Month: November 2019

Our final input of integrated arts consisted of performing and recording our dance we have created over the past few weeks as well as learning to play the Ukulele within our music workshop.

During dance, we were given time to rehearse and perfect our dance before being filmed.  Our group practiced different ways that we could ensure every member was given an equal chance to be seen during our performance.  We worked together to come up with the best way to ensure everyone felt comfortable with the dance moves and were aware of the timings, this would be beneficial to do within a school as it ensures the children are confident and prepared.  Dance is crucial within a primary school setting along with all other aspects of expressive arts it ensures children are learning new skills, developing on skills they may already have and allowing opportunities for children to express their feelings and creativity (Education Scotland, 2019).  After filming and re-watching our dance we were all required to come up with 3 stars and 1 wish, within a class I would use this in many subjects not only expressive arts as it allows children to reflect on what went well and what they could improve on.

In the afternoon we participated in a music input which allowed us to learn how to play the Ukulele.  We were all shown how to hold, tune and play the Ukulele.  This was a very beneficial input as it can be used within a class, we used the song ‘Last Christmas’ this song only included four different cords therefore it was not extremely difficult to grasp.  If I was to teach this lesson I could use different online resources such as Charanga to help in my teaching.  We took each section of the song individually and practiced before playing the whole song.  During this lesson we all achieved the benchmark: I can use my voice, musical instruments and music technology to discover and enjoy playing with sound, rhythm, pitch and dynamics. EXA 1-17a. (Education Scotland, 2019).  This input was thoroughly enjoyable and allowed everyone in the class to have a sense of achievement when playing.

Over the past few weeks of integrated arts it has allowed me to deepen my knowledge on how I could teach expressive arts within a class.  In addition this module has allowed me to see how all children can benefit from expressive arts and how easily they can be incorporated into day to day learning.

 

References:

Education Scotland. (2019). curriculum for excellence: expressive arts experiences and outcomes. [online] Available at: https://education.gov.scot/Documents/expressive-arts-eo.pdf [Accessed 28 Nov. 2019].

Education Scotland. (2019). Expressive arts | Curriculum areas | Learning in Scotland | Parent Zone. [online] Available at: https://education.gov.scot/parentzone/learning-in-scotland/curriculum-areas/expressive-arts/ [Accessed 28 Nov. 2019].

During our dance input in Integrated Arts this week we continued to expand and perfect our group dance.  We got the chance to practice our group dance before coming together as a section to practice the whole dance.  Once I realised we were dancing in our small groups in front of the class as well as getting filmed I immediately got quite nervous.  However, after we completed our individual dance I felt so at ease as I realised the whole section were probably feeling the same way.  Within a class some children may not be confident with performing in front of others but may be less anxious performing in small groups at the same time.  For our whole group dance we were encouraged to make up all the dance moves, in a class I would use this approach as it allows the children to have a sense of achievement as well as ensuring their opinions were valued.  Within the curriculum dance is becoming more important as it allows children to use their imagination and create dance moves to perform in front of others which in turn improves their confidence.  By allowing children to explore different dance avenues in schools it meets some of the benchmarks such as this “I enjoy creating short dance sequences, using travel, turn, jump, gesture, pause and fall, within safe practice.” EXA 1-08a (Education Scotland, 2017).

During the afternoon in our music input we used the glockenspiels again however we used conventional notation instead of figure notes.  We were shown a PowerPoint quite quickly to allow us to get onto playing the instruments but I really struggled with trying to keep up with the notes as I have never been very musical.  We played together as a class therefore I did not feel as pressured in case I got some notes wrong.  After this we all individually got to play a 16 bar improvisation of ‘Hit the Road Jack’ whilst our lecturer played it on the piano.  I was very nervous as I did not want to mess up the notes as the whole class were watching however after completing it I realised how such a simple activity can ensure pupils get a feeling of accomplishment and allow for further understanding of music (McPheson, 2009).  As some children would really not enjoy an activity like this due to the pressure or fear of embarrassment, I would put the children in pairs or trios so they were not completely alone and give them time to practice what they were going to perform.

Overall, I thoroughly enjoyed both the inputs today and I believe they have given me different ideas that I could use within a class to teach both music and dance, which has improved my own confidence in both these subjects as well as the teaching of them.

References:

Education Scotland (2017) Benchmarks Expressive Arts. [Online] Available: https://education.gov.scot/improvement/Documents/ExpressiveArtsBenchmarksPDF.pdf [Accessed: 21 November 2019].

McPherson, G. (2009). The role of parents in children’s musical development. Psychology of Music, 37(1), pp.91-110.

Throughout this week’s lecture we focused on creative partnerships, these allow close relationships to form between specialists in the creative industries and teachers.  By having different creative partnerships will improve not only the teacher’s skills but will encourage children to be more involved in different creative subjects (Education Scotland, 2019). 

Within the music input we looked at Figure Notes and BBC Ten Pieces (Figurenotes, 2019).  These resources are extremely helpful to allow children to gradually understand how music works, how it’s read and how it is meant to sound.  Figure Notes provided printable sheets with coloured music notations that matched the instrument that the children were playing.  This was very easy to follow as you simply matched the colours, in a class I feel this would be very engaging for children whilst allowing them to have a sense of achievement after completing the sheet.  Figure Notes have also partnered with BBC Ten Pieces which allows children to be exposed to different genres of music such as classical.  I would definitely use this resource within a classroom as children can take a lead on their learning and can learn at their own pace.

In the afternoon we participated in a dance input.  This week we continued to make a dance routine from the ten basic dance skills.  We added dance moves into the previous dance routine and performed it in front of our peers.  I feel this would be a very fun and engaging lesson to teach within a class as it is very much child lead which will allow the children to have a sense of accomplishment.  Next, our teacher gave us Scottish pictures as starting points and we were to create a dance move relating to that specific picture.  Our groups was the Falkirk Wheel, we decided to make a wheel motion with our arms to portray the wheel moving.  This was then added into our final dance routine.  This input allowed me to see how important it is to let children lead their own learning and the results they can have are endless.

The link I formed between these two workshops was that by starting off with simple music notations such as using shapes and by using the 10 basic dance moves children can grasp an understanding for the subject before moving onto something more complex.

References:

Education Scotland. (2019). Creative Learning Networks | Learning resources | National Improvement Hub. [online] Available at: https://education.gov.scot/improvement/learning-resources/creative-learning-networks# [Accessed 15 Nov. 2019].

Figurenotes. (2019). Home – Figurenotes. [online] Available at: https://www.figurenotes.org/ [Accessed 15 Nov. 2019].

During this week of integrated arts I was not able to attend the inputs due to illness.  However, after discussion with some members of the cohort I was able to have discussion about the inputs.  Within our music workshop, students from a local primary school attended the university to help teach our section how to play certain instruments.  From speaking to some people within my section they found this very beneficial.  This could be linked to within a classroom setting, allowing children to help support others that may be struggling to understand as they will have similar mind sets therefore might find it easier for them to comprehend.  As all children learn in different ways it is important that all children get the support needed (Clarke, n.d).  Music has many benefits to young people, by allowing these children to aid our learning ensured they were developing on forming relationships, improving their intellectual development and giving them a sense of achievement by helping others (Scottish Government, n.d.).

Within our dance input, they were shown different games that incorporate dance to use within a primary class setting.  Involving dance in simple activities can ensure children feel more comfortable when participating.  A game that could be used within all ages of primary children could be simply encouraging children to move in a creative dance way such as side stepping or patterned dancing, as some children may find it difficult to come up with individual dance moves teachers can give children instructions on specific dance moves which therefore allows them to fully immerse themselves in the activity instead of thinking about what different dance moves they can perform.   This shows how easy it can be to integrate dance into any primary school.  As dance allows for children to express their feelings, imagination, builds on their confidence and self-esteem it is important that opportunities that may occur in various councils are taken (Wilson et al., 2005).

 

References:

Clarke, S. (n.d.). How children learn. [online] LearnEnglish Kids | British Council. Available at: https://learnenglishkids.britishcouncil.org/helping-your-child/how-children-learn [Accessed 7 Nov. 2019].

Scottish Government. (n.d.). GUIDANCE for INSTRUMENTAL TEACHING in SCOTLAND. [online] Available at: https://www.gov.scot/binaries/content/documents/govscot/publications/advice-and-guidance/2016/05/instrumental-teaching-in-scotland-guidance-2016/documents/instrumental-teaching-scotland-guidance-2016-pdf/instrumental-teaching-scotland-guidance-2016-pdf/govscot%3Adocument/Instrumental%2Bteaching%2Bin%2BScotland%2B-%2Bguidance%2BMay%2B2016.pdf [Accessed 7 Nov. 2019].

Wilson, G., MacDonald, R., Bryne, C., Ewin, S. and Sheridan, M. (2005). Delivering the Arts in Scottish Schools. SEED Sponsored Research programme.