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Transcript of Portfolio
Assignment 2 EAB012
"From dance and music to theatre and the visual arts, the arts give children a unique means of expression, capturing their passions and emotions, and allowing them to explore new ideas, subject matter, and cultures.
They bring us joy in every aspect of our lives, "
stated by Dr. Terry Bergeson, 2001.
Throughout this semester the importance of the arts in the classroom and in the curriculum has been shown to be extremely beneficial and important to children's learning and development.
Lectures and tutorials have given confidence in performing the arts to children even if prior performing skills as a actor, singer or dancer are minimal.
Learning the Elements
Throughout the lectures and tutorials the use of the arts in early learning classroom's were discussed, paying particular attention to the art form of Music.
Tutorials so far have given insight into a basic understanding of Music and it's elements. Tutorials explained and showed the different elements of music including form, dynamics, rhythm, beat, timbre, pitch and duration. The activities in the tutorials gave a physical understanding to these elements through practising keeping in time with egg shakers, through using Lycra, through the use of a parachute with song, using children's bodies in pairs to mime out a song, also by simply keeping the beat with your hands and feet. The tutorials also showed activities that incorporate these elements into children's learning through props such as teddy bears to further engage children.
Benefits of Using Music
in the Classroom
It was learnt in music tutorials that furthering children's interests is a crucial part of the Early Years Learning Framework can be accomplished through the use of Music.
Through further reading's about music being used in the classroom, it can be seen how important it is to create positive musical experiences for children. It is understood that creating positive music experiences at a young age will enrich children's learning that will continue on as they develop (Dodds and Brydon, 2009).
It was further research how children understand music so that music could be used most effectively with children to enhance their development. Children understand music through the differences in frequency, melody and stimuli (Levinowitz, 1998).
Music is believed to increase the number of interconnections in the brain improving children's ability to discover, analyze and construct (Mlynek-Kalman, 2011).
Learning through Dance
What Dance Helps to Develop
Benefits of Drama
Drama allows for shared human experiences being understood at a universal level (Kerr, 2009). Drama allows children to experience and feel different emotions that they themselves may not understand. Drama allows children to escape to another world and experiment with their emotions in a free and open environment. Drama games and activities allow children to become more connected with themselves and allows them to understand who they want to become (Rooyackers, 1998). Drama is going to be a common art form in children's lives all the way up into adult hood and therefore is an extremely relevant subject in children's classroom's.
Music was also shown as an outlet for intentional teaching. In tutorials examples were given where children were interested in dance so music was used to develop a project where children created their own dance show with music and singing as well. When children showed interest in instruments and music creation, music was used to incorporate families and have them bring in instruments and play for children in the class if possible. An example of this was shown in tutorials and showed the great benefits this type of teaching had for the children. Different ways of using instruments were also shown to develop children's learning by examples such as taking out certain keys in a xylophone so that any notes children play don't clash The example of the xylophone was a teaching idea that was found very useful because as seen through experience children often try to make music but feel as if they are not playing it right because it sounds 'funny'. This idea was believed to be so useful as it allowed children to feel accomplished and proud and like their music creation was valuable. The tutorials also showed different ways of creating different music resources that children can play alongside each other so that their music experiences can be shared with one another.
Singing was a large part of the activities practiced in tutorials and it was discussed how using the higher register in your voice when singing encourages children to join in as their vocal chords are still developing and find it difficult to sing lower notes. Simple facts like these proved very useful when thinking of art ideas to implement for field experience placement as the idea of performing with children became less daunting.
Australian Curriculum and Reporting Authority. (n.d.) Dance. Retrieved from http://www.australiancurriculum.edu.au/thearts/Rationale-Aims/dance
Australian Curriculum and Reporting Authority. (n.d.) Drama. Retrieved from http://www.australiancurriculum.edu.au/thearts/Rationale-Aims/drama
Australian Curriculum and Reporting Authority. (n.d.) Music. Retrieved from http://www.australiancurriculum.edu.au/thearts/Rationale-Aims/music
Australia, & Council of Australian Governments (2009). Belonging, being & becoming: The early years learning framework for Australia. Canberra, A.C.T: Dept. of Education, Employment and Workplace Relations for the Council of Australian Governments.
Bosco, J. (2014). Benefits of Music and Movement. Retrieved from http://www.musikgarten.org/music_movement.cfm
Chaloux, S. (2014). Dance and Social Development in Preschooler Children. Retrieved from http://everydaylife.globalpost.com/dance-social-development-preschool-children-5522.html
Dodds, Celia and Brydon, Deb. Isn't Music Just for Fun? - Exploring the Importance of Music Education in Early Childhood [online]. Educating Young Children: Learning and Teaching in the Early Childhood Years, Vol. 15, No. 2, Spring 2009: 35-36. Availability: <http://search.informit.com.au.ezp01.library.qut.edu.au/documentSummary;dn=101686791960152;res=IELHSS> ISSN: 1323-823X
Edwards, C. P., Gandini, L., & Forman, G. E. (2012). The hundred languages of children: The Reggio Emilia experience in transformation. Santa Barbrara, Calif: Praeger.
Kerr, B. A. (2009). Encyclopedia of giftedness, creativity, and talent. Thousand Oaks, Calif: Sage Publications.
Levinowitz, L. M. (1998). The Importance of Music in Early Childhood (1). Retrieved from http://www.musictogether.com/importanceofmusic
Mlynek-Kalman, A. (2011, January 31). The Importance of Early Childhood Music |. Retrieved from http://musicworksmagic.wordpress.com/2011/01/31/hello-world/
Queensland Studies Authority (2010). Queensland kindergarten learning guideline. Spring Hill, Qld: Queensland Studies Authority.
Rooyackers, P. (1998). 101 drama games for children: Fun and learning with acting and make-believe. Alameda, CA: Hunter House Inc., Publishers.
EARLY YEARS LEARNING FRAMEWORK
Children who use music to extend their learning are developing their ability to be effective communicators, linking to outcome 5 of the EYLF. Children who have developed this skill are able to communicate meaning through music and other art forms to express ideas.
Music falls under literacy in the EYLF, showing how important it is for children to been surrounded by music to become literate.
Music is also allowing children to understand patterns and symbols. For example the pattern of music pieces and symbols such as treble clef that are used in them.
Music also links to outcome 3 of the EYLF in developing children's strong sense of well being.
Children develop this through responding to movement through contemporary and traditional music (Australia & Council of Australian Governments, 2009, p. 30-44).
Helps to Develop
QUEENSLAND KINDERGARTEN LEARNING GUIDELINES
Music plays a vital role in children's learning and development shown in the QKLG.
Music is considered a real life engagement that children can experience making their learning experiences relatable, authentic and useful. It is also a real life engagement that connects learning about other cultures celebrations and experiences.
Music relates to a key focus of the QKLG - children building a confident self-identity. Music allows this as it can be used to relay children's heritage and culture to others, making it a tool to share experiences.
It also relates to the key focus of - building positive relationships with others. Music builds relationships as it creates opportunities where children must learn how to participate in groups, when singing or dancing for example.
Music also is used to develop the key focus - building a sense of autonomy and well being. Music allows this as it is a way to express themselves and celebrate moments in their life.
Music also develops the key focus - exploring ways to promote physical well being and exploring tools, technologies and information and communication technologies (ICTs) as music allows children to manipulate different instruments to create sound.
Children are also developing the key focus of - Engaging in ways to be imaginative and creative as music allows them to experiment with different musical experiences such as singing and dancing which develops their creativity.
As music is a form of literacy it is also developing a key focus of the QKLG- Exploring and engaging with literacy in personally meaningful ways. Children are doing this through exploring and showing interest in music and musical experiences as they are creating meaning that is relatable to them (Queensland Studies Authority, 2010, p. 28-61).
This idea is focused around a Reggio Emilia approach that children are capable and competent and are important participants within their community of learners (Edwards, Gandini, & Forman, 2012, p. 7). Dance tutorials showed how children can learn so many topics through the use of dance.
A particular example
that was found very useful
was the creating of a
children's dance book
from a published book
with real life dancers
in it performing different
This activity took a child's interest, made an intentional teaching moment and turned it into a group project allowing children to work together to discover their bodies and create their own story that also incorporated the visual arts and written language. This was such a beneficial activity as it stemmed from a child's interest a followed it to the end.
As a student it could be seen how valuable dance is as a teaching tool because after participating in the activities everyone was full of energy and had had a positive experience from the activities. The activities allow for children to express themselves as individuals but also be part of a group at the same time. Dance not only promotes children's health through physical activity but also teaches them how to communicate with their peers in a language other than with words (Chaloux, 2014). Through dance children are also experimenting with their bodies and therefore learning self-control (Tinies, 2014). After participating in the activities there was a sense of belonging created by all laughing, having fun and participating together.
EARLY YEARS LEARNING FRAMEWORK
Through dance children are developing their strong sense of well being which is a key outcome in the EYLF.
Children are accomplishing this as they are taking increasing responsibility for their own health and physical well being by using gross and fine motor skills for balance and movement.
Children are also developing their ability to become effective communicators also an outcome of the EYLF because as said earlier dance is a language form.
Children are accomplishing this by expressing themselves and showing meaning through movement, also developing their literacy skills (Australia & Council of Australian Governments, 2009).
THE AUSTRALIAN CURRICULUM
Dance is a vital part of children's learning and is included in the Australian Curriculum as a learning area under the arts. The Australian curriculum sees dance as a medium for personal, social, emotional, spiritual and physical communication (Australian Curriculum and Reporting Authority, n.d.).
Dance is included in the curriculum as it promotes well being and social interaction. Dance also provides an opportunity to develop knowledge and understanding about other cultures (Australian Curriculum and Reporting Authority, n.d.).
QUEENSLAND KINDERGARTEN LEARNING GUIDELINES
The QKLG supports dance as part of children's learning as it is an aspect of the key learning area of children exploring ways to promote their physical well being. Dance promotes this as it allows children to participate in active movement experiences.
Dance also promotes children to engage in ways to be imaginative and creative, a key focus of the QKLG. Children develop this through dance by showing exploration and interest in movement by creating and performing dances and using costumes.
Children are also exploring and engaging with literacy in personally meaningful ways through dance, another key focus of the QKLG. Children are doing this by using dance to show meaning and tell stories with their bodies (Queensland Studies Authority, 2010).
Harmonica - combs with wax paper
Throughout tutorials the elements of Drama and how to use these elements with children were discussed. The different elements that were discussed were - Role, Relationship, Space, Time and Place, Tension, Symbol, Mood. These elements were important to discuss as it gave reason as to why drama isn't just jumping around being silly but what it actually aims to achieve. Throughout tutorials it was discussed how Drama is such a useful tool in early years classrooms that can be utilized everyday through learning and play.
Drama allows children to develop communication skills and also listening skills as children must not only participate in groups and share ideas but listen and take turns with one another.
Drama builds self confidence and challenges children's thinking about the world through exploring different scenarios and going through different emotions.
Drama allows children to become another person and see things from another perspective which is vital for children when developing relationships with other people throughout their lives.
Tutorials showed how Drama is involved in many other forms of the arts including music, dance and media. Drama activities don't always need to be acting out a story. As shown in tutorials drama is incorporated into movement by the 'Making Rain' activity where sound scapes were made with the body to re create an environment. Other activities that incorporated movement when performing drama was the 'Clumps' activity where children work in groups and use their body to create different messages/objects. These activities really showed how important drama is because it is incorporated in so many learning areas.
How Drama links to the classroom
EARLY YEARS LEARNING FRAMEWORK
Outcome 1 of the EYLF is looking at children having a strong sense of identity. Children are developing confident self identities as they are exploring different identities and views through dramatic play through taking on roles such as shop keeper, mother etc.
Drama is linked to outcome 3 of the EYLF- children have a strong sense of well being.
Drama develops this as it uses children's gross and fine motor skills when performing complex patterns and movements. For example when children are acting out a scene where they must climb through a maze and show the difficulty their having with their bodies.
Outcome 5 of the EYLF - children are effective communicators is also linked to drama.
To develop this outcome children need to be able to express themselves through a range of tools including drama. Drama also develops this outcome as it allows children to develop listening, speaking and story telling skills (Australia & Council of Australian Governments, 2009).
Queensland Kindergarten Learning Guidelines
When children are showing interest in and exploring dramatic play they are developing the key learning area - engaging in ways to be imaginative and creative which is developing their ability to be active learners.
Children are also developing their ability to explore and engage with literacy in meaningful ways - another key learing area of the QKLG. Children are developing this by enjoying and showing interest in drama to convey meaning such as happiness, sadness, a message such the importance of sharing.
Dramatic play is also a key type of important play outlined in the QKLG as it allows children to share familiar experiences with others as they can reinact their experiences and share their knowledge. For example if a child's Dad is a police man when the children are playing cops and robbers the child will be able to explain to his friends what policeman wear, how they behave, important jobs they do.
(Queensland Studies Authority, 2010).
The Australian Curriculum includes Drama as part of it's arts curriculum. Drama is incorporated as it allows students to analyse their own points of view and others. Drama is an important part of the curriculum as it encourages children to reach their creative and expressive ability. Drama helps children to act in all aspects of their daily lives with confidence (Australian Curriculum and Reporting Authority, n.d.).
The resource that will be used whilst on field experience will be a hair comb and wax paper harmonica. This resource will be used alongside a real harmonica but children will only play the hair comb harmonica due to hygiene reasons. This resource was chosen as it is simple, effective, affordable and accessible for all children to participate with. A rectangle of wax paper is cut out and simply placed over the hair comb. When the children hum and exhale on the comb the harmonica sound will be created.
To develop children's ability to become confident and involved learners, effective communicators and to have a strong sense of well being, key areas of the QKLG and EYLF, children will participate in a harmonica choir lesson. Children will work in groups to create their own short song to perform in front of their peers. Children will be given examples of simple music pieces which they can choose from or make up their own so that when they perform to their classmates they can guess the song. Children will be developing their confidence through performing and will be developing their listening, speaking and turn taking skills by working together with their peers to create a group song. This lesson will also link the Australian Curriculum as it relates to not only music but drama as children are creating sounds with instruments and performing in front of their peers.
This lesson is important as it is allowing children to bring their individual skills and experience and share them with their peers to create a collective piece of work (Bosco, 2014). In this experience the art of music and drama is being used as a language between children.This lesson is utilizing the arts to provide children with the opportunity to show interest in different tools for learning and to make meaningful experiences with each other.
The Benefits of Dance
Throughout the tutorials this semester dance has proven to be an extremely useful way to put the fun into learning.
Through experience it is known children are full of energy. Dance allows children to use this energy while learning but still in a productive and controlled way. Through Dance tutorials with Suellen Welch it is understood that dance is not simply movement but is a language for children.