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The Arts - Coggle Diagram
The Arts
Drama- Abi
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Drama Conventions
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role play (animals, tane, pests, children)
tension (deconstruction, predators)
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Pedagogical Links
Drama as pedagogy for science (Dawson & kiger lee, 2018)
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encourages exploration, questioning and collaboration
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Audience (yr 0-3)
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Links to local initiatives (traps, planting trees)
Curriculum AO's L1
Understanding drama in context Students will explore scientific phenomena through drama, gaining insight into different perspectives and real-world contexts.
Developing Practical Knowledge Students will explore scientific phenomena through drama, gaining insight into different perspectives and real-world contexts.
Developing Ideas Students will use improvisation and role-play to generate creative explanations, hypotheses, and solutions.
Communicating and interpreting Students will express and interpret scientific ideas through storytelling, movement, and dialogue, enhancing understanding and reflection.
Dance - Erin
Curruclum AO's L1
Developing Practical Knowledge
- Explore movement with the body and the environment.
- Explore the elements of dance: body, space, time, energy, and relationships.
Developing Ideas
- Improvise and explore movement ideas in response to a variety of stimuli
- Share movement through informal presentation and describe what they or others have done.
Understanding the Arts in Context
- Share dance movement through informal presentation and describe the use of space, dynamics, and relationships.
Communicating and Interpreting
- Share dance movement through informal presentation.
- Describe what they experienced or observed.
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Elelements of Dance
Time – when the body is moving
- Speed (fast/slow)
- Rhythm (regular/irregular patterns, beat)
- Duration (short/long movements)
- Stillness
Energy – how the body is moving
- Qualities: sharp, smooth, light, heavy, sudden, sustained
- Force: strong/weak
Relationships – with who/what the body is moving
- With people (alone, partner, group, mirroring, following, contrasting, unison)
- With objects/props (scarves, hoops, poi)
- With the environment (indoors/outdoors, around furniture, using floor space)
Body
- Parts (arms, legs, head, whole body)
- Shapes (curved, straight, twisted, angular)
- Balance (on one leg, wide stance, tiptoe)
- Locomotor movement (travelling: walking, running, skipping, jumping)
- Non-locomotor movement (on the spot: bending, stretching, twisting, turning)
Space – where the body is moving
- Levels (high, medium, low)
- Directions (forwards, backwards, sideways, diagonal)
- Pathways (straight, curved, zig-zag)
- Size (big/small movements)
- Personal space vs. general space
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Visual Art - Vicky
Elements of Visual Arts
Line - continuous mark made on a surface. Line will be important in regard to the Tāne Mahuta character
Shape - Enclosed space defined by elements of art. Like form the shape our characters take will aid in their development
Tone - lightness or darkness. Fiilters will be used in teh editing process to communicate the light, happy themes in the piece in comparision to the dark/somber themes
Texture - surface quality or ‘feel’. Texture will play an important role in the development of the costumes/masks of the pests
Space - distance between, above, around or within things. Placement of characters and use of adults and children within the piece utlises space as a tool
Colour - hue, intensity & value. Colour will play an important role, both with character development and to create mood within our video through the editing process
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Curriculum AO's L1
Understanding the visual arts in context
- Students will share ideas about how and why their own and others’ works are made and their purpose, value, and context.
Developing practical knowledge
- Students will explore a variety of materials and tools and discover elements and selected principles.
Developing ideas
- Students will investigate visual ideas in response to a variety of motivations, observation, and imagination.
Communicating and interpreting
- Students will share the ideas, feelings, and stories communicated by their own and others’ objects and images.
Music - Bella
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Elements of Music:
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Timbre - is the characteristic quality of a sound (not counting pitch and loudness) which make it unique.
Texture - is how the melody, rhythm and harmony are combined to create the overall quality of a piece of music
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Music & Culture:
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Through learning kapa haka waiata, ākonga can contribute to the cultural life of their schools, whānau, and communities.
As ākonga engage with and gain a deeper understanding of music, they are able to connect this with cultural practices, histories, theories, structures, technologies, and personal experiences.