Integrated Arts Week 11
This was the last week in Integrated arts, so the lecture slot 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 given us a bigger 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 learning how to play simple songs on the ukulele. We had a look on the Charanga website and at 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 doesn’t have to be particularly 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 supplied 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 of music in schools can improve children’s performance in other areas of learning such as maths due 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 today’s sessions have been very insightful and useful towards me becoming a teacher.
- 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: 20th November 2018]
- Fleming, M. (2012) The arts in education: an introduction to aesthetics, theory and pedagogy. London : Routledge.