved 17
May 2015, Deakin University Database

Koster, J 2004, Integrating the Curriculum, in JB Koster (ed.),

Growing Artists, Teaching the Arts to Young Children, 3rd edn,
Cenage Learning, South Melbourne, VIC, pp.1-44, retrieved 15 May
2015, Deakin University database,
Mayesky, M 2014, The Concept of Creativity, in M Mayesky (ed.),
Creative Activities and Curriculum for Young Children, Cengage
Learning, South Melbourne, VIC, pp. 1-14, retrieved 15 May 2015,
Deakin University database.
VCAA see Victorian Curriculum and Assessment Authority
Victorian Curriculum and Assessment Authority 2013a, Approaches
to Learning and Teaching The Arts (Art) Foundation, VCAA,
retrieved 18 May 2015,
<http://www.vcaa.vic.edu.au/Documents/auscurric/arts/approaches/
AusVELS_approaches_Art_F.pdf>
2013b, Learning and Development Outcomes illustrative maps
linking to the AusVELS, VCAA, retrieved 18 May 2015,
<http://www.vcaa.vic.edu.au/Pages/earlyyears/vfldoutcomes/index.a
spx>
2013c, Learning and Development Outcomes linked to the
AusVELS, VCAA, retrieved 18 May 2015,
<http://www.vcaa.vic.edu.au/Documents/earlyyears/outcomes/A4_c
ommunication.pdf>
Victorian Curriculum and Assessment Authority 2015a, The Arts
Foundation Level, VCAA, retrieved 18 May 2015,
<http://ausvels.vcaa.vic.edu.au/The-Arts/Curriculum>

2015b, The Australian Curriculum in Victoria, VCAA, retrieved 18

May 2015,
<http://ausvels.vcaa.vic.edu.au/>
Winston, J & Tandy, M 2001, Beginning drama in the early years, in J Winston
& M Tandy (eds), Beginning drama 4-11, Fulton Publishers Ltd,
London, pp. 36-53, retrieved 17 May 2015, Deakin University
Database

Winston & Tandy 2009, Beginning Drama 4 11, Routledge

Publishers, New York, retrieved 20 May 2015,
<http://reader.eblib.com.au.ezproxy-b.deakin.edu.au/%28S
%28vsanfncg5hrj3s3xrmgfj4d4%29%29/Reader.aspx?
p=432772&o=154&u=VUfJjDoccCI0JXLhcSueog%3d
%3d&t=1432082221&h=3A594A5E3D35A5E0397332CD4106E3E03
5F0A9F2&s=19316553&ut=484&pg=20&r=img&c=1&pat=n&cms=-1&sd=1#>