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CONTENTS
Classroom snapshot: Stepping up and having a go......................................................................................... 55

Working smart to be effective ............................................................................................................................ 56
Working smart with digital resources .....................................................................................................................56
Classroom snapshot: Integrating digital technology in a unit of inquiry....................................................... 57
Working smart with colleagues................................................................................................................................58
Working smart with community resources and partnerships ..............................................................................58
Working smart through lifelong learning.................................................................................................................61
Creating the learning context: an ethical, stimulating, safe and happy place to be ..................................... 62
The ethical arts classroom........................................................................................................................................62
The emotionally secure classroom ..........................................................................................................................64
At a glance: Creating a climate that fosters rich arts learning...................................................................... 65
The physically safe classroom ..................................................................................................................................65
The functional classroom .........................................................................................................................................66
A stimulating physical environment ......................................................................................................................... 71
Why you should be confident about teaching in The Arts ...............................................................................72
Online resources: Arts community partnership opportunities ...................................................................... 73
Summary ................................................................................................................................................................ 74
At a glance: What makes me a good teacher in The Arts? ........................................................................... 75
Online study resources ........................................................................................................................................ 76
Learning activities.................................................................................................................................................. 76
Further reading ......................................................................................................................................................77
Chapter 4: Children at the centre 78
Children’s capabilities ........................................................................................................................................... 79

What children bring to their arts learning .............................................................................................................. 79
Children’s developmental growth through the arts ..........................................................................................80
Physical growth ........................................................................................................................................................ 80
Cognitive growth........................................................................................................................................................81
Self-regulatory behaviours........................................................................................................................................81
Expression and communication...............................................................................................................................82
Social and cultural growth........................................................................................................................................82
Wellbeing, emotional and psychological growth....................................................................................................82
Valuing individuality and diversity in the learning community ......................................................................... 83
Children’s identity formation...................................................................................................................................83
Cultural diversity in the arts classroom ..................................................................................................................84
At a glance: Exploring and validating children’s cultural backgrounds..........................................................86
Diversity of ability, giftedness and disability ..........................................................................................................86
Classroom snapshot: Unlocking a child’s potential......................................................................................... 87
Diversity of learning styles .......................................................................................................................................88
Inclusive and exclusive language............................................................................................................................. 90
The nature of children’s art learning ...................................................................................................................90
At a glance: Developing children’s aesthetic sensibilities ............................................................................... 91
Children learn through commitment and effort ...................................................................................................92
At a glance: Ways of improving levels of accomplishment............................................................................ 93
viii
CONTENTS
Children learn by telling their stories through the arts ........................................................................................95

Children learn by reflecting on artmaking .............................................................................................................98
Children learn by reviewing and responding to artworks ...................................................................................100
At a glance: Ways to incorporate the world of arts in the program ...........................................................100
At a glance: Selecting artworks that engage children ................................................................................... 101
Classroom snapshot: Talking about a painting .............................................................................................. 102
At a glance: Encouraging children’s artistic engagement – dos and don’ts............................................... 104
Online resources: Arts-related online resources for disability.................................................................... 105
Summary .............................................................................................................................................................. 105
Online study resources ...................................................................................................................................... 106
Learning activities................................................................................................................................................ 106
Further reading ................................................................................................................................................... 106
Chapter 5: Planning, pedagogy and assessment for authentic arts learning 107
Planning a program of arts learning.................................................................................................................. 108

Planning units of inquiry.........................................................................................................................................108
Beginning the planning process.............................................................................................................................109
Classroom snapshot: Adapting planning to take advantage of local opportunities.................................... 109
Themes for units of inquiry..................................................................................................................................... 110
At a glance: Themes for units of inquiry ........................................................................................................ 110
Completing worked examples as part of planning................................................................................................. 111
Using the six-pointed star template for planning ................................................................................................. 111
At a glance: Working towards a unit of inquiry plan.......................................................................................114
Planning for the imaginative development of ideas ............................................................................................. 114
Planning for self-expression ................................................................................................................................... 116
Planning for practical activity ..................................................................................................................................117
Planning for reflection..............................................................................................................................................117
Planning for cultural connection through the arts............................................................................................... 118
Pedagogical practices for arts learning...............................................................................................................119
Adapting pedagogical approaches to suit requirements...................................................................................... 119
Stimulating imaginative and active engagement ................................................................................................. 120
A demonstration is worth a thousand words ........................................................................................................ 121
Dialogues for learning.............................................................................................................................................. 121
At a glance: Constructive feedback................................................................................................................125
Assessment principles and guidelines ................................................................................................................125
Achievement standards in the Australian Curriculum........................................................................................ 125
Formative and summative assessment ................................................................................................................. 126
Criteria-based learning and assessment............................................................................................................... 126
Indicators of learning .............................................................................................................................................. 126
Acknowledging children’s learning processes ...................................................................................................... 128
Online resources: Sites for locating arts cultural references .......................................................................129
Online resources: Educational resources in the arts......................................................................................131
Summary ...............................................................................................................................................................133
At a glance: Authentic arts assessment .........................................................................................................133
Online study resources .......................................................................................................................................134
ix
CONTENTS
Learning activities.................................................................................................................................................134
Further reading ....................................................................................................................................................134
PART 2 TEACHING IN THE ARTS

Chapter 6: Dance 138
Guiding principles for dance education.............................................................................................................139

Describing dance..................................................................................................................................................... 139
Dance in school education.....................................................................................................................................140
Engaging with dance.............................................................................................................................................141
Teacher participation ............................................................................................................................................... 141
Student participation .............................................................................................................................................. 143
Supporting diverse learners.................................................................................................................................... 146
Classroom snapshot: Inclusive dance education............................................................................................146
Dance in the Australian Curriculum..................................................................................................................147
Classroom snapshot: Initiating dance in the classroom ............................................................................... 148
Foundations of dance literacy: concepts, knowledge and skills .................................................................... 148
Elements of dance .................................................................................................................................................. 148
Dance praxis: Making ..........................................................................................................................................152
Developing a movement vocabulary..................................................................................................................... 152
Choreographing dances ......................................................................................................................................... 155
At a glance: Strategies for supporting children’s creation of dances ..........................................................158
Learning social dances ............................................................................................................................................ 159
Performing dances.................................................................................................................................................. 159
Dance appreciation: Responding ...................................................................................................................... 160
Viewing dance performances ................................................................................................................................. 161
Understanding dance context and motivation ..................................................................................................... 161
Leading guided dance appreciation ....................................................................................................................... 162
Cultivating interest in dance.................................................................................................................................. 165
Linking dance to other subjects .........................................................................................................................165
Drama....................................................................................................................................................................... 165
Media arts ................................................................................................................................................................ 165
Music ........................................................................................................................................................................ 165
Visual arts................................................................................................................................................................. 166
Cross-curriculum.................................................................................................................................................... 166
Safe dance practice and practicalities ...............................................................................................................166
Establishing sensible and safe behaviour .............................................................................................................. 166
Let’s start dancing....................................................................................................................................................167
Props and resources ............................................................................................................................................... 168
Online resources: Dance education ...............................................................................................................169
Summary ................................................................................................................................................................ 171
Online study resources ........................................................................................................................................ 171
Learning activities.................................................................................................................................................. 171
Further reading .................................................................................................................................................... 172
x
CONTENTS
Chapter 7: Drama 173
Guiding principles for drama education ............................................................................................................174

Describing drama .....................................................................................................................................................174
Drama in school education .....................................................................................................................................175
Engaging with drama ........................................................................................................................................... 175
Teacher participation ...............................................................................................................................................176
Student participation ............................................................................................................................................... 177
Supporting diverse learners.....................................................................................................................................178
Drama in the Australian Curriculum .................................................................................................................178
Foundations of drama literacy: concepts, knowledge and skills ..................................................................... 179
Elements of drama...................................................................................................................................................179
Principles of narrative (story)................................................................................................................................. 181
Drama participation skills ....................................................................................................................................... 182
Drama praxis: Making......................................................................................................................................... 184
Initiating drama engagement ................................................................................................................................. 184
Dramatic play .......................................................................................................................................................... 185
Classroom snapshot: Drama using a text as a stimulus ................................................................................186
Story drama ..............................................................................................................................................................187
Improvisation ............................................................................................................................................................187
Role-playing............................................................................................................................................................. 189
Mantle of the expert ............................................................................................................................................... 191
Mime ........................................................................................................................................................................ 192
Puppetry................................................................................................................................................................... 193
Cyberdrama ............................................................................................................................................................. 194
Vocally-orientated drama ...................................................................................................................................... 195
At a glance: Presenting vocally-orientated drama forms .............................................................................195
At a glance: Steps for developing stories for storytelling .............................................................................198
Playbuilding and devising theatre .......................................................................................................................... 199
Drama appreciation: Responding...................................................................................................................... 201
Viewing drama performances ............................................................................................................................... 202
Understanding drama contexts and motivations................................................................................................ 202
Guided drama appreciation................................................................................................................................... 203
Linking drama to other subjects ....................................................................................................................... 204
Dance ...................................................................................................................................................................... 204
Media arts ............................................................................................................................................................... 204
Music ....................................................................................................................................................................... 204
Visual arts................................................................................................................................................................ 204
Cross-curriculum................................................................................................................................................... 204
Safe drama practice and practicalities............................................................................................................. 204
Safe practices ......................................................................................................................................................... 204
Space to work......................................................................................................................................................... 205
Working in groups.................................................................................................................................................. 205
Masks....................................................................................................................................................................... 205
Costumes, props and play boxes.......................................................................................................................... 206
xi
CONTENTS
Online resources: Drama education ..............................................................................................................207

Summary ............................................................................................................................................................. 208
Online study resources ..................................................................................................................................... 208
Learning activities............................................................................................................................................... 208
Further reading .................................................................................................................................................. 209
Chapter 8: Media arts 210
Guiding principles for media arts education ......................................................................................................211

Describing media arts .............................................................................................................................................. 211
Media arts in school education............................................................................................................................... 211
Engaging with media arts ....................................................................................................................................213
Teacher participation .............................................................................................................................................. 213
Student participation .............................................................................................................................................. 213
Media arts in the Australian Curriculum ...........................................................................................................215
Foundations of media arts literacy: concepts, knowledge and skills..............................................................216
Key media arts concepts ........................................................................................................................................ 216
Elements of media arts .......................................................................................................................................... 219
Story principles.........................................................................................................................................................221
Genre .......................................................................................................................................................................222
Media arts praxis: Making .................................................................................................................................. 222
Developing proficiency with digital technology...................................................................................................223
Creating media stories........................................................................................................................................... 224
Pictorial stories....................................................................................................................................................... 224
Classroom snapshot: Comic strips to create visual narratives .................................................................... 227
Stories using audio media.......................................................................................................................................227
Stories in audio-visual formats ..............................................................................................................................229
At a glance: Guidelines for a claymation (or video) project .........................................................................231
At a glance: Storyboard terminology when filming a video .........................................................................234
Stories in graphic, print and web media .............................................................................................................. 234
At a glance: Layout basics ..............................................................................................................................235
Stories in multimedia, interactive and convergent communication formats .................................................. 238
Media arts appreciation: Responding ...............................................................................................................239
Reviewing media artworks..................................................................................................................................... 239
Understanding media arts context and motivation............................................................................................ 239
Guided media arts appreciation............................................................................................................................240
Linking media arts to other subjects................................................................................................................ 240
Dance ...................................................................................................................................................................... 240
Drama...................................................................................................................................................................... 240
Music ........................................................................................................................................................................ 241
Visual arts................................................................................................................................................................. 241
Safe media arts practice and practicalities........................................................................................................241
Safe use of equipment ........................................................................................................................................... 241
Cyber citizenship..................................................................................................................................................... 241
xii
CONTENTS
Managing with limited equipment ........................................................................................................................ 242

Storage .................................................................................................................................................................... 242
Online resources: Media arts education........................................................................................................242
Summary ..............................................................................................................................................................244
Online study resources ......................................................................................................................................245
Learning activities................................................................................................................................................245
Further reading ...................................................................................................................................................245
Chapter 9: Music 246
Guiding principles for music education ............................................................................................................ 247

Describing music.....................................................................................................................................................247
Music in school education .................................................................................................................................... 248
Engaging with music ...........................................................................................................................................249
Teacher participation ............................................................................................................................................. 250
Student participation ............................................................................................................................................. 250
Classroom snapshot: Music and communication ..........................................................................................251
Music in the Australian Curriculum..................................................................................................................252
Foundations of music literacy: concepts, knowledge and skills.....................................................................253
Elements of music ................................................................................................................................................. 253
Music notation ....................................................................................................................................................... 254
Music praxis: Making ..........................................................................................................................................255
Exploring sound and silence.................................................................................................................................. 255
Singing ..................................................................................................................................................................... 256
Percussion............................................................................................................................................................... 260
Classroom snapshot: Creating a rainstorm using body percussion..............................................................261
Classroom snapshot: Percussive accompaniment to Pachelbel’s Canon ...................................................262
Creating or composing music............................................................................................................................... 264
At a glance: Composing a song......................................................................................................................265
Sharing, recording and performing ...................................................................................................................... 266
Music appreciation: Responding ....................................................................................................................... 267
Listening to and viewing live performances .........................................................................................................267
At a glance: Planning a successful public performance ...............................................................................268
Understanding contexts and motivations............................................................................................................ 268
Guided listening.......................................................................................................................................................273
Classroom snapshot: Guided listening: The Moldau (Die Moldau) by Smetana......................................... 273
Linking music to other subjects......................................................................................................................... 275
Dance .......................................................................................................................................................................275
Drama.......................................................................................................................................................................275
Media arts ................................................................................................................................................................275
Visual arts.................................................................................................................................................................275
Cross-curriculum....................................................................................................................................................275
Safe music practices and practicalities............................................................................................................. 276
Safe practices ..........................................................................................................................................................276
xiii
CONTENTS
Locating music ........................................................................................................................................................276

Instruments..............................................................................................................................................................276
Music library ............................................................................................................................................................276
Music centre or listening post............................................................................................................................... 277
Sharing music with children................................................................................................................................... 277
Online resources: Songs ................................................................................................................................. 279
Online resources: Music education .............................................................................................................. 280
Summary ...............................................................................................................................................................281
Online study resources ......................................................................................................................................282
Learning activities................................................................................................................................................282
Further reading ...................................................................................................................................................282
Chapter 10: Visual arts 283
Guiding principles for visual arts education .....................................................................................................284

Describing visual arts ............................................................................................................................................. 284
Visual arts in school education ............................................................................................................................. 286
Engaging with visual arts .................................................................................................................................... 287
Teacher participation ..............................................................................................................................................287
Student participation ..............................................................................................................................................287
Supporting diverse learners................................................................................................................................... 288
Visual arts in the Australian Curriculum ..........................................................................................................289
Foundations of visual arts literacy: concepts, knowledge and skills............................................................. 290
Elements of visual arts............................................................................................................................................ 291
Design principles .....................................................................................................................................................292
A closer look at colour – one of the elements ...................................................................................................292
Classroom snapshot: Compare two ways of teaching about colours..........................................................293
Colour mixing using the warm and cool paint colour system........................................................................... 296
At a glance: Warm and cool paint colour system ......................................................................................... 297
Representing the spatial world ............................................................................................................................. 298
Symbols, metaphors and different realms ..........................................................................................................300
Materials also communicate .................................................................................................................................300
Visual arts praxis: Making................................................................................................................................... 301
Representation ........................................................................................................................................................ 301
At a glance: Subjects for observational activities ........................................................................................ 302
Formalism ...............................................................................................................................................................304
Classroom snapshot: Discovering how we communicate using elements and principles of
visual language................................................................................................................................................. 305
Expressionism ......................................................................................................................................................... 305
Social commentary and narrative.........................................................................................................................306
Sharing and displaying artworks............................................................................................................................308
Visual arts appreciation: Responding............................................................................................................... 308
Viewing visual art....................................................................................................................................................308
Understanding visual arts contexts and motivations..........................................................................................308
Guided visual arts appreciation............................................................................................................................... 311
xiv
CONTENTS
Classroom snapshot: Discovering how the composition of a painting contributes to its meaning ...........312
Linking visual arts to other subjects ...................................................................................................................314
Dance ....................................................................................................................................................................... 314
Drama....................................................................................................................................................................... 314
Media arts ................................................................................................................................................................ 314
Music ........................................................................................................................................................................ 314
Safe visual arts practice and practicalities.........................................................................................................314
Safe practices .......................................................................................................................................................... 315
Mixing colours ......................................................................................................................................................... 315
Arranging still-life and subjects for observation.................................................................................................. 315
Using visuals............................................................................................................................................................. 316
Acquiring art materials ........................................................................................................................................... 316
Online resources: Visual arts education .........................................................................................................319
Summary ...............................................................................................................................................................319
Online study resources ..................................................................................................................................... 320
Learning activities............................................................................................................................................... 320
Further reading .................................................................................................................................................. 320
PART 3 UNITS OF IN UIRY

How this section works 324
Varying the units of inquiry ...............................................................................................................................325

Understanding the learning experiences ..........................................................................................................325
Patterns around us 326
Guide to the learning experiences for Patterns around us ............................................................................. 327

Unit plan options for Patterns around us .......................................................................................................... 327
A dance for Fibonacci ........................................................................................................................................328
Description ............................................................................................................................................................. 328
Teacher’s guide....................................................................................................................................................... 328
Learning outcomes ................................................................................................................................................ 328
Arts concepts and understandings....................................................................................................................... 328
Terminology ............................................................................................................................................................ 328
Cultural references ................................................................................................................................................ 328
Supplies and equipment ........................................................................................................................................ 328
Preparation ............................................................................................................................................................. 328
Guide to lesson steps ............................................................................................................................................ 328
Land art ............................................................................................................................................................... 330
Description ............................................................................................................................................................. 330
Teacher’s guide....................................................................................................................................................... 330
Terminology ............................................................................................................................................................ 330
Cultural references ................................................................................................................................................. 331
xv
CONTENTS
Supplies and equipment ......................................................................................................................................... 331

Preparation .............................................................................................................................................................. 331
Guide to lesson steps ............................................................................................................................................. 331
Abstract patterns ................................................................................................................................................332
Description ............................................................................................................................................................. 332
Teacher’s guide....................................................................................................................................................... 332
Terminology ............................................................................................................................................................ 333
Preparation ............................................................................................................................................................. 333
Digital storybook — A day in pattern world ......................................................................................................335
Description ............................................................................................................................................................. 335
Teacher’s guide....................................................................................................................................................... 335
Art concepts and understandings ........................................................................................................................ 335
Terminology ............................................................................................................................................................ 335
Preparation ............................................................................................................................................................. 336
Ostinatos..............................................................................................................................................................338
Description ............................................................................................................................................................. 338
Teacher’s guide....................................................................................................................................................... 338
Terminology ............................................................................................................................................................ 338
Preparation ............................................................................................................................................................. 338
Hero’s journey .................................................................................................................................................... 340
Description .............................................................................................................................................................340
Teacher’s guide.......................................................................................................................................................340
Learning outcomes ................................................................................................................................................340
Arts concepts and understandings.......................................................................................................................340
Terminology ............................................................................................................................................................340
Cultural references ................................................................................................................................................340
Supplies and equipment ......................................................................................................................................... 341
Preparation .............................................................................................................................................................. 341
Guide to lesson steps ............................................................................................................................................. 341
Glossary 343
References 346
Index 354
xvi
xvii
Guide to the text
xviii
Guide to the text
xix
xx
Guide to the online resources
xxi
INTRODUCTION
A world without the arts would be a grey and tuneless place. The arts are so seamlessly woven into the
fabric of our everyday lives that it is easy to overlook the extent to which they contribute to the quality
of our lives, as the following list illustrates:
• music, iPods, CDs • festivals • PowerPoint presentations
• dance clubs • posters, advertisements • TV shows – So You Think
• murals • landscape design You Can Dance
• architecture • jewellery design • book illustrations
• interior design • theatre productions • public artworks
• fashions • music video clips • art exhibitions
• street artists • YouTube videos • advertising
• orchestras • playground design • cinema.
• Big Day Out • computer games
The arts are not only part of what we see and hear around us, but also influence the way we think
and the way we see ourselves. In fact, as the massive forces of change are being felt in our society, the
arts are assuming an increasingly significant role.
The digital revolution, which we are currently experiencing, is transforming the way we think of and
structure information, knowledge, experiences and understandings. The interactive, relative and
navigational ways of negotiating the world of knowledge in the digital world parallel the way artists
work and so researchers are increasingly interested in the arts as a way of gaining insight into these
types of cognition (Bourriaud, 2002).
Similarly, the unprecedented growth of forms of communication that rely on visual formats – such
as websites, videos, PowerPointâ , digital images and Skypeä – mean that visual literacy is becoming a
critical functioning skill. This is so much so that an Australian Government agency observed that
‘artistic and visual literacy are increasingly as important to success in work and life as numeracy and
language skills’ (Ozco and DEST, 2004, p. 4).
Across the world, the growth of the knowledge society has commentators remarking that success
in this economy requires creative and innovative thinkers more than the workers we needed for the
industrial world. In the USA, research shows that 97 per cent of employers surveyed believe that
creativity is increasingly important in the workplace – though 85 per cent seeking employees with such
skills reported having difficulty finding them. The report concludes that ‘it is clear that the arts …
provide skills sought by employers of the third millennium’ (Lichtenberg, Woock & Wright, 2008, p. 17).
Globalisation of economies and global issues like migration and climate change have blurred the
boundaries of societies. Fostering connections and relationships across and within cultures have
placed greater emphasis on cultural understanding and building people’s sense of identity and
connection. Once again, the arts attract attention because of their capacity to meet these needs.
The arts bring pleasure, joy, comfort and understanding into people’s lives. They allow people to
express who they are and to find meaning in their world. In the same way that prehistoric people drew
on cave walls and toddlers draw on bedroom walls, we know that expressing ourselves artistically
through dance, drama, media, music and visual art is a primary and deeply human need.
Is this book for you?

This book is for pre-service and novice primary school teachers. Experienced teachers who are looking
for a new guide to contemporary arts teaching should also find it useful.
The Arts is a mandated learning area in both the Australian and New Zealand primary school
curricula. For the most part, generalist primary school teachers have the responsibility of providing
their students with good quality arts learning opportunities that enable them to develop the
xxii
INTRODUCTION
capabilities deemed necessary for success and fulfilment in our emerging world. This is a challenge,
but you have a pleasurable job to do – one that will bring you many rewards as well.
If you do not feel confident about teaching in the arts, be reassured that you have this capability
within you. It just needs to be harnessed and directed. Furthermore, opportunities such as
partnerships with arts organisations as well as access to professional networks and online resources are
providing more support than ever before. The purpose of this book is to support you in developing
your confidence, understandings and skills to initiate an authentic arts learning program in the primary
classroom. It does this by:
1 providing you with enough background information to appreciate the true nature of arts education
and its importance in the curriculum
2 encouraging you to recognise, celebrate and use your own creative and artistic capacities (which
may be dormant, but do exist) – and your pedagogical skills – to bring arts education alive in your
classroom, and for you to be the best teacher you can be
3 directing you to the range of options and support available to you through partnerships,
professional networks and online resources
4 reviewing the features of an authentic arts program and building the links between theory and
practice with sample lessons, supporting information pages, ideas for programs, suggestions and
guidelines – so that you can initiate an authentic arts education program, function effectively in the
classroom and be confident that you will succeed.
Both the title of this book and the content refer to authentic arts education. What this means is arts
education that is genuine education – where children actually develop more sophisticated
understandings, skills and capabilities in the arts, which support satisfying self-expression and
appreciation. To be blunt, far too much of what passes for arts education is not much more than busy
work or a fun-time interlude in the ‘real’ work of education. Not that there is anything wrong with
having fun – but arts education also needs to be purposeful, stimulating and challenging learning –
and all education should be fun!
How this text is organised

The book is organised into three parts. The first part provides an overview of the contemporary
context for arts education and then examines the three interconnected elements of arts education in
the primary school – the student, the teacher and the curriculum. The second part looks specifically at
teaching in each of the five arts areas. The third part is a collection of lessons and resources on the
theme of Patterns around us that can be implemented in the primary school classroom. Additional
lessons and resources are located on the book’s website, which you can access via http://login.
cengage.com.
Pedagogical tools
As part of being a reliable resource for learning about and teaching in the arts, a number of other
pedagogical features have been provided to assist your studies. The text makes regular references to
the Australian Curriculum. Icons in the margin draw attention to references made to cross-curriculum
priorities.
Each chapter begins with a set of bullet points outlining the key ideas in the chapter and has a
summary of the main points at the end. Subheadings are used throughout and you will be able to go
directly to the section you need at any time. At the end of each chapter are suggested activities for
you to consolidate and check your learning.
Throughout the book are At a glance boxes that can be quickly located as ready references for key
information – or photocopied and pinned up at your workstation.
xxiii
INTRODUCTION
The Classroom snapshots are boxed sections that offer examples of arts education in action in the
classroom and other learning contexts. You will see how the ideas discussed in the book are enacted
and translated into real-life classroom situations.
Online resources are provided in every chapter so you have reliable resources readily at hand for
teaching and your own self-education. These annotated lists of websites extend the value of the book
because you can continue to access up-to-date information.
Starter ideas throughout the text provide lists of ideas for practical implementation that illuminate
the concepts being discussed.
Icons for significant educators are in the margins as well as explanations for terminology
highlighted in the text in bold font. A glossary at the end of the book lists all these terms
alphabetically.
The book has its own website where additional lessons and resources expand the material
provided in the text. Templates such as those for unit planning or developing visual narratives, which
are in the book for reference, are also on the website so they can be downloaded for use.
All these features are intended to support your ongoing professional development as an educator
in the arts beyond the pre-service units you complete in your degree.
Terminology
While a glossary of terminology is included in this book, several terms used throughout the text should
be clarified here. ‘The arts’ is a collective term referring to dance, drama, music, visual and media arts
and other forms of artistic expression. When capitalised, The Arts is generally referring to The Arts
learning area in the Australian Curriculum. ‘Artworks’ and ‘artists’ are usually used in this text as
collective nouns to mean all products of the different arts areas and all creators. This is in order to
avoid cumbersome specification when meaning any and all art forms or creators. Therefore, a musical
performance is an artwork and a composer is also an artist.
The term ‘pre-service teachers’ refers to those who are studying to gain a teaching qualification.
Novice teachers are qualified teachers in the first years of their teaching careers. Throughout the text,
children and students are terms used interchangeably to refer to the young ones you will be teaching.
xxiv
ABOUT THE AUTHOR
Dr Judith Dinham,
Senior Lecturer Curtin University and Honorary Senior Lecturer Edith Cowan University
Judith Dinham has held senior university teaching and leadership positions in arts education and
artists’ education over a number of decades. Her many awards include a University Fellowship for
Teaching Excellence (ECU) and two Curtin University Excellence and Innovation in Teaching Awards.
She is the founding director of ProArts, a professional development provider for teachers. She was an
International Baccalaureate examiner for 10 years and is a past board member for WAAPA and ARX.
Her broad curriculum experience includes writing and presenting arts education courses in Early
Childhood, Primary and Secondary Education for universities, the Curriculum Council, Professional and
Graduate Education, Open University Australia and the Botswana Government. Her research interests
relate to pre-service education in the arts. Dr Dinham is also a practising artist and exhibition curator.
The monograph Judith Dinham: An artistic journey describes her artistic practice.
xxv
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hair, stuff her fingers down his neck, pluck off ruthlessly the
finest blossoms from his favourite plants, throw his pet
books recklessly on the floor, thereby breaking their backs,
scribble over his carefully written Latin exercise, and yet he
could not find the heart to be angry with her.
"When could Father be home, if he comes?" asked Forbes,

after a few moments pause.
"He might be here by Christmas," answered Geoffrey. "Poor

Father! He must know by this time," he added, seating
himself again by the fire. "Mr. Hodson telegraphed to him
last night."
"Nurse says we needn't go back to school till after

Christmas," remarked Jack, "We shall have a jolly long
holiday."
"Jolly!" exclaimed Geoffrey, looking up in surprise,—then he

remembered that Jack was only seven years old.
CHAPTER II.
WHO BROKE THE DOLL?
Had the inhabitants of Hazelbury seen the Rev. Claude
Hodson on a certain winter's afternoon about a fortnight
after the events recorded in the last chapter took place,
crawling about the floor of his sitting room on all fours,
minus a coat, but with a rug thrown across his back, and
roaring in imitation of some wild beast, they would scarcely
have recognised him as their quiet and grave young curate.
With children, he felt thoroughly at ease, and specially with

his little friends the Fortescues. Nothing gave him greater
pleasure than to have all four of them to spend the
afternoon with him and to stay to tea.
Mrs. Fortescue had always been very kind to him, and he

had felt less shy with her than with most people.
Thinking that the young man must be lonely, she had

allowed the boys to run in and out of his rooms on their half
holidays, at his request, and thus a warm friendship was
formed between them.
The table was pushed to one side, its former contents cleared
quite away,
next Sunday's sermons among them.
During Mrs. Fortescue's last illness, no one could have been
more tender to and sympathizing with the children than he
was, and it was to him that Geoffrey had gone at once when
the end came. "Mr. Hodson," he had said, looking up at him
with tearless eyes, but with a pale face, "Mother has gone."
For the minute Claude was quite silent, and then he did,
what to him was the only possible thing he could do under
the circumstances.
"Let us pray, Geoff," he had said in a low voice, and though

no word was uttered aloud by either of them, they knelt
silently together, Claude's hand resting tenderly on the
boy's shoulder.
Geoff did not cry. His breath came quick and short for a few
minutes, and then he grew calm. From that day their
friendship was sealed.
On this particular afternoon of which I write, the Curate was

in his element. He had invited his little friends to tea and
had resolved to do what he could to cheer them up and to
make them happy, and he certainly had succeeded.
Game after game they had played, turning everything in his

room upside down.
The table was pushed to one side, its former contents

cleared quite away, next Sunday's sermons among them,
for the Vicar was away from home, and the preaching
therefore devolved on the Curate.
Dodie was sweeping about the room, with the table cloth
tied round her waist, forming a long train behind her, and
an antimacassar thrown over her head for a veil, and the
Curate himself amidst the shrieks of his little friends, was
prowling about the floor, supposed to be a wild beast, trying
to catch the children one by one.
Everything was in wild confusion, and Mrs. Green, the

landlady, hearing the merriment from her dull little parlour
at the back of the house, could not resist giving a peep into
her lodger's room, to see a bit of the fun.
At the sight of her at the door, Claude sprang up from his

humiliating position, and wiping the heat from his brow,
said:
"I'm afraid Mrs. Green that we are making an unearthly

noise, you've not a bad head to-day, I trust."
"Bless you, no Sir," said Mrs. Green, laughing, "It does one's
heart good to see them enjoying themselves, poor little
dears. I like a noise, it's cheery. 'Why Sally,' my husband
has said many a time to me, when I've complained of the
quiet of the country, 'I do believe,' says he, 'you'd like to
live in an Inn, where people are always going and coming.
One day, says he, when my ship comes in, I'll buy a Hotel
at Yarmouth or Margate or some such place, and then you'll
have as much noise as you like.'"
"You've had enough noise I expect for one day, any way,"
said Claude, suddenly becoming conscious that he was
standing talking to his landlady in his shirt sleeves, and
turning round to hunt for his coat among the confusion.
"Well as I tell you Sir, I like it, it's cheerful. Now that's what
I like to think about Heaven," continued Mrs. Green, who at
the slightest show of interest on the part of her listener, was
inclined to become garrulous. "We shan't have no dull back
parlours there I take it, not seeing a soul from one day to
another, all shut up by ourselves like. We shall always be
coming across new people there, and there'll be plenty to
see and to hear. Think of old Rachel, Sir, her as lives at the
bottom of the hill all by herself. She don't see a fresh face
from one week's end to another. What a nice change it'll be
for her now, that's to say if ever she gets there. I'm afraid
she ain't fit for Heaven yet from all I hear."
The children interrupted in their game stood staring at the

intruder, somewhat indignantly, while Dodie administered
sundry impatient thumps on Claude's back.
"I must say," added Mrs. Green, "that that daughter of hers
behaves shameful. Ever since she married the man Jones
she has quite neglected her poor old mother, and if ever she
gives her anything, you may be quite sure it ain't fit to eat,
something they can't eat themselves because it's turned."
"What!" cried Geoffrey. "Does she do that to her own

Mother?"
"You may well cry out, Master Geoff, it's a wicked shame,
and I tell you Sir," she added, turning to Claude, "mark my
word, if that woman don't manage somehow to get the
Christmas Charities this year, even though her own old
Mother has to go without."
"Come, come, Mrs. Green," expostulated Claude, "She's not

quite so base as that, I hope. However I'll have an eye on
her at Christmas; and now," he added, as Dodie's thumps
became more violent, "do you think you could let us have
tea? It's early I'm afraid, but we're all hungry. Is it too
early?"
"Bless you no Sir,—not if you want it. I'm always willing to

do what I can to make you comfortable. 'Sally,' my husband
used to say to me when I had troublesome lodgers, 'don't
you mind being put about a bit, keep a cheerful
countenance my girl,' and so I've always tried to do Sir, and
though the kitchen fire is a bit low as I didn't know you'd be
wanting tea quite so early, I'll make it up at once Sir, and
tea will be ready in a few minutes."
And Mrs. Green hurried off with a good-natured smile on

her face, thinking to herself, "Who wouldn't be obliging to
such a nice young gentleman, I should like to know—such a
quiet lodger too—so different from my last party. I
sometimes wish he'd make a little more noise, that I do; it
'ud be more cheerful. But there now, it isn't his way. Bless
me! Flow those dear children are enjoying themselves," as a
fresh peal of laughter found its way down into the kitchen.
Nurse's hair would have stood up on end, if half an hour

afterwards she had looked in, and seen the zest with which
the three boys tucked in to the apricot jam and currant
cake, which their host brought out of his cupboard.
Geoffrey perhaps fared the worst of the three, for a great

deal of his time was spent in looking after Dodie, tying on
her bib, cutting her bread and butter into tempting little
shapes, so as to take off her attention from the currant
cake, which he knew she must not eat, giving her tiny little
portions of his own jam on her bread and butter to taste.
He would not let anyone do anything for her but himself,

and no mother could have been more careful of her.
"Mr. Hodson," said Forbes, when after tea they put on their
hats and jackets most unwillingly to go, "will you take us
one day into Ipswich to get our Christmas presents? It's
three weeks to Christmas now, and Nurse won't let us go
alone, though of course Geoff could take care of us. Mother
used always to let him go into the town alone."
"I want to get heaps of presents," said Jack, tugging away

at his boots breathlessly, "there's Nurse, and James, and
Ann, and Geoff of course, and the others, I don't think I can
buy mine all in a day."
"I wouldn't tell a lie if I were you," said Geoff, "it's very mean to
tell a lie."
"Well, you'll have to, that's all," said Forbes, "and we
mustn't forget Father's present, at least I suppose he'll be
with us then. We've had a telegram to say he is coming
soon, and he'll send another when it's quite decided. Do you
think you could take us, Mr. Hodson?"
Claude promised he would do what he could, and then

Dodie was put into her little mail cart, which of course Geoff
drew himself, and their friend saw them safely home.
Nurse met them at the door.
"It's wonderful kind of you Sir to have them," she said,

lifting Dodie out of the cart and giving her a hearty kiss, "I
hope they've all been good," then, as Claude made his
escape, after assuring her it had been quite as much
pleasure to him to have them, as it was for them to come,
Nurse made her way up into the nursery, seated herself in
her large chair by the fire, and began to take off Dodie's
gloves. But Dodie was tired, perhaps from over excitement,
and was not inclined to sit still, and finally ended in crying,
as the string of her little cape had got into a knot, and took
nurse some time to undo.
"Where's her doll?" said Nurse, "run and fetch it, there's a
good boy, it'll stop her crying."
Forbes went to the cupboard to look for it, but it was not
there. He hunted all over the nursery, but it was no where
to be found. After a long search, he went down into the
schoolroom, and to his astonishment found it hidden away
behind the curtain, with its face not only cracked, but
looking as if it had been melted in the fire. Forbes ran
upstairs two steps at a time, as he held out the doll for
Nurse to see; Jack, who was on the floor reading a book by
the light of the fire, looked up and turned very red, while
Dodie, catching sight of her disfigured doll, set up a lusty
scream, and was a long time before she would be
comforted, in fact not till Forbes had carried the doll out of
the room, having beckoned to Jack to follow him.
They met Geoffrey on the stairs.
"What's the matter with Dodie?" he asked.
Forbes explained the mysterious finding of the doll, and the

three went back into the schoolroom to see the exact spot.
"Who could have done it?" murmured Jack.
"That's just it," answered Forbes, "we must find that out of
course, it was hidden away on purpose."
"Could Dodie have broken it herself?" suggested Jack.
"Dodie! Of course not, why you saw yourself how scared

she was at the sight of it. I suppose Jack—" Forbes
hesitated and looked down at his little brother, who turned
again very red.
"Jack," said Geoffrey gravely, "you know something about

it, did you do it?"
"I? No! of course not, I don't know anything about it,"

stammered Jack.
"I wouldn't tell a lie if I were you," said Geoff, "it's very
mean to tell a lie."
"It isn't a lie," said Jack angrily, "I tell you I don't know who
did it."
"I do," retorted Forbes, "so there's an end of it," and he was
just about to leave the room when he felt a sharp kick on
his ancle, and turned round to see Jack's face crimson with
rage and his small hands clenched.
"Oh, that's it, is it?" said Forbes coolly, and being a much
stronger boy than Jack, had him down on the ground in a
moment of time, and held him there saying, "I shan't let
you go till you've confessed that you're a wicked little liar."
Geoffrey here interfered.
"Come Forbes, that isn't fair," he said, "he's a little chap,

and besides we have no right not to believe him. Let him
go, there's a good fellow."
But it was not till Forbes had administered a certain amount

of corporal punishment on the offender that he let him go,
and saw him make his way upstairs sobbing.
Jack did not however, for a wonder, go straight to Nurse,

but hid himself on the floor in a dark corner of the night
nursery.
There huddled poor little Jack, with a great burden on his

conscience. He had told a lie—a direct lie—and he had told
it twice, and yet he felt he could never confess that he was
the guilty one. They would never forgive him for spoiling
Dodie's doll, and they would always look down upon him for
telling a lie about it. Jack sat and cried all by himself in the
dark, and did not move from his corner till nurse herself
came up an hour afterwards with Dodie in her little
nightdress in her arms. It was only on putting the candle on
the chest of drawers that she discovered Jack.
"Why my beauty!" she cried, laying Dodie down and turning

towards Jack, "What's the matter, eh? Has anyone been
unkind to you?"
And taking him on her knee, she kissed him and smoothed
his hair, and rocked him in her kind old arms, in great
distress at finding him crying in the dark.
"He's thinking about his poor dear Mamma, I do believe,

bless him," she thought to herself, as Jack still sobbed,
giving no explanation of his tears; then aloud she said, "if
you're a good boy, you shall have a bit of cake for supper.
Leave off crying, there's a darling, while I tuck Dodie up,
and then I'll tell you a story by the nursery fire."
So Jack went down into the nursery, with the lie still on his
conscience, and looking very shamefaced. It was true he
was able to enjoy the large slice of currant cake which an
hour or two afterwards Nurse gave him, for Jack could
enjoy cake under almost any circumstances, but he did not
enjoy meeting Forbes' eyes fixed upon him, after taking an
unusually large mouthful.
Forbes and Geoff were eating the usual supper of bread and
butter by the table, and neither of them could quite make
out what Jack had done to deserve an extra treat in the way
of cake, and to be allowed to eat it by the fire,
notwithstanding the crumbs which fell on the carpet, and
against which Nurse as a rule waged war.
That look of Forbes, however, almost choked Jack. He was

eating the last mouthful, but I do not think he could have
eaten another, certainly not with Forbes' eyes upon him.
He was glad when it was time to go to bed. He went up to

Geoffrey who kissed him as usual, but Forbes waved him
away, and Jack stumbled out of the nursery with his eyes
full of tears, and feeling himself to be the meanest little
wretch alive.
Jack slept in a bed in the night nursery, in the opposite
corner to Dodie's crib, which was close beside Nurse's big
bed, and as a rule, he fell asleep the moment his head
touched the pillow, but tonight he could not sleep. He lay
awake, longing to hear Nurse's step on the stair outside, he
longed for the comfort of her motherly presence. When,
however, she came up at last, Jack, afraid lest she should
ask him questions, feigned to be asleep at first, and then
when she had smoothed his pillow and tucked him up for
the night, he opened his eyes, and amused himself by
watching her shadow on the ceiling as she moved about the
room. But this amusement soon came to an end, before
long he saw her blow out the candle, and heard her get into
bed, and all was still.
Then Jack's burden, in the silence and dark, grew so heavy

and large that he could bear it no longer, and sitting up in
bed, he cried out "Nurse! Nurse!"
In a moment the candle was lit again, and Nurse by his

side.
"What is it, dearie?" she asked, putting her arms round him.
"Have you had a bad dream, dear heart?"
"I've told a lie," sobbed Jack. "It was me that spoilt Dodie's
doll, I was pretending to ha-ha-hang her for fun, and she
dropped and br-br-broke her face, and I tried to mend it, so
that no nobody should know. I broke it, and I thought the
fire would make the cr-cr-crack all right again, but it did-
did-didn't, it made it worse. So I hid it away in the sch-sch-
schoolroom, and I have told two lies to Geoff and Forbes,
and I don't think God will ever forgive me, and Forbes will
ha-ha hate me."
"You're a good boy to tell me," said nurse, "and don't you
cry no more, there's a darling. You just tell God about it.
You may get out if you like, and kneel down now and pray,
and I'm certain sure that if you are really sorry, the good
God will forgive you," and kind old Nurse wiped away a tear
or two herself, and after tucking him up in bed again, and
kissing him, she knelt down by her own bedside to pray for
her boy.
Jack confessed to Forbes next morning, and the latter gave

him a slap on the back, saying:
"That's right old boy, stick to the truth though another time,
that's all."
CHAPTER III.
PREPARING FOR CHRISTMAS.
According to his promise Mr. Hodson arranged an afternoon

on which to take the three boys into Ipswich.
They started early in the afternoon in high spirits. The sky

was a clear blue with white billowy clouds sailing slowly
across it, and the air was cold and crisp. The river which
they passed on their way to the town had caught the colour
of the sky, and one or two little white sailed boats were
reflected on its waters, while in the distance a large ship
with red sails was slowly making its way against wind and
tide.
Geoffrey was the only one of the three boys whose thoughts
were full of anything except the shops which they were
nearing, and the presents they were about to buy. He could
not but remember that the chief excitement in past years of
buying Christmas presents was over, that the best present
of all would not be wanted. How gladly would he have
parted with all his little savings if only he could buy his
Mother a present once again. He felt he would willingly give
her all he possessed.
Afraid as he was of giving people trouble himself, he was quite
aghast
at the way the boys insisted upon having the counter strewn
with various articles.
He had noticed the thought of his Mother cross Forbes' mind
that morning too. Just before they had started the latter
had been counting out his money, and arranging how much
he could spend on each person, when suddenly he came to
a full stop, and looking up at Geoffrey in whose eyes the
one word "Mother" seemed to Forbes to be so evidently
written, he had flushed crimson, and had to bite his lips to
prevent tears coming.
That Forbes was constantly thinking of his Mother, Geoffrey

was sure, but it surprised him to find how seldom the
thought of her seemed to cross Jack's mind. Nurse
apparently filled her place to him completely, and Geoffrey
recognised none of the "Mother hunger" in his little brother,
from which he suffered so much himself.
Even Dodie seemed to remember her more than Jack, for

often in her sleep, when she stirred she would murmur
"Mammie." It always gave Geoff a strange sensation when
he heard this, and he liked to fancy that in some way or
other, his Mother watched over his little sister and talked to
her in her dreams.
Geoffrey was the only one of the three boys who was silent,
as he walked by the side of Mr. Hodson to the town, his
hands deep in his pockets, but his silence was more than
made up for by the lively chatter of his two brothers.
The shops looked very tempting, decorated as they were for

Christmas, and the town was full of people. Claude Hodson
found he had given himself a task when he had promised to
take his little friends shopping. It was the first experience of
shopping with children, and before the afternoon was over,
he fervently hoped it would be the last.
Afraid as he was of giving people trouble himself, he was
quite aghast at the way the boys insisted upon having the
counter strewn with various articles for them to look at,
often without deciding to buy any of them. It never struck
them that they were giving trouble, or that they were
making their kind friend feel supremely uncomfortable. Jack
was the most undecided of the three as to what to buy. He
would change his mind a dozen times before he settled
upon anything. Every fresh thing he saw he wanted, and
liked better than the last.
Forbes, on the other hand, was the most unprincipled in the

matter of giving trouble, and his remarks about the
different articles covered Claude Hodson with confusion
more than once. "Why that isn't worth a shilling," he would
say, "it's nothing of a knife, only two blades! I got a much
better one last year for sixpence!" or "Haven't you any
better sticks than this? These are no good at all, I want a
regular wopper you know, one that I could knock a fellow
down with if he attacked us."
"I say, Forbes," said Jack, as they neared home, "I'll show you
your present,
if you'll show me mine?"
But if Jack was the most undecided, and Forbes the most
inconsiderate of people's feelings, Geoffrey was certainly
the hardest to please, as he made up his mind beforehand
exactly what he wanted, and would scarcely be satisfied
with anything short of it. Among the many things he wanted
was a doll for Dodie, as like as possible to the one his
Mother gave her, which Jack had spoilt. This doll must, he
explained, have light hair and blue eyes, and its head must
be turned a little to the right. Mr. Hodson's spirits sank
when he heard the minute description Geoffrey gave of the
doll, and knew that when he had once set his heart on a
thing, he would hunt till he found it, if he could.
"I promised Dodie I'd get her one as like the other as
possible," he explained to Mr. Hodson, who mildly hinted
that he must be quick, as it was getting late, "and of
course, I mustn't break my promise. I'm sure I've seen a
doll very like it, somewhere. You don't mind me trying a
little longer do you?"
At last Claude had to remonstrate, and Geoff had to give up

the idea of finding a doll with a turned head,—he found one,
however, with blue eyes and golden hair, and hoped that
Dodie would be satisfied with it. He had anyhow kept his
promise, and tried hard to find one like her broken
favourite.
So at last, with their pockets stuffed out and their arms full,
they turned homewards to Mr. Hodson's great relief, and
soon they left the lights of Ipswich behind them, and were
plodding quickly towards Hazelbury, through the dusk.
"I say Forbes," said Jack, as they neared home, "I'll show
you your present, if you'll show me mine."
Jack was tired, and they had both lagged behind the others.

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(Original PDF) Delivering Authentic Arts

Education 2nd Australia

Classroom snapshot: Stepping up and having a go......................................................................................... 55

Chapter 4: Children at the centre 78

Children’s capabilities ........................................................................................................................................... 79

Children learn by telling their stories through the arts ........................................................................................95

Planning a program of arts learning.................................................................................................................. 108

PART 2 TEACHING IN THE ARTS

Guiding principles for dance education.............................................................................................................139

Chapter 7: Drama 173

Guiding principles for drama education ............................................................................................................174

Online resources: Drama education ..............................................................................................................207

Chapter 8: Media arts 210

Guiding principles for media arts education ......................................................................................................211

Managing with limited equipment ........................................................................................................................ 242

Chapter 9: Music 246

Guiding principles for music education ............................................................................................................ 247

Locating music ........................................................................................................................................................276

Chapter 10: Visual arts 283

Guiding principles for visual arts education .....................................................................................................284

PART 3 UNITS OF IN UIRY

Varying the units of inquiry ...............................................................................................................................325

Patterns around us 326

Guide to the learning experiences for Patterns around us ............................................................................. 327

Supplies and equipment ......................................................................................................................................... 331

Is this book for you?

How this text is organised

"When could Father be home, if he comes?" asked Forbes,

"He might be here by Christmas," answered Geoffrey. "Poor

"Nurse says we needn't go back to school till after

"Jolly!" exclaimed Geoffrey, looking up in surprise,—then he

With children, he felt thoroughly at ease, and specially with

Mrs. Fortescue had always been very kind to him, and he

Thinking that the young man must be lonely, she had

"Let us pray, Geoff," he had said in a low voice, and though

On this particular afternoon of which I write, the Curate was

Game after game they had played, turning everything in his

The table was pushed to one side, its former contents

Everything was in wild confusion, and Mrs. Green, the

At the sight of her at the door, Claude sprang up from his

"I'm afraid Mrs. Green that we are making an unearthly

The children interrupted in their game stood staring at the

"What!" cried Geoffrey. "Does she do that to her own

"Come, come, Mrs. Green," expostulated Claude, "She's not

"Bless you no Sir,—not if you want it. I'm always willing to

And Mrs. Green hurried off with a good-natured smile on

Nurse's hair would have stood up on end, if half an hour

Geoffrey perhaps fared the worst of the three, for a great

He would not let anyone do anything for her but himself,

"I want to get heaps of presents," said Jack, tugging away

Claude promised he would do what he could, and then

Nurse met them at the door.

"It's wonderful kind of you Sir to have them," she said,

They met Geoffrey on the stairs.

"What's the matter with Dodie?" he asked.

Forbes explained the mysterious finding of the doll, and the

"Who could have done it?" murmured Jack.

"Could Dodie have broken it herself?" suggested Jack.

"Dodie! Of course not, why you saw yourself how scared

"Jack," said Geoffrey gravely, "you know something about

"I? No! of course not, I don't know anything about it,"

Geoffrey here interfered.

"Come Forbes, that isn't fair," he said, "he's a little chap,