This week’s classes included: assignment writing, music resources and lesson planning, and primary dance.
Our first workshop focussed on the assignments for the module, specifically the lesson plan and referencing. I found looking at the lesson plan structure really helpful because it has been a long time since professionally planning for placement. I also feel more confident regarding referencing because the points made by Julie reassured me that I was approaching it in the right way.
The Music workshop followed on from this by allowing us to consider Experiences and Outcomes, and Benchmarks that could be used alongside different resources. My group focussed on this resource from Music Express (MacGregor and Hanke, 2002) focusing on Early Level:
The Experience we matched to this was:
“I have the freedom to use my voice, musical instruments and music technology to discover and enjoy playing with sound and rhythm. EXA 0-17a” (p7, Education Scotland, 2017)
And the Benchmarks we chose were:
- “Participates actively and uses his/her voice in singing activities from a range of styles and cultures, for example, nursery rhymes and songs with actions.”
- “uses voice to explore sound and rhythm, for example, hums, whispers, sings;
- chooses different musical instruments to play such as chime bar, drum or body percussion, exploring sound and rhythm by, for example, clapping, tapping;”(p7, Education Scotland, 2017)
I found this exercise helpful in the sense that it reminded me of the lesson planning process and made me feel more confident in my own ability. I have previously developed these skills on placement, and in classes; however, I know further development will be needed for more self-assured teaching.
I found the dance workshop really fun and interesting, particularly because I have more experience in dance having worked towards my National 5 qualification as well as taking dance classes outside school up until my final year. The workshop began by considering how we can warm up a class and why this is important to prevent injuries. The lecturer, Zara, also pointed out how this could be connected to SHANARRI and Biology. My favourite warmup was the ‘giant knot’ because this will get children’s brains working as well as their bodies. This could also be a useful tool in a drama class to get learners communicating with each other in groups. I also think that the learners would enjoy an activity like this if they were working in groups they chose, and this could help build enthusiasm. Following on from the warm-ups, we looked at the ten basic dance skills from Curriculum for Excellence:
In small groups, we used these movement concepts to create a short dance sequence. This would be a really effective exercise in a class for any age and could be easily adapted. For example, in early years fewer movements may be done for a longer period of time and for older years they may be asked to add more complex movements or use counts of eight when devising. In future, it will be advantageous for me to have this prior knowledge when approaching dance in the curriculum. I will be interested in experimenting with the various links to other areas of the curriculum as well.
MacGregor, H. and Hanke, M. (2002). Music Express Year 1. London: A & C Black, p. 16.
Benchmarks: Expressive Arts (2017). Education Scotland, p. 7. Available at: https://education.gov.scot/nih/Documents/ExpressiveArtsBenchmarksPDF.pdf (Accessed: 24 November 2020).