Performing Arts for Educators

Performing Arts for Educators: Learning Reflection (A2.C5) Reflective Music & Dance Practitioner template
Date completed


1. When completing each section your aim is to make visiblethe degree to which you can examine the learning experience within the context of the unit’s content and purpose. Your responses should be contextualised within professional knowledge and understandings. This means you need to think about the learning experience in the context of the readings, viewings, discussions and activities you have completed.

2. Use in-text citations and add the reference at the end of the document.

1. The arts learning processes – what did you do? Make sure you use the relevant arts terminology.

I.e., This is a simple explanation of the main steps taken towards completing the Arts Making and the Arts Responding activities. Remember the learning process begins with activities such as brainstorming or researching.

Making (Music):
Responding (Music):
Making (Dance):
Responding (Dance):

2. Studio habits of mind. These are a guide to the nature of learning in the arts. Where possible, insert a sentence describing how each of these featured in your own work process for the Arts Making and the Arts Responding activities completed in Music and Dance.

These Studio Habits of Mind are abridged and adapted from Hetland, Winner, Veenema & Sheridan, (2007). More information can be found online including here:

Develop craft Technique: learning to use arts language, conventions, styles. Working respectfully with props, instruments and other equipment. Making (Music & Dance):
Responding (Music & Dance):
Engage & persist Embrace relevant problems, develop focus and other mental states for working & persevering. Making (Music & Dance):
Responding (Music & Dance):
Envision Mentally picture or imagine possibilities and next steps. Making (Music & Dance):
Responding (Music & Dance):
Express Aim to create work that conveys your ideas, feelings or personal meaning. Making (Music & Dance):
Responding (Music & Dance):
Observe Attend to careful, considered looking/viewing/listening. Making (Music & Dance):
Responding (Music & Dance):
Reflect Question, explain & evaluate your work. Making (Music & Dance):
Responding (Music & Dance):
Stretch & explore Reach beyond limitations, explore playfully, embrace opportunities to learn from mistakes. Making (Music & Dance):
Responding (Music & Dance):
Understand art world Learning about the domain of art (the world of art/arts history) and participating authentically in arts making while understanding yourself as being part of an arts community. Making (Music & Dance):
Responding (Music & Dance):
Summary Reviewing the above, what do you observe about your thinking and actions in relation to your arts learning

3. Based on you Arts Making experiences in Music & Dance, what is your view about why these types of experiences should be in the school curriculum.

4. What insights have you gained (something you discovered) from completing the Arts Responding activities? Make sure you use the relevant arts terminology.

This may be in relation to the subject or the curriculum or approaches to teaching etc.

5. What aspect of your work process, learning or outcome are you most satisfied with – and why?

6. How have these learning experiences impacted your views about arts education in the early learning/school environment?

7. Rate the degree to which you feel you have achieved the Unit’s Learning Outcomes? (Insert a tick/cross.)

Unit Learning Outcomes Doesn’t apply I have made some progress I have made significant progress I now feel confident in this area
1 Demonstrate understanding of The Arts as cultural enterprises in terms of their significance and role in life society and education with particular consideration of Aboriginal and Torres Strait Islander arts practices.

2 Apply the principles of authentic arts engagement through experiential learning in dance drama and music education where the emphasis is on creative thinking self-expression meaning-making and communication of ideas by diverse learners.

3 Demonstrate a foundation of arts literacy competency for teaching through a personal investment in performing-arts making and responding activities.

4 Appraise the nature of learning in the Arts and the significance of this learning for diverse learners in the educational context.

5 Develop presentation and communication skills through dance drama and music to become a confident and effective performer and communicator.

General observations about your learning to date:

Hetland, L, Winner, E., Veenema, S. Sheridan, K. (2007) Studio Thinking: The Real Benefits of Visual Arts Education. New York: Teachers College Press.

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