Tag: Integrated Arts

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Integrated Arts Week 11

This was the last week in Integrated arts, so the lecture was focused on the feedback for the module. We discussed what we had completed throughout the module then we were given the feedback sheets to fill anonymously.

The first workshop my section completed was the dance one. This was where we did the same activities as last week to warm up but this time our group was given half the stretches to complete. I feel this was a good task because we now have played eight games that we could use with children to get them warmed up and for fun. Also, we have now completed a full two sets of stretches which has give us a more variety of stretches to do for different body parts. We then went back into our groups to practice the dance we made last week ready to get it filmed. We then got it filmed and watched it back on the whiteboard where we were to fill out a sheet with three stars and a wish for ourselves. I think this was a good way to end the sessions of dance because it let us see how everything came together from the start making up the ten moves to making a whole class dance we could perform. I think this would be a good series of lessons to do with a class as at the end they have something they can be proud of and if it is possible perform in front of another class for instance. “Through dance, they bring their inner self to the surface where they can express their dreams, fears, needs, and joys.” (Cone, 2009) I think this quote explains really nicely what children get out of making their own dances and being able to lead their own lessons to the level of difficulty that they want to. The self-evaluation sheets are helpful as you could film it once with a class then do the sheets before they perform it in front of people and they will be able to think back to what their wish was and try to improve it. “I can respond to the experience of dance by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. EXA 0-11a / EXA 1-11a / EXA 2-11a / EXA 3-11a.” This experience and outcome could be connected to the dancing but also to the self-evaluation that we completed about our performance.

 

The second workshop my section completed was music. In this section we focussed on playing how to play simple songs on the ukulele. We had a look on the charanga website and their resources for this instrument. I found this input very useful as I can’t play any instruments, I thought that playing the ukulele would be very difficult but once I had learnt how to play the different keys I then realised that it wasn’t as hard as I thought it would be. I think that if the resources are available to me in a primary school that I would feel quite comfortable teaching young children how to play the ukulele even if I am learning alongside them We managed to play a Christmas song on the ukulele and this could be related to Christmas performance from the whole school in a nativity of some sort or even just making the learning relevant in the class and getting the children engaged. “I can use my voice, musical instruments and music technology to discover and enjoy playing with sound, rhythm, pitch and dynamics. EXA 1-17a.” This experience and outcome could be connected to learning how to play any musical instrument not in particular the ukulele.

Overall, I feel that todays sessions were helpful as they showed how a series of lessons that could last a whole term are finished and give the children a final outcome they can be proud of and perform it in some way. I think that if I am to teach my class dance I will most Definitely use the structure that we have been working through in this module then try and get the children somewhere they can perform it in front of some sort of audience without putting too much pressure on them. I also think that if I was suppled with a class resource of ukuleles I would feel so much more comfortable trying to teach the children it than what as I was before because I have no music background what so ever except from that I use the rhythm and pitch to do my dancing and dance teaching to outside of university. There is such an importance for music to be taught in school not only for the benefits of creativity and the children getting to express themselves and vary their learning in school but also Fleming, M. 2012 said that the teaching or music in schools can improve children’s performance in other areas of learning such as maths dur to the cognitive aspect of learning how to play an instrument and count music. “I have experienced the energy and excitement of presenting/performing for audiences and being part of an audience for other people’s presentations/performances. EXA 0-01a / EXA 1-01a / EXA 2-01a.” I feel that this experience and outcome could be connected to either of today’s lessons whether it’s the class performing their dance for another class or if it’s the music for a show etc. Overall I feel todays sessions have been very insightful and useful towards me becoming a teacher.

 

Module Conclusion

 

References

• Cone (2011) Following Their Lead: Supporting Children’s Ideas for Creating DancesFile. Publisher: Routledge
• Education Scotland (2004) – Curriculum for Excellence; Experiences and Outcomes [Online] Available: https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btc1-5)/Experiences%20and%20outcomes [Accessed on 20th November 2018]
• Fleming, M. (2012) The arts in education: an introduction to aesthetics, theory and pedagogy. London : Routledge.

Integrated Arts Week 10

This week in integrated arts we had a lecture based on dance and then a dance and drama workshop. The lecture was based on the importance and meaning of creative dance and it being taught. we talked about what your role is as a dance facilitator in a school class room and the main way to do so is to teach the ten basic dance skills that we learnt in the first week of dance, balance, turn, twist etc. also as a dance teacher you have to facilitate a safe space for dance to take place, this means doing it in a large area with no trip or slip hazards. Also, to assist when required but to try and leave the children to use their own creativity to create a dance or series of moves that they can be proud of and know that they made themselves with only the base been laid down for them. I am currently training to become a qualified dance teacher outside of university as I already assist my dance teacher for four classes a week and take over the class if circumstances ae made that I need to. Due to this I feel that teaching dance is one of my more confident areas of integrating the arts into education. Creative dance should be left up to the children to make their own vision of what it should look like. Dance should be made fun, meaningful, safe for the children to lead the learning (Cone, 2009).  In the curriculum for excellence I is stated that children should have the opportunity to create, present, appreciate and evaluate dance (CFE, 2009).

This week’s drama workshop was where we presented our microteaching presentations. Our presentation focused on using “we’re going on a bear hunt” as a stimulus for the lesson. We focussed on using he role on the wall convention of looking at the thoughts of the family around the bear and then the bears feeling son the inside. I feel that our presentation went okay, we were planning on reading out the book to the class the same way you would with children but the member of our group who had the book forgot to bring it, so we had to improvise and find a YouTube video of the book bring read. I also felt that we should have maybe done more than one drama convention in our lesson, but we decided to focus in depth on just one. We also got to watch and take part in all the other groups presentations/ lessons. I felt this was really good as it owed different ways you could relate different drama conventions to different story books and lesson plans.

This week’s dance input was mainly focused on us coming up with our warm ups that could be used with a class. Then we worked on remembering and putting together our dance, so it can be recorded next week. First of all, each group was given part of the warm up to make up, so our group came up with Christmas tig, which is similar to toilet tig but instead of a toilet you are a Christmas tree and instead of flushing the toilet you run around the tree putting the tinsel up. I think this was a good activity because we got to see lots of different warm up games and stretches to do. Then we went over our dances from the last dance input and changed the whole class dame from a Halloween one to a Christmas themed one and then put everyone’s bits together to make a whole class dance. This helped with thinking about a series of dance lessons come together to have a final product that a class can be proud of. I have attached a video of our groups dance bellow.

 

Overall, this week’s learning was based on learning how to teach these sections of the arts but at the same time furthering out development in the two sections. Both of the workshops we furthered our skills in presenting and dance. We also were learning how to teach these to children in a primary class. I think I will definitely use the method of teaching dance that we have been working through in the last weeks. And I also think I would feel more confident in teaching a drama lesson now than what I was before.

 

REFERENCES

• Cone (2011) Following Their Lead: Supporting Children’s Ideas for Creating DancesFile. Publisher: Routledge
• Education Scotland (2004) – Curriculum for Excellence; Experiences and Outcomes [Online] Available: https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btc1-5)/Experiences%20and%20outcomes [Accessed on 19th November 2018]