Integrated Arts Week 4
This weeks drama workshop was based upon learning with puppetry. Angela had asked us in the previous week to create our own shadow puppets.
Firstly we were given a background into why puppetry is defined as a freeing art and the advantages of this in a classroom. ‘Responsibility for what you say and how you say is handed over to the character in your hand’ (Ewart, 1998).
We split into breakout rooms to explore how you can spot creativity using puppetry. We analysed Qualifications Curriculum Authority (2005) which explained how children may creatively think in a classroom. For example, children reflect critically on ideas, actions and outcomes, especially in drama. We then thought about what aspects students would think about when creating their puppetry performance. One example was movement and position of persons in order to create smooth transitions of scenes.
We then watched a short clip on how a teacher combined puppetry with cross curricular learning involving science and drama. I found this video really interesting as at the start of this workshop I believed puppetry was only used in the early years classroom, however students in this video were upper years and it was a highly effective active learning tasks. I was really intrigued how they transformed science fiction into real life situations and how they explored the theme of relationships between the chemicals. The advantages to this task was it gave students the chance to find their own voices through their puppet, enhanced their process of memory and order, and developed their storytelling and vocabulary skills. Overall, this allowed students to engage in holistic creative context (Peck & Virkler 2006).
For our music workshop, we revisited components of last weeks learning. We looked back at how shapes can be incorporated for early years music lessons. We also explored how using words can represent syllables. I thought this was a really effective learning method as it can allow children to use their favourite foods, colours etc to create music. We were then given the ‘Mini Beast Word Mat’ to complete our own rhythms.
We were then introduced to figure notes. Figure notes were primarily designed to support learners with ASN as it limits barriers and symbols. It was introduced by Drake Music Scotland in 2000. ‘Familiar shapes and colours remove the fear and unnecessary confusion of learning notation for many learners. A common sense approach to rhythm and progression to standard notation means anyone can learn to play with Figurenotes’ Drakemusicscotland.org. 2020.
https://www.youtube.com/watch?v=PQMno6o3od4
Finally, we were introduced to graphic scores which are visual prompts indicating what sound can be played. I personally felt as if graphic scores would be a preferred learning technique for myself as I am a very visual learner.
References
Drakemusicscotland.org. 2020. Figurenotes – Drake Music Scotland. [online] Available at: <https://drakemusicscotland.org/figurenotes/> [Accessed 29 October 2020].
Ewart, F., 1998. Let the Shadows Speak ; developing children’s language through shadow puppetry. Trentham books,.
Peck, S. and Virkler, J., 2006. Reading In The Shadows; Extending Literacy Skills Through Shadow Puppet Theatre. International Readers Association, pp.Vol 59, pp. 786 – 795.
Qualifications Curriculum Authority (2005) Creativity: find it, promote it. QCA Publications.
