PED 130: INTRODUCTION TO EXPRESSIVE ARTS EDUCATION

Course Aim:

The aim of this course is to enable the students acquires skills, knowledge, competence, ability and attitudes necessary for effective teaching of Expressive Arts Primary education. The course on Expressive Arts in Education has been designed keeping in view the development of the self through arts for every student teacher and for the development of student in school through Expressive arts in education to be practiced by every teacher.

In the Bachelor of Education programme, students will be exposed to different art forms where they will develop basic skills of the art forms through hands on experience and integration of arts as pedagogy in different subject areas. They will also use these skills in practice teaching during their teaching career as primary teachers.

Arts education also helps in enhancing analytical and critical thinking among students and learning through the arts and its related skills will help student teachers in developing their communication and inter-personal skills as well as presentational skills by bringing these in their teaching practice.

Course Objectives

At the end of the course, students should be able to:

• demonstrate the understanding of basics of different art forms

  • Develop skills in manipulation, co-ordination, motivation, observation and self-expression.
  • Develop musical skills to enhance music talents creativity, self-expression and actheht sense.
  • Develop skills in maintaining safety, health and personal hygiene.
  • develop artistic and aesthetic sensibility among learners to enable them to respond to the beauty in different art forms, through genuine exploration, experience and free expression
  • Demonstrate skills for integrating different art forms across school curriculum for better learning and development.
  • develop awareness of the rich cultural heritage, including traditional Arts and Crafts of the Zambian Society.

COURSE CONTENT

Philosophy of Expressive Arts:

Philosophy of Expressive Arts

Philosophy of Music, Physical Education and Art and Design

Indigenous Expressive Arts:

History of Music, Physical Education and Art and Design

Expressive Art in Zambia Society

How to teach indigenous Expressive art to grade 1-7

Basic Information to Expressive Arts:

Introduction to drawing, painting, modelling and crafts

Different musical sounds

Information to perceptual motor learning skills, fitness, games and sports

Introduction to exploration of sounds, instrumentation and singing

Musical elements of notation

How to teach basic information to Expressive arts to grade 1-7

Cross-cutting Themes

HIV and AIDS

Gender

Environmental education

How to teach cross cutting themes to 1-7

Perceptual Motor Skills:

Gymnastics

Games

Drawing

Plaiting

Tracing, tearing and pasting

Identifying sounds

Dance and movements

Instrumental playing

Singing and dancing

Patterns and Styles

Music patterns

Popular music

Music composition

The form and style of popular world music

Fitness activities

Anaerobic exercise

Playing ball games

Athletics

Crafts

Singing

Graphic Communication

Shapes and forms

Lines and styles

Music signals/patterns

Planning for Teaching Expressive Art

Material production

Teaching strategies in Expressive Arts

Child art development

Assessment of Teaching and learning

Cross-cutting Themes

Human Rights

Health Education

Drug Abuse

Perceptual Motor Skills

Gymnastics

Popular music

Music composition

The form and style of popular world music

Fitness activities

Anaerobic exercise

Playing ball games

Athletics

Crafts

Singing

Patterns and Styles

Music/elements of music notation

Popular music

Music composition

Safety

Fitness activities

Anaerobic exercise

Playing ball games

Singing

Form in music

Athletics

Crafts

Colour

Graphic Communication

Poster making (Manually and using computer programme)

Music signs

Entrepreneurial Skills

Identifying the needs of the market

Improve existing

Costing products and services

Demonstrate marketing skills

Practicum

Visual Arts and Crafts

• Hands on experience of working in different media and materials (drawing, painting, clay modelling, collage making etc. with pencil, pen, crayons, dry and water colours, clay, paper, etc.), methods and techniques (block printing, collage making, clay modelling, relief work, heritage crafts etc.) to learn visual art processes and its pedagogical aspects related to other subject areas.

• Exploring arts in education as a pedagogy across school curriculum and identifying themes and concepts for integrated learning for arts.

• Preparation and presentation techniques for effective classroom learning by developing aids and making the school environment aesthetically viable using artefacts and displays.

Performing Arts: Dance, Music, Theatre and Puppetry

• Listening/viewing and exploring regional music, dance, theatre and puppetry will help student teachers in contextualizing different art forms and relating them with various concepts across the curriculum.

• Drama in education; learning is enhanced through drama in education, it enhances communication skills and develop personality and self. Adaptation of different texts and concepts or themes from the curricular areas to be practiced by student teachers.

• Planning a stage-setting for a performance, presentation and participation by the student-teachers in any one of the regional performing art forms keeping integrated approach of all art forms with other subjects is recommended.

METHODS OF TEACHING

3 hours of lectures per week

1 hour of tutorial/seminar per week

2 Practical sessions per week

Assessment

The course is of 50 marks. The emphasis shall be given to the process rather than the product. Continuous assessment will include self-assessment, peer evaluation and evaluation by lecturer. The theory and project part can be in viva-voce and presentation mode; (a) submission of work/project; (b) participation in the activities; (c) creative potential displayed; (d) application of aesthetic sensibility in campus events and in other course activities.

  • Coursework 50%
  • 2 assignments & 1 Project 30%
  • 2 tests 20%

Promotion Examination 50%

Total 100%

PRESCRIBED READINGS

Annie ‘O’ Warburton. Graded Music Course for Schools Book 1 and 2

Annie ‘O’ Warburton. Score Reading and history: Longman – Association board of Royal schools of Music.

Annie ‘O’ Warburton. Melody Writing and Analysis.

Hannah Wamathaga. (1995). Gold Medal Music Macmillan Publishers Zambia Ltd.

Geoffrey Winter (1983) Music Theory in Practice Bk.4 Longman Group Limited.

MOE. (2013). Zambia Education Curriculum Framework, CDC, Lusaka.

Mwansa, Z.M (2010). Art, Craft and Design, 1st Edition. Gaborone: Pentagon Publishers

Njoroge, G.G (2003). Foundation of Creative Work, New Delhi: Sterling Publishers

Smith, S (1994). The Complete Drawing Course, London: Collins and Brown Ltd.

Taylor, R (1990). Approaching Art and Design. Longman

RECOMMENDED READING S

Abwao Benson and Nyachieo David (2009), Music: For Primary Teacher Education Nairobi, Icons printers Ltd.

Art and Design: Development Material Support Book. Guidelines for Primary Schools – Northern Ireland Council for Educational Development

Bennett Roy (2009), General Musicianship United Kingdom, Cambridge University press.

Clement, R (1993). The Art Teachers’ Hand Book. Stanley

Havens, V (1999). Art, Craft and Design. Longman

Mwansa, Z.M (2010). Art, Craft and Design, 1st Edition. Gaborone: Pentagon Publishers

Mwansa, Z.M (2010). Art, Craft and Design, 2nd Edition. Gaborone: Pentagon Publishers

MESVTEE. (2013). Zambia Primary School Syllabus. CDC, Lusaka Drake, J. (2001).

Mumpuka Longino and Emily Akuno (1999), A Music Course for Zambia Primary School. Nairobi, East African Publishers Ltd. Primary Teachers’ Diploma Curriculum for Colleges of Education – 2015 Page 121

Njoroge, G.G (2003). Foundation of Creative Work, New Delhi: Sterling Publishers

Pen Ronald (1992), Introduction to music United States of America. Mc Grow – Hill, inc.

Pocket Encyclopedia: Painting and Drawing, (1998) Abbeydale Press, England

Smith, S (1994). The Complete Drawing Course, London: Collins and Brown Ltd.

Taylor, R (1990). Approaching Art and Design. Longman

The Best of Children’s Art and Crafts: The Australian Womens’ Weekly.

Visual Arts: Arts Education Teacher Guidelines, Dublin (1999)

Walker Darwin. E (1998), Teaching Music; Managing the School Program United States of America. Wadsworth Group.

en_USEnglish
Powered by TranslatePress
Scroll to Top

Discover more from Centre for Elites

Subscribe now to keep reading and get access to the full archive.

Continue reading