00:00:10,500 --> 00:00:14,000 JAN: Basically you've got a space. You've got a space in which 00:00:14,000 --> 00:00:16,500 children and teachers can move, 00:00:16,500 --> 00:00:22,000 and in some classrooms it might mean that a space has to be made. 00:00:22,000 --> 00:00:27,000 You can push back furniture if its going to be a once a week event 00:00:27,000 --> 00:00:31,000 and create a really nice space for moving in. 00:00:31,000 --> 00:00:34,000 Obviously ideally if you've got an open space thats really beautiful 00:00:34,000 --> 00:00:37,000 because it becomes a bit like a studio, 00:00:37,000 --> 00:00:41,000 and that brings a different perspective to the whole experience for the children. 00:00:41,000 --> 00:00:49,000 CHRISTINE: I think having chairs set up in the interview role made it more realistic because 00:00:49,000 --> 00:00:52,000 children sitting on the carpet 00:00:52,000 --> 00:00:55,000 couldn't assume the role of an interviewer if they were sitting on the carpet, 00:00:55,000 --> 00:00:58,500 whereas if they were in a chair they could assume that role much easier. 00:00:58,500 --> 00:01:02,000 So I think it would be harder to adapt it to a classroom 00:01:02,000 --> 00:01:05,000 but it wouldn't be impossible, you could work around it. 00:01:05,000 --> 00:01:10,000 JAN: We've got a program that builds on physical development, 00:01:10,000 --> 00:001:013,000 the development of skills, 00:01:13,000 --> 00:01:16,000 the co-ordination of movement in space, 00:01:16,000 --> 00:01:20,000 the capacity for the body to control itself in space, 00:01:20,000 --> 00:01:26,000 developing understandings of complex strings of movement if you like, 00:001:26,000 --> 00:01:33,000 and even very young children are very capable of managing a sequence of movement like: 00:01:33,000 --> 00:01:38,000 run, drop, roll, rise, run, 00:01:38,000 --> 00:01:43,000 and over time those sequences of movement can become more complex. 00:01:43,000 --> 00:01:47,000 Even those children who might have a physical disability 00:01:47,000 --> 00:01:53,000 have their own movement material that can be used for the basis of dance. 00:01:53,000 --> 00:01:54,000 So I'm talking about 00:01:54,000 --> 00:01:59,000 walking, running, crawling, sliding, rolling, 00:01:59,000 --> 00:02:06,000 stretching, swaying, lifting, dropping, falling... etcetera, 00:02:06,000 --> 00:02:09,000 and of course the use of the body parts; 00:02:09,000 --> 00:02:16,000 arms, legs, heads, shoulders, backs, backsides, ankles... whatever, 00:02:16,000 --> 00:02:20,000 to actually be expressive, and its that simple. 00:02:20,000 --> 00:02:25,000 Regardless of size, shape, age, everyone has that, 00:02:25,000 --> 00:02:30,000 and teachers just need to recognise that when the children walk into the space 00:02:30,000 --> 00:02:32,000 thats what they bring with them. 00:02:32,000 --> 00:02:38,000 AMANDA: So for some specific lessons we did arrange with the class next door to go to a space in the library, 00:02:38,000 --> 00:02:41,000 or they sometimes had a sport lesson or something like that. 00:02:41,000 --> 00:02:43,000 So it was really about trying to find the times 00:02:43,000 --> 00:02:47,000 where it was appropriate for us to ask the other class to move, 00:02:47,000 --> 00:002:51,500 or they had something else on so that we could actually use bit more of the space. 00:02:51,500 --> 00:002:55,500 Like any arts based subject sometimes we make a lot of noise 00:02:55,500 --> 00:02:59,000 and that can be disruptive for their class as well so its really about 00:02:59,000 --> 00:03:03,500 working in conjunction with the people around us to try and best organise the space. 00:03:04,000 --> 00:03:07,500 TRACY: One of the biggest concerns we've had with the space 00:03:07,500 --> 00:03:10,000 when we were doing the sound element and music element of it 00:03:10,000 --> 00:03:13,000 is actually looking at where are we going to physically put them 00:03:13,000 --> 00:03:18,000 and making sure that they are far enough away that they can do their recordings 00:03:18,000 --> 00:03:21,500 but close enough that if there's a problem we can call them in quite quickly, 00:03:21,500 --> 00:03:24,000 and we've got enough physical space around us that we can 00:03:24,000 --> 00:03:28,000 put a couple of kids in different corners and move around outside the classroom. 00:03:28,000 --> 00:03:32,500 The amount of space this unit has needed is relatively small. 00:03:33,000 --> 00:03:35,000 Having the use of iPad is a lot more mobile, 00:03:35,000 --> 00:03:38,000 its made it a lot easier for the kids to move around with it. 00:03:38,000 --> 00:03:43,000 The kids have actually been really responsible with them and managed them really well. 00:03:43,000 --> 00:03:49,500 I think having an iPad or a tablet has made it really user friendly to the kids. 00:03:49,000 --> 00:03:55,000 LYNDAL: Primary school arts classrooms don't always lend themselves well to so called messy art activities. 00:03:55,000 --> 00:03:57,500 So I think as teachers we need to be really proactive 00:03:57,500 --> 00:04:00,500 and the question we really need to ask ourselves as art teachers 00:04:00,500 --> 00:04:03,000 is what can possibly go wrong in this lesson in terms of making a mess. 00:04:03,000 --> 00:04:08,000 I know that creating a mess is often one of the things that really puts people off art, 00:04:08,000 --> 00:04:12,000 or limits the way that teachers do art in their classrooms, 00:04:12,000 --> 00:04:18,000 so it's really important that teachers take the time to really think through how a lesson will proceed 00:04:18,000 --> 00:04:21,500 and how to mitigate against the possibility that there might be a mess made. 00:04:21,500 --> 00:04:26,000 So if a classroom has a wet area, thats a good place for engaging in painting, 00:04:26,000 --> 00:04:30,500 but if theres not a wet area then I think what we can do as art teachers 00:04:30,500 --> 00:04:32,000 is think about relocating arts experiences. 00:04:32,000 --> 00:04:36,500 The other important thing even with really young children is that as teachers 00:04:36,500 --> 00:04:42,000 we shouldn't take on the responsibility for preparing arts experiences and tidying them up ourselves. 00:04:42,000 --> 00:04:45,500 I think its really important that we acknowledge that children are really capable 00:04:45,500 --> 00:04:50,500 of learning about how to set up an arts experience and also how to clean it up; 00:04:50,500 --> 00:04:53,500 we need to be proactive about that and help children to take responsibility 00:04:53,500 --> 00:04:55,500 for setting up and cleaning up arts experiences.