I am an international student who has finished primary, middle and the first semester of high school education in South Korea. The Korean education system is different to Australia in many aspects. The Korean education system only provides limited arts curriculum in schools, for example music and visual arts and these classes were often cancelled due to the preparation for exams. However, I was fortunate to grow up in the family where my parents enjoyed various form of arts. As a child, my family often went to art exhibitions, musicals, concerts and festivals where I gained some knowledge and understanding of a range of arts. In addition to this, I undertook music lessons including piano, flute and Korean traditional instruments since the age
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In addition to this, I am passionate about listening to and playing piano in my own time. As a teacher, I would share my enthusiasm as well as the knowledge and skills of music. Dinham (2011, p.266) suggests that music education in schools includes ‘having regular opportunities to explore music and concepts like beat and rhythm, compose music, express themselves musically through performance, listen to and respond to music.’
Although I have some arts experiences outside of school, my weaknesses as a generalist arts teacher include lack of confidence, experience and knowledge of how to teach arts in school settings. ‘The most common obstacle to effective arts teaching in the primary school is a lack of confidence among teachers, combined with or resulting from a feeling that they themselves are not artistic (The Australian Society for Education through Arts, cited in Boyd 2002, …show more content…
I was not confident of teaching arts as I did not see myself as a great visual artist, dancer or actress. After the workshops and watching ‘Teaching art or teaching to think like an artist’ by Cindy Foely (TEDx Talks, 2014), I have learned that teachers do not have to be a great artist to be able to teach arts. Thomson (2002) suggests ‘virtual schoolbag theory’ where each student brings their unique things which they have learned in their life in the bag. This theory also applies to the teacher. Each teacher brings different values and background knowledge for example, personality, interest, skills and energy. Each teacher delivers arts programs with their personal strengths to enhance students’ learning. Teaching in arts does not only include great demonstrations of skills and techniques used dance drama or music, but creating a positive environment where students are safe and encouraged to explore the learning area. For example, effective teaching strategies in dance education include safe dance practice and positive learning environment. The teachers’ job is to deliver authentic arts program where students are able to enjoy, explore, create and express themselves through various forms of
In addition to this, I am passionate about listening to and playing piano in my own time. As a teacher, I would share my enthusiasm as well as the knowledge and skills of music. Dinham (2011, p.266) suggests that music education in schools includes ‘having regular opportunities to explore music and concepts like beat and rhythm, compose music, express themselves musically through performance, listen to and respond to music.’
Although I have some arts experiences outside of school, my weaknesses as a generalist arts teacher include lack of confidence, experience and knowledge of how to teach arts in school settings. ‘The most common obstacle to effective arts teaching in the primary school is a lack of confidence among teachers, combined with or resulting from a feeling that they themselves are not artistic (The Australian Society for Education through Arts, cited in Boyd 2002, …show more content…
I was not confident of teaching arts as I did not see myself as a great visual artist, dancer or actress. After the workshops and watching ‘Teaching art or teaching to think like an artist’ by Cindy Foely (TEDx Talks, 2014), I have learned that teachers do not have to be a great artist to be able to teach arts. Thomson (2002) suggests ‘virtual schoolbag theory’ where each student brings their unique things which they have learned in their life in the bag. This theory also applies to the teacher. Each teacher brings different values and background knowledge for example, personality, interest, skills and energy. Each teacher delivers arts programs with their personal strengths to enhance students’ learning. Teaching in arts does not only include great demonstrations of skills and techniques used dance drama or music, but creating a positive environment where students are safe and encouraged to explore the learning area. For example, effective teaching strategies in dance education include safe dance practice and positive learning environment. The teachers’ job is to deliver authentic arts program where students are able to enjoy, explore, create and express themselves through various forms of