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.
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