Creative Expression for Adolescents Aged Fifteen to Eighteen Years.
Creative Expression
Montessori’s focus on this part of the educational syllabus was the “opening up of ways of expression, which through exercises and external aids will help the difficult development of the personality.” In particular, she suggested that there be “all kinds of artistic occupations open to free choice both to the time and nature of the work.” Some simply involving an individual and others involving cooperative group work. Such occupations comprise artistic and linguistic ability and imagination; music, drama, visual arts, media arts, dance, storytelling, debates and discussion, public speaking, as well as a variety of sports could be included.
The emphasis is on expression, rather than formal training in technique, however it can be argued that to be able to express oneself effectively, and choose a mode for so doing, formal training is required across these areas so that the student can acquire a repertoire of skills to call upon as occasion arises. For instance, Montessori said that work in visual art “is not to be considered as a proper training in art, but a means of giving expression to individual aesthetic feeling with special reference to handwork and to the learning of modern techniques.” (Montessori, (2000 [1948]: 75) ,
Formal understanding, knowledge and skill building are guided in Australia by the Australian Curriculum through ‘The Arts’ and ‘English’ and ‘Physical Education’ learning areas. Students are provided the opportunity to learn from specialists across these fields. In the 12 -15 adolescent community students participate in exploring through the mandatory curriculum, once these skills have been acquired a student may choose to further their understanding, knowledge, and skills in particular areas of self-expression and elect to study some of these subjects more deeply as they move into the upper adolescent (15-18) years.
Opportunities for self-expression are embedded across all curriculum areas. Adolescents are given opportunities to use acquired skills to demonstrate and display knowledge and understanding gained in any area of the curriculum. For example, to display what they have learned while undertaking a research project on ancient Alexandria, a group of students might present a dramatic representation of the character of Socrates, another might create artworks relevant to the historical time in which Socrates lived, while another might perform a musical recital that relates to that time. Likewise, self-expression may be more personal such as a student playing guitar in a quiet reflective moment during the day, writing in their personal journal as they process their thoughts and feelings, or perhaps offering a literary or auditory word of encouragement to another person, a fellow student, teacher, family member.
Music 5.CE.010
Knowledge, skills and understanding
From ACv9 - The Arts: Music
01. Exploring and responding: -
investigate composers’ and/or performers’ use of elements of music, compositional devices and/or vocal/instrumental techniques in music from a range of cultures, times, places and/or other contexts
investigate the ways that First Nations Australian performers and/or composers celebrate and challenge multiple perspectives of Australian identity through music
02. Developing practices & skills: -
develop, practise and refine the use of listening/aural skills and style-specific vocal instrumental skills/techniques to interpret music and communicate expressive effects
reflect on their own and others’ music to inform choices they make as composers and performers about how they will interpret and/or manipulate elements of music and/or compositional devices
03. Creating & making; -
interpret music in a variety of forms and styles, manipulating the elements of music and/or compositional devices, and using style-specific vocal/instrumental techniques to communicate ideas, perspectives and/or meaning
compose music, manipulating and combining elements of music and compositional devices relevant to chosen styles and/or forms to communicate ideas, perspectives and/or meaning and notate, document and/or record the music
04. Presenting & performing: -
rehearse and present planned performances of music they have learnt and/or composed, using relevant vocal/instrumental techniques and performance skills
+ Materials and Activities
Activities include:
Research the creating and making of music in a variety of cultures, ancient to modern, studied as part of humanities projects
Build instruments from local materials & produce as part of the science/technology occupation projects
Create and/or perform a musical piece that relates to, or expresses, an aspect of work studied in the science/technology occupations and/or humanities projects
Use music to develop a performance that expresses the life of a particular person, event or idea during a specific historical period as part of the work of the humanities projects
Choose a particular historical style from a given time period to express an aspect of life in that period as part of the music work in the humanities projects
Engage in workshops with local musicians – indigenous and other Australian artists of a variety of genres.
Produce and perform music as part of the Performing Arts Occupation
Performances may be at community café nights, school functions and local community festivals and events and could include choir, ensemble, band, orchestra, solo performance
Materials/resources include:
- Visiting tutors that offer specific tuition to learn to play particular instruments according to student choice.
- Library of composers, compositions and performances available for exploration.
- Musical instruments available to students to access when they choose (within appropriate rules of the community)
- Studio space
- local materials & produce suitable for construction of a musical instrument
- Humanities project work
- Occupations project work
- Australian curriculum v9: The Arts: Music
+ ACv9
Language 5.CE.020
Knowledge, skills and understanding
Typically, individuals will:
01. Diction
02. Elocution
03. Acting out stories & poems.
04. Prepare and practice giving speeches and public speaking to hold an audience’s attention.
05. Develop the ability to present ideas logically in debate and discussion.
06. Develop the ability to engage in open discussion and present their own ideas.
+ Materials and Activities
Activities include:
- Performance at community café nights, school functions and local community festivals and events – drama ensembles, theatrical production, solo poetry and storytelling, etc
- Debating team
- Presentation of research projects to adolescent community, parents, local community.
- Presenting to younger students – Early childhood and primary aged groups
- Socratic seminar
- Community Council
Visual Art 5.CE.030
Knowledge, skills and understanding
From ACv9 - The Arts: Visual Arts
01. Exploring & responding: -
investigate the ways that artists across cultures, times, places and/or other contexts develop personal expression in their visual arts practice to represent, communicate and/or challenge ideas, perspectives and/or meaning
investigate the ways that First Nations Australian artists celebrate and challenge multiple perspectives of Australian identity through their artworks and visual arts practice
02. Developing practices & skills: -
experiment with visual conventions, visual arts processes and materials to refine skills and develop personal expression
reflect on the way they and other visual artists respond to influences to inspire, develop and resolve choices they make in their own visual arts practice
03. Creating & making: -
evaluate critical feedback when planning, developing and refining their visual arts practice
select and manipulate visual conventions, visual arts processes and/or materials to create artworks that reflect personal expression, and represent and/or challenge, ideas, perspectives and/or meaning
04. Presenting & performing: -
evaluate art exhibits to inform the curation and exhibition of their own and/or others’ artworks and/or visual arts practice
+ Materials and Activities
Activities include:
Research Art history and exploration of Art periods or movements through time, ancient to modern, as part of studies in the humanities projects
Research and analyse a variety of artists exploring their use of technique and convention in their own art work.
Create art works that relate to, or express an aspect of what is studied in the science/technology occupations and presented to the adolescent community during sharing of knowledge events or café evening
Create art works that relate to, or express an aspect of a culture, ancient to modern, studied in humanities projects and presented to the adolescent community during sharing of knowledge events or café evening
Evaluate their own and other artist works in terms of historical influence and purpose
View and critique artworks to explore emotional and personal responses
Develop a body of research, analysing and interpreting a specific artist’s or designers work, including aspects of techniques and conventions used, artists practice and intention.
Investigate ideological points of view in individual Artist’s work and in specific arts movements.
Visit natural land areas and places of inspiration for creativity.
Visit art galleries
Participate in opportunities to experiment and practice using different materials and methods for making art.
Participate in workshops offered by indigenous, local and other Australian artists of varying genres.
Participate in workshops by visiting tutors that offer specific tuition to learn particular artistic practices e.g., watercolour, pottery or wood cuts.
Engage with working artists to explore their artistic process and intentions behind their work.
Create art works from local materials and produce.
Experiment with different tools and materials to create 2D and 3D artworks.
Maintain a portfolio of works and a visual diary of research, annotations and experiments.
Develop a body of works, with specific consideration to how it will be presented, and how that will enhance the intention of the work.
Exhibit works
Develop and refine technical skills for art making
Demonstrate ability to apply safe and sustainable practices for making art
Explore applications for digital and virtual technology in making art
Present art works as part of the Performing Arts Occupation at the adolescent community café evening, art exhibition, performance event, or local community event
Materials/resources include:
- Art supplies, tools and equipment, including graphic design software, digital media and other modern technology.
- Studio space
- Natural land spaces
- Local art galleries
- Expert tutor
- Network of local professional artists
- Humanities project work
Occupations project work
Australian curriculum v9: The Arts: Visual Arts
+ ACv9
Media Arts 5.CE.040
Knowledge, skills and understanding
From ACv9 - The Arts: Media Arts
01. Exploring & responding: -
investigate the ways that media artists use media arts concepts to construct representations in media arts works and practices across cultures, times, places and/or other contexts
investigate the ways First Nations Australian media artists and/or producers celebrate and challenge multiple perspectives of Australian identity through media arts
02. Developing practices & skills: -
experiment with ways to construct representations that reflect ideas, perspectives and/or meaning, and/or use of media conventions, media languages and media technologies
reflect on their own or others’ media arts works and/or practices to refine and inform choices they make during stages of the production process
03. Creating & making: -
design and structure media arts works that examine and communicate ideas, perspectives and/or meaning
apply production processes and use media arts concepts to construct representations and produce media arts works that communicate ideas, perspectives and/or meaning, and confirm or challenge the expectations of specific audiences
04. Presenting & performing: -
present media arts works to audiences and plan approaches for creating relationships with audiences if/when media arts works are distributed in selected personal, community and/or institutional contexts using responsible media practice
+ Materials and Activities
Activities include:
Create a video that relates to, or expresses an aspect of what is studied in the science/technology occupations and to be presented to the adolescent community during sharing of knowledge events or café evening
Create video that relates to, or expresses an aspect of a culture, ancient to modern, studied in humanities projects and to be presented to the adolescent community during sharing of knowledge events or café evening
Independent work to create a personal lexicon of film terms with examples from favourite movies and tv shows.
Grace and courtesy lessons on working as a team and assigning roles and responsibilities as you would on a real-life film set.
Reiteration on Montessori way in respecting the resources i.e., camera and other technologies including tripods etc.
Create a recut trailer using stock footage or clips from trailer that already exist to reimagine the genre. E.g., Elf as a horror movie.
Create a video game character or superhero for the MCU that has a point of difference or appeals to diverse audiences.
Plan and create a storyboard for an advertisement for the school or an event.
Make a short documentary on the history of their school’s grounds’/lands and the links to Aboriginal and Torres Strait stories and peoples.
Make a YouTube video to accompany a dreamtime story using stop motion.
Plan and make a music video on a topic of interest
Use all photos and videos captured at school events throughout the year and edit into a memory video for the graduating/leaving students.
Use stock footage and enhance it using special effects editing.
Watch a movie together and write a short film review to be published online.
Watch a documentary and identify and create a personality profile for who was the intended audience and identify what message/agenda the documentary puts forward.
As a group compare two remakes of the same film and debate which version is better and why.
Watch an Australian children’s show such as Playschool that focuses on Indigenous Australians and write a paragraph about why it is important for children to see these perspectives early on in life.
Write and perform a speech that explores the idea that CGI and big blockbuster Hollywood movies have ruined the industry and made audiences ‘dumb’ with research and examples.
Participate in a collaborative scavenger hunt collecting images of all shot types.
Create a personal photography portfolio of at least 8 images using the principals of composition.
Create a short video that establishes character and story without using words. Just using sound, timing, visuals, edit and genre.
Materials/resources include:
- Original play texts
- News items
- Drama space
- Blocks
- Curtains
- Props
- Costumes
- Theatre company
- DVDs or recordings
- Drama textbooks
- Vocabulary charts
- Humanities project work
- Occupations project work
- Australian Curriculum v9 The Arts: Drama
+ ACv9
Drama 5.CE.050
Knowledge, skills and understanding
From Acv9 – The Arts: Drama
01. Exploring & responding: -
investigate use of elements of drama, performance skills and/or conventions to communicate and/or challenge ideas, perspectives and/or meaning in drama across cultures, times, places and/or other contexts
investigate the ways that drama created and/or performed by First Nations Australians celebrates and challenges multiple perspectives of Australian identity
02. Developing practices & skills: -
develop performance skills and/or techniques to manipulate elements of drama and/or use conventions to communicate the physical and psychological aspects of roles and characters consistent with intentions
reflect on their own and others’ drama or practices to refine and inform their use of elements of drama, conventions and/or approaches to shape and sustain dramatic action
03. Creating & making: -
improvise and devise drama, and interpret scripted drama, using elements of drama and conventions to shape and manipulate dramatic action and convey intended ideas, perspectives and/or meaning
rehearse and refine drama making deliberate aesthetic choices to unify dramatic meaning
04. Presenting & performing: -
perform improvised, devised and/or scripted drama to audiences, using performance skills and conventions to shape the drama.
＋ Materials and Activity
Activities Include
Research an aspect of drama throughout history, ancient to modern, as part of the work in the humanities projects
View a performance from different cultures, including ATSI cultures
Apply drama skills to use dramatis personae to develop a performance that expresses the life of a particular person or event during a specific historical period as part of the work of the humanities projects
Apply drama skills to use dramatis personae to develop a performance that expresses particular aspects of things studied as part of the work of the science/technology occupations
Choose a particular historical style from a given time period to express an aspect of life in that period as part of the dramatis personae work in the humanities projects
Produce and perform drama as part of the Performing Arts Occupation
Practice improvising off given stimulus
Write an original script around a given idea, theme or situation
Practice directing peers in a scene
Develop a costume or lighting vision or folio for a production
Read scripts, discuss and analyse the meaning
Explore how to present script excerpt onstage
Explore and practice the use of masks
Explore different styles, eg. physical comedy
View live or recorded theatre, and analyse it or write a review
- Complete a reflective journal throughout a rehearsal process
Create short scenes emphasising specific elements of drama or styles
Use drama games to teach/learn about different kinds of tension
View a performance from different cultures including ATSI cultures
Materials/resources include:
- Original play texts
- News items
- Drama space
- Blocks
- Curtains
- Props
- Costumes
- Theatre company
- DVDs or recordings
- Drama textbooks
- Vocabulary charts
- Humanities project work
- Occupations project work
- Australian Curriculum v9 The Arts: Drama
+ ACv9
Dance 5.CE.060
Knowledge, skills and understanding
From ACv9 - The Arts: Dance
01. Exploring & responding: -
investigate performers’ and/or choreographers’ use of elements of dance, choreographic devices, genre- or style-specific techniques, conventions and/or production elements to communicate and/or challenge ideas, perspectives and/or meaning in dance across cultures, times, places and/or other contexts
investigate the ways First Nations Australian choreographers and/or performers celebrate and challenge multiple perspectives of Australian identity through dance
02. Developing practices & skills: -
develop and refine safe dance practice, expressive and technical skills and genre- or style-specific techniques
reflect on own and others’ use of the elements of dance, choreographic devices, structure, genre- or style-specific techniques and/or technical and expressive skills to inform their choreographic or performance choices
03. Creating & making: -
choreograph dance that communicates ideas, perspectives and/or meaning by selecting and manipulating elements of dance, choreographic devices and/or structure
apply technical and expressive skills and genre- or style-specific techniques to enhance communication of ideas, perspectives and/or meaning
04. Presenting & performing: -
rehearse and perform dance for audiences, using technical and expressive skills and genre- or style-specific techniques
+ Materials and Activities
Activities include:
Research development of dance through time, ancient to modern, as part of the work in the humanities projects
Use dance to develop a performance that expresses the life of a particular person, event or cultural practice during a specific historical period as part of the work of the humanities projects
Choose a particular historical style from a given time period to express an aspect of life in that period as part of the dance work in the humanities projects
Explore the elements of dance: -
- (Movement):
- Body
- Action
- Space
- Time
- Energy or force
- Dynamics
- Relationships
- (Non-movement):
- Aural
- Visual
- (Movement):
Discuss each of the element in detail and unpack what each one means.
Engage in the analysis of Dance:
- Theme
- Feeling
- Mood
- Effect
- Meaning
Watch a variety of choreographies from different time periods, places, and cultures and analyse the dance components.
Compare and contrast different dances:
- For their elements
- Movements
- Meaning
- Significance
Explore the different choreographic devices and production elements to create their own choreography.
Practise choreography in small groups.
Plan, design and make costumes to reflect the time, place and /or culture.
Produce and perform dance as part of the Performing Arts Occupation or presentation of humanities projects to the adolescent community, parents or local community
Materials/resources include:
- Studio space
- Costumes
- Props
- Humanities project work
- Occupations project work
- Australian curriculum v9 The Arts: Dance