Creative Expression: Ages Twelve to Fifteen 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 4.CE.010
Knowledge, skills and understanding
From ACv9 – The Arts: Music
Typically, individuals will:
01. Exploring and responding: -
investigate the ways that composers and/or performers use the elements of music and/or compositional devices in music composed across cultures, times, places and/or other contexts
investigate the diversity of music composed and/or performed by First Nations Australians, considering culturally responsive approaches to Indigenous Cultural and Intellectual Property rights
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 and practise listening /aural skills and vocal and/or instrumental skills/techniques for manipulating elements of music to achieve expressive effects
reflect on their own and others’ music to inform choices they make as composers and performers about how they will manipulate elements of music and/or compositional devices
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/or styles, manipulating elements of music and employing relevant vocal/instrumental techniques
compose using the elements of music and compositional devices to communicate ideas, perspectives and/or meaning, and notate, document and/or record the music
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: -
perform music using relevant vocal and/or instrumental techniques and performance skills
rehearse and present planned performances of music they have learnt and/or composed, using relevant vocal/instrumental techniques and performance skills
＋ Materials and Activity
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 Code
AC9AMU8E01 AC9AMU8E02 AC9AMU10E01 AC9AMU10E02
AC9AMU8D01 AC9AMU8D02 AC9AMU10D01 AC9AMU10D02
Language 4.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 Activity
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 4.CE.030
Knowledge, skills and understanding
From ACv9 – The Arts: Visual Arts
Typically, individuals will:
01. Exploring & responding: -
investigate ways that visual conventions, visual arts processes and materials are manipulated to represent ideas, perspectives and/or meaning in artworks created across cultures, times, places and/or other contexts
investigate the diversity of First Nations Australians’ artworks and arts practices, considering culturally responsive approaches to Indigenous Cultural and Intellectual Property rights
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 develop skills
reflect on the ways that they and other artists respond to influences to inform choices they make in their own visual arts practice
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: -
generate, document and develop ideas for artworks
select and manipulate visual conventions, visual arts processes and/or materials to create artworks that represent ideas, perspectives and/or meaning
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: -
curate and present examples of their visual arts practice to accompany exhibits of their artworks to communicate ideas, perspectives and/or meaning to audiences
evaluate art exhibits to inform the curation and exhibition of their own and/or others’ artworks and/or visual arts practice
＋ Materials and Activity
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
AC9AVA8E01 AC9AVA8E02 AC9AVA10E01 AC9AVA10E02 AC9AVA8D01 AC9AVA8D02 AC9AVA10D01 AC9AVA10D02 AC9AVA8C01 AC9AVA8C02 AC9AVA10C01 AC9AVA10C02 AC9AVA8P01 AC9AVA10P01
Media Arts 4.CE.040
Knowledge, skills and understanding
From ACv9 – The Arts: Media Arts
01. Exploring & responding: -
investigate the ways that media arts concepts are used in media arts works and practices across cultures, times, places and/or other contexts
investigate the diversity of First Nations Australians’ media arts works and practices, considering culturally responsive approaches to Indigenous Cultural and Intellectual Property rights
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: -
develop media production skills throughout the production process to construct representations using media languages and media technologies
reflect on their own and others’ media arts works and practices to inform choices they make during the production process
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 to communicate ideas, perspectives and meaning for an intended audience
apply production processes and use media arts concepts to construct representations and produce media arts works that communicate ideas, perspectives and/or meaning for specific audiences using responsible media practice
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, using responsible media practices and considering potential relationships the work could create with audiences
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 Activity
Activities include:
- Research aspects of media arts through time and or across places, e.g.,
- Pick a country anywhere in the globe and research their own particular history and relationship with media.
- Create a timeline in groups of each significant era of film and tv
- Compare and contrast the golden age of Hollywood Film with now – which is better and why?
- Investigate the life of a person that has influenced the world through media arts.
- Create a profile on a favourite director and write a paragraph that justifies how they use genre and technical codes to reach their audience successfully.
- 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:
- Space to create
- Storyboards
- Location Agreements
- Talents Releases
- Risk assessments
- Computers with editing software
- Stock footage, stop motion supplies e.g. backgrounds, play dough paddle pop sticks etc., cameras/or use of phones, paper and art supplies
- Scaffolding for written responses, list of research resources, list of possible film resources to use, media textbooks
- Vocabulary cards
- Shot lists
- Lists of available technologies, cameras/phones/media textbooks
- Scaffolding documents.
- Humanities project work
- Occupations project work
- Australian Curriculum v9 Media Arts
+ ACv9
AC9AMA8E01 AC9AMA8E02 AC9AMA10E01 AC9AMA10E02 AC9AMA8D01 AC9AMA8D02 AC9AMA10D01 AC9AMA10D02 AC9AMA8C01 AC9AMA8C02 AC9AMA10C01 AC9AMA10C02 AC9AMA8P01 AC9AMA10P01
Drama 4.CE.050
Knowledge, skills and understanding
From ACv9 – The Arts: Drama
01. Exploring & responding: -
investigate ways the elements of drama and/or conventions are used to communicate ideas, perspectives and/or meaning in drama created and/or performed across cultures, times, places and/or other contexts
investigate the diversity of drama created and/or performed by First Nations Australians, considering culturally responsive approaches to Indigenous Cultural and Intellectual Property rights
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 relevant to selected drama styles and/or forms
reflect on their own and others’ drama to inform choices when manipulating elements of drama and/or conventions to shape dramatic action
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/or interpret scripted drama, manipulating elements of drama and applying conventions relevant to the style/form
evaluate and refine use of elements of drama and/or conventions to shape and sustain dramatic action and/or communicate ideas, perspectives and/or meaning
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: -
rehearse and perform improvised, devised and/or scripted drama to audiences, using performance skills and conventions relevant to style and/or form
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
AC9ADR8E01 AC9ADR8E02 AC9ADR10E01 AC9ADR10E02 AC9ADR8D01 AC9ADR8D02 AC9ADR10D01 AC9ADR10D02 AC9ADR8C01 AC9ADR8C02 AC9ADR10C01 AC9ADR10C02 AC9ADR8P01 AC9ADR10P01
Dance 4.CE.060
Knowledge, skills and understanding
From ACv9 – The Arts: Dance
01. Exploring & responding: -
investigate ways that dance works, performers and/or choreographers across cultures, times, places and/or other contexts use the elements of dance, choreographic devices and/or production elements to communicate ideas, perspectives and/or meaning
investigate the diversity of dance choreographed and/or performed by First Nations Australians considering culturally responsive approaches to Indigenous Cultural and Intellectual Property rights
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 safe dance practice and use of expressive and technical skills and, as appropriate, genre- or style-specific techniques
reflect on own and others’ dance works and/or practices to inform choreographic choices and use of technical and expressive 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 by selecting and manipulating elements of dance and choreographic devices to communicate ideas, perspectives and/or meaning
apply technical and expressive skills and/or genre- or style-specific techniques to communicate ideas, perspectives and/or meaning
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, as appropriate genre- or style-specific techniques
rehearse and perform dance for audiences, using technical and expressive skills and genre- or style-specific techniques
＋ Materials and Activity
Dance elements (Movement):
- 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.
- 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
＋ Resources
- Studio space
- Costumes
- Props
- Humanities project work
- Occupations project work
- Australian curriculum v9 The Arts: Dance
+ ACv9
AC9ADA8E01 AC9ADA8E02 AC9ADA10E01 AC9ADA10E02 AC9ADA8D01 AC9ADA8D02 AC9ADA10D01 AC9ADA10D02 AC9ADA8C01 AC9ADA8C02 AC9ADA10C01 AC9ADA10C02 AC9ADA8P01 AC9ADA10P01