Professional Documents
Culture Documents
Transcript
Process
Hi,
my
name
is
Jessica
McQueen
and
I
am
a
pre-service
teacher
at
ACU
Melbourne.
I
am
currently
in
my
4th
and
final
year
of
my
degree
and
as
part
of
our
EDAR422
subject
we
had
to
work
in
a
group
of
other
pre-service
teachers
to
complete
an
installation
that
is
based
on
a
particular
message.
The
message
that
my
group
received
was
from
the
Declaration
of
the
Rights
of
the
Child
(1959).
We
received
principle
4,
which
states,
The
child
shall
enjoy
the
benefits
of
social
security.
He
shall
be
entitled
to
grow
and
develop
in
health;
to
this
end,
special
care
and
protection
shall
be
provided
both
to
him
and
to
his
mother,
including
adequate
pre-natal
and
post-natal
care.
The
child
shall
have
the
right
to
adequate
nutrition,
housing,
recreation
and
medical
services.
The
Declaration
of
the
Rights
of
the
Child
marked
the
first
major
international
consensus
on
the
fundamental
principles
of
childrens
rights
[and
was
a]
historic
document
that
recognised
and
affirmed
for
the
first
time,
the
existence
of
rights
specific
to
children
and
the
responsibility
adults
towards
children
(Humanium,
2016,
para.1).
Therefore
it
is
the
responsibility
of
adults
to
ensure
these
rights
are
met
which
assist
in
ensuring
the
safety
and
wellbeing
of
all
children
in
the
world.
These
came
out
of
the
belief
that
due
to
childrens
physical
and
mental
immaturity
they
need
special
safeguards
and
care
but
before
and
after
birth.
This
allows
the
child
to
have
a
happy
childhood
(Declaration
of
the
Rights
of
the
Child,
1960).
Initially
such
policies
were
only
targeted
towards
children
who
were
at
risk
such
as
orphans,
abandoned/neglected
children
or
children
from
low
social
classes.
However
later
on
the
policies
became
concerned
with
all
the
children
,
irrespective
of
their
social
origin
or
individual
condition(Moody,
2015,
p.17).
Principle
4
addresses
the
childs
right
to
having
access
to
basic
needs
such
as
appropriate
nutrition,
housing
and
medical
services.
McHale
and
Cordell
McHale
(1979)
explain
attention
to
basic
needs
[such
as]
food
supply,
education,
health
and
housing
has
always
been
a
strong
component
in
traditional
development
and
aid
programs
(p.15).
However
there
is
still
a
large
number
of
people,
including
children
around
the
world
who
do
not
have
access
to
these
basic
needs
(Weil,
Lemer,
Webb
&
Hargreaves,
2015).
Out
of
the
Declaration
of
the
Rights
of
the
Child
came
the
notion
of
an
ideal
model
of
childhood,
in
which
each
individual
develops
harmoniously
and
becomes
an
adult
who
is
useful
to
society,
was
co-constructed
at
the
international
level
by
the
broad
dissemination
of
knowledge
and
methods
to
guarantee
this
ideal
childhood
(Moody,
2015,
p.17).
As
future
it
is
imperative
that
we
raise
awareness
of
these
injustices
that
children
all
over
the
world
are
facing
but
also
ensure
that
we
are
active
in
meeting
the
needs
of
the
children
that
in
our
classroom.
To
begin
exploring
this
principle
we
decided
to
look
at
all
the
different
elements
that
it
consisted
of.
We
all
agreed
that
the
overall
message
was
about
the
importance
of
social
security
for
children.
The
different
elements
of
this
principle
include
medical
services
(including
pre
and
post
natal
care),
nutrition,
housing,
recreating
and
growth/development.
We
then
discussed
how
we
could
create
an
installation
to
show
that
children
need
all
of
these
elements
to
grow
and
achieve
their
full
potential,
which
is
where
the
idea
of
the
tree
came
in.
On
each
of
the
branches
we
decided
to
hang
all
the
elements
that
help
a
child
grow
and
light
up,
such
as
food,
school,
housing,
family
and
friends.
We
then
each
took
one
of
these
elements
and
made
and
collect
different
items
to
signify
our
element.
When
its
put
together
you
can
see
the
interrelationship
between
all
the
elements
and
how
important
social
security
is
for
a
childs
development.
We
decided
to
install
our
site-specific
installation
in
a
primary
school
setting
therefore
meaning
our
audience
would
be
primary
school-aged
children.
We
decided
that
it
was
important
for
students
to
have
an
understanding
of
social
security
and
what
has
an
influence
on
this.
We
also
believe
that
it
is
important
for
students
to
understand
how
these
elements
can
differ
between
countries
and
how
this
can
influence
the
social
security
that
children
experience.
Curriculum
Links
Fisher
and
McDonald
(2004)
explain
the
call
for
curriculum
integration
with
and
the
through
the
arts
is
evident
within
many
elementary
school
environments
[with]
arts
specialist
frequently
asked
to
link
their
classroom
curriculum
to
other
content
area
instructional
goals
and
standards
(p.240).
However
teacher
sometimes
struggle
to
understand
how
to
connect
learning
within
the
general
curriculum
while
at
the
same
time
preserve
the
integrity
of
discipline-specific
instruction
in
the
arts
(Fisher
&
McDonald,
2004,
p.240).
The
aim
is
not
to
reduce
the
content
of
either
the
arts
or
other
curriculum
area
but
to
establish
purposeful,
integrated
learning
connections
which
are
designed
to
increase
student
understanding,
participation,
enjoyment
and
knowledge
(Fisher
&
McDonald,
2004,
p.240).
I
specifically
looked
how
Personal
and
Social
Capability
could
be
integrated
in
with
the
Arts.
The
Personal
and
Social
Capability
is
essential
in
enabling
students
to
understand
themselves
and
others,
and
manage
their
relationships,
lives,
work
and
learning
more
effectively.
The
capability
involves
students
learning
to
recognise
and
regulate
emotions,
develop
empathy
for
others
and
understand
relationships,
establish
and
build
a
framework
for
positive
relationships,
work
effectively
in
teams
and
develop
leadership
skills,
and
handle
challenging
situations
constructively
(Victorian
Curriculum
and
Assessment
Authority
(VCAA),
2016a,
p.4).
A
major
focus
on
the
Personal
and
Social
Capability
is
students
learning
to
recognise
and
express
emotions,
develop
their
resilience
and
gain
an
appreciation
allows
students
to
use
artworks
as
a
window
into
gain
understanding
of
the
world
and
how
people
have
varying
levels
of
access
to
social
security.
Learning Theories
Due
to
our
art
installation
and
my
curriculum
links
having
a
strong
focus
on
childrens
social
development
I
decided
to
look
at
2
theories
that
are
associated
with
this.
Bronfenbrenners
Ecological
Model
Bronfenbrenner
uses
4
circles
to
represent
different
sets
of
factors
that
have
an
influence
on
a
childs
development.
These
are,
from
the
inner
to
outer:
Microsystem
the
childs
immediate
family
and
surroundings
Mesosystem
broader
surroundings
and
influences
on
the
childs
development;
school,
medical
services
Exosystem
people
who
indirectly
influence
the
child;
parents
workplace,
services
available
to
the
family
and
the
support
networks
they
are
involved
in
Macrosystem
even
broader
system
that
includes
the
values,
customs
and
attitudes
of
the
cultural
group
that
the
child
belongs
to
(State
of
New
South
Wales,
Department
of
Education
and
Training,
2006,
p.9).
This
theory
recognises
there
are
different
aspects
which
influence
a
childs
development
which
is
also
visible
in
our
installation.
Our
installation
demonstrates
that
there
are
a
number
of
factors
that
account
for
and
influence
the
development
of
a
child.
Bowes,
Grace
and
Hayes
(2012)
supports
this
by
saying
the
ecology
of
human
development
involves
the
scientific
study
of
the
progressive
mutual
accommodation
between
an
active,
growing
human
being
and
the
changing
properties
of
the
immediate
settings
in
which
the
developing
person
lives,
as
this
process
is
affected
by
relations
between
these
settings
and
by
the
larger
contexts
in
which
the
settings
are
embedded
(p.6).
Vygotsky
Lev
Vygotsky
is
a
theorist
who
has
had
much
influence
on
how
we
understand
cognitive
and
social
development.
Vygotsky
places
great
importance
on
the
interaction
and
relationships
formed
between
children
and
adults.
Vygotsky
believed
that
childrens
cognitive
understandings
were
enriched
and
deepened
when
they
were
scaffolded
by
parents,
teachers
or
peers
(State
of
New
South
Wales,
Department
of
Education
and
Training,
2006,
p.9).
Principle
4
from
the
Declaration
Rights
of
the
Child
emphasises
the
importance
of
the
relationship
between
the
mother
and
child
which
Vygotsky
argues
is
an
essential
component
for
the
childs
development.
It
is
through
this
relationship
that
the
child
can
grow
and
develop
into
an
active
community
member.
My personal learning
developed
the
knowledge
and
skills
in
being
able
to
take
an
important
document
such
as
the
Declaration
of
the
Rights
of
the
Child
and
create
a
teaching
and
learning
resource.
In
addition
I
am
able
to
ensure
that
I
integrate
multiple
learning
areas
together.
Integrated
curriculum
approaches
allow
educators
to
bring
together
the
separate
pieces
of
a
curriculum
into
a
coherent
whole
that
facilitates
meaningful
associations
across
subject
matter
(Anderson,
2013,
p.1).
Such
an
approach
results
in
improving
students
interpersonal
skills,
student
engagement
and
academic
performance
(Anderson,
2013).
I
believe
that
this
art
installation
is
a
fantastic
way
to
showcase
the
growth
in
my
skills,
abilities
and
knowledge
over
the
past
4
years.
References:
Alter,
F.
(2011).
Exploring
Visual
Arts
Pedagogies
that
Support
Critical
and
Creative
Thinking.
Australian
Art
Education,
34(1),
10
29.
Retrieved
from
http://search.informit.org/fullText;dn=771288507220156;res=IELHSS
Anderson,
D.
(2013).
Overarching
Goals,
Values,
and
Assumptions
of
Integrated
Curriculum
Design.
Schole:
A
Journal
of
Leisure
Studies
and
Recreation
Education,
28(1),
1
10.
Retrieved
from
http://go.galegroup.com.ezproxy2.acu.edu.au/ps/i.do?&id=GALE%7CA4366
97300&v=2.1&u=acuni&it=r&p=AONE&sw=w&authCount=1
Australian
Curriculum,
Assessment
and
Reporting
Authority
(ACARA).
(n.d.).
The
Arts.
Retrieved
from
http://v7-5.australiancurriculum.edu.au/the-
arts/general-capabilities
Bowes,
J.,
Grace,
R.,
&
Hayes,
A.
(2012).
The
Role
of
Context
in
Childrens
Development.
In
J.
Bowes,
R.
Grace,
&
K.
Hodge
(Eds.),
Children,
Families
and
Communities.
Contexts
and
Consequences
(pp.
3
16).
South
Melbourne,
Australia:
Oxford
University
Press.
Declaration
of
the
Rights
of
the
Child.
(1960).
Childhood
Education,
37(2),
50
51.
doi:
10.1080/00094056.1960.10727835
Fisher,
D.,
&
McDonald,
N.
(2004).
Stormy
Weather:
Leading
Purposeful
Curriculum
Integration
With
and
Through
the
Arts.
Teaching
Artist
Journal,
2(4),
240
248.
doi:
10.1207/s1541180xtaj0204_5
Humanium.
(2016).
Declaration
of
the
Rights
of
the
Child,
1959.
Retrieved
from
http://www.humanium.org/en/childrens-rights-history/references-on-child-
rights/declaration-rights-child/
McHale,
J.,
&
Cordell
McHale,
M.
(1979).
Meeting
Basic
Human
Needs.
American
Academy
of
Political
and
Social
Science,
442,
13
27.
Retrieved
from
http://www.jstor.org/stable/104347
McIlvenny,
L.
(2013).
Critical
and
creative
thinking
in
the
new
Australian
Curriculum:
Part
One.
Access,
27(1),
18
22.
Retrieved
from
http://s3.amazonaws.com/academia.edu.documents/37119526/ACCESS_Ma
rch_2013_Leonie.pdf?AWSAccessKeyId=AKIAJ56TQJRTWSMTNPEA&Expir
es=1477867905&Signature=k53FrCnWbvkAaBj48Nr6yrdE23Q%3D&respons
e-content-
disposition=inline%3B%20filename%3DCritical_and_Creative_Thinking_in_th
e_Au.pdf
Moody,
Z.
(2015).
The
United
Nations
Declaration
of
the
Rights
of
the
Child
(1959):
Genesis,
transformation
and
dissemination
of
a
treaty
(re)constituting
a
transnational
cause.
Prospects,
45(1),
15
29.
doi:
10.1007/s11125-015-9343-4
State
of
New
South
Wales,
Department
of
Education
and
Training.
(2006).
A
basic
introduction
to
child
development
theories.
Retrieved
from
http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/7401/document
s/theories_outline.pdf
Victorian
Curriculum
and
Assessment
Authority
(VCAA).
(2016a).
Personal
and
Social
Capability.
Retrieved
from
http://victoriancurriculum.vcaa.vic.edu.au/personal-and-social-
capability/introduction/rationale-and-aims
Victorian
Curriculum
and
Assessment
Authority
(VCAA).
(2016b).
Critical
and
Creative
Thinking.
Retrieved
from
http://victoriancurriculum.vcaa.vic.edu.au/critical-and-creative-
thinking/introduction/rationale-and-aims
Victorian
Curriculum
and
Assessment
Authority
(VCAA).
(2016c).
The
Arts.
Retrieved
from
http://victoriancurriculum.vcaa.vic.edu.au/the-
arts/introduction/about-the-arts
Weil,
L.,
Lemer,
C.,
Webb,
E.,
&
Hargreaves,
D.
(2015).
The
Voices
of
Children
and
Young
People
in
Health:
Where
are
we
now?.
Archives
of
Disease
in
Childhood,
100(10),
915
917.
doi:
10.1136/archdischild-2014-307492