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Researching & Responding to the Arts. Stephanie Spillane & Kate Stanway. Blooms Taxonomy .
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Researching & Responding to the Arts Stephanie Spillane & Kate Stanway
Blooms Taxonomy Is a classification of learning objectives and goals for students proposed by an education committee of educators in 1956. Although named after Benjamin Bloom, who chaired the committee at the time and edited the first volume, the publication followed a series of conferences designed to improve communication between editors on the design of curricula and assessment. Blooms Taxonomy refers to the classification of different objectives that teachers set for students. It divides educational objectives into three domains – cognitive, affective and psychomotor. Within these domains, students can be engaged in both high and low order of thinking, depending on whether students have attained prerequisite knowledge and skills at lower levels. A goal of Blooms Taxonomy is to motivate and inspire educators to focus on all three domains therefore creating a holistic form of education.
Victorian Essential Learning Standards • Grade 5 – working towards Level 4. • Arts • Students view and discuss examples of portraits by artists by different cultural contexts. • Humanities • Students develop an understanding of the histories of the cultural groups which have contributed to the Australian identity.
Lesson – integrated unit of work • Focus: Students are engaged in exploring and responding to a set of Aboriginal art works. • Introduction • Read to students “The Rainbow Serpent” by Dick Roughsey. • Show students examples of Aboriginal Art work • Engage students in discussion on what they thought about the story, the art work and materials used to create it. Also get students to think about the culture significance of painting to Aboriginal traditions. • Demonstrate how to mix paint coloursto create their own Aboriginal artwork, and ‘dotting’ technique. • Body • Student are engaged in designing their focus for their artwork, this could be an Australian Native animal. • Once designs are finished and approved, student transfer their design to brown paper. • Student can then mix their own colours and begin painting. • Conclusion • Engage students in reflection with questions: • What does you artwork show? What do you like about your work – is there a personal meaning? What types of colours you used? What would you do differently?
