We read half of the book and then had discussions in small groups. We used this story to practice role on the wall, as it was a good way for children to express what they thought the characters were felling and how others felt about the character. After doing this activity, we then read the rest of the book and seen how our views and opinions had changed once we knew the whole story. During this reflection, we were able to discuss any problems that children may face in relation to the characters in the book. We then did another freeze frame to explain the character’s thoughts and feelings.
We continued with “the Lonely Dragon” story from last week’s session. As with last week, we discussed some additional techniques that we could implement within the classroom. Discussion of thought tunnels, improvisation and hot seating are all useful tools to use within school.
Hot seating was practiced first. This is where one of the students would take on the role of the dragon, and the rest would ask them questions. This allows children to come up with their own creative ideas, and lets them express their ideas with the group.
Once this was discussed, we then done some additional freeze frames and were asked to describe the thoughts and feelings of the villagers or the dragon. This gives better insight to others, and helps give people ideas if they are struggling to come up with anything.
Improvisation was the last aspect that was covered this week. We talked through the story so far and came up with ideas for the next part of the plot. This included things like talking to the dragon, the journey to the mountain where it lived and how the dragon would react. A good literacy idea would be to get the pupils to write a letter to the dragon, or perhaps writing a story of the dragons past. Through drama, children’s imagination will have improved and their literacy skills may develop.
For the first day of drama, we were introduced to some of the key aspects of teaching drama to children. These included role on the wall, freeze frame and teacher in role. This aspect was discussed using a story called “The Lonely Dragon.” We were told a story by the lecturer about a mysterious dragon that lived in the mountains near a small town and kept to itself. We were asked why we thought he could be solitary, and discussed this as a group.
Throughout this story, Andrew became a character who was coming from a distant land to help with the towns “dragon problem”. By integrating himself in the story, he used teacher in role to show when he was a character and when he was the teacher again. He did this by using props, e.g. his name badge. Using this technique allows children to identify when their teacher is performing a role or not. Using props such as badges, scarves, jackets etc. can help indicate this point.
While he played the role of the dragon, we were all the townspeople who were afraid of the dragon. During this, he was able to ensure everyone’s participation by asking questions such as “When did you last see the dragon?” or “Has anyone visited it to find out why it is alone?”. Doing this can have a great impact on pupil participation, as they are adding their own thoughts and ideas into the story therefore are more engaging within the lesson. It can also inspire their creativity and imagination which they could use in an art or writing lesson in the future.
Another aspect that we discussed was freeze frame. This is a good idea to implement if some children are quiet or shy and do not like acting or speaking in front of their peers. This involved making small groups and acting out the ‘picture’ we were trying to show without moving or speaking. For example, we chose to act out the scene of the dragon flying over the town the first time, and the villagers were frightened. Two of my peers acted at the dragon by extending their arms in a flying motion while the rest of us were huddled together with scared expressions.
This would work very effectively in a classroom, as there is no need for additional props, and everyone can engage with the lesson. Again, for those who are uncomfortable talking in front of large groups, this could be an ideal way to incorporate drama into the classroom without making them feel self-conscious.
For these sessions, we continued the warm up games from the last session. To enhance the student lead activities, we then prepared and played each groups warm up games. For example, my groups game was jungle based.
The students started off walking as if they were walking through the jungle, then I would shout out an animal. For example, if I shouted out “monkey”, they’d have to jump about and act like a monkey. This involved the whole section having to listen to instructions, be aware of the available space so that they didn’t bump into anyone and it also included everyone. Games like these are a great way for children to focus their attention on the teacher and follow instructions, whilst also having fun.
We then continued to work on our performances with the addition of the Halloween moves. Each group had been given the same steps at the start of the dance workshops, but had all managed to successfully create different, unique dances. We then evaluated our dances as a group.
Once we all came together, we then practiced the whole routine from start to finish. This consisted of a starting pose which we all did in a Mexican wave style, then a spin. We then spaced out and did our section part of the dance. Next, individual groups took it in turns to perform their piece which they had been practicing in the previous weeks. Our section was last to perform. once all sections had performed their piece, we all gathered into the centre and fell to the ground to end the dance in time with the music.
After the previous week’s introduction to the ten basic steps of dance, we then applied this to maths equations. Each group was given a sheet of paper with ten maths equations written on it, and it was our job to work through these equations to come to an answer. The answers were 1 through to 10, and this would determine our sequence for the group dance.
Once the questions were complete, we worked out the sequence using the ten steps. This allowed us to improve our maths skills as well as work as a team. This would be a good idea to introduce to children, as they would improve numeracy skills, social skills and relates to other curricular areas. It can also provide them with a structure if they are not as confident in creating a dance routine independently.
I was able to plan the dance sequence out and then rehearse it with the rest of my group. First, we talked over the sequence of dance moves. This ensured that everyone had a rough idea of what was happening. Next, I acted out the moves slowly while naming them in front of my group so that they had a visual aid. Once they all had a chance to practice this, they became more confident in the sequence of moves, and knew what move came after another. We then worked out the timing to go with the music, and practiced it as a group so that the movements were fluid.
We were also introduced to some Halloween themed dance moves such as the cauldron, bat, skeleton and mummy. These tied in nicely as it was near Halloween. As a whole section, we practiced this for the last part of the workshop.
For the first week of dance, we discussed the importance of dance and how it can impact people both physically and mentally.
As this was the first input of dance, we took a little time to introduce ourselves. We done this by standing in a large circle and taking it in turns, we stepped into the middle of the circle and accompanied our introduction with a dance move of our choice. This was designed to “break the ice” and allow us to be more comfortable with performing dance moves in front of our peers.
Next, we played some warm up games. The first one that we were introduced to was called the “Jelly Bean Game”, which entailed listening closely to instructions given by the lecturer. For example, if they shouted “Runner Bean” we had to run on the spot. Another example would be “Jumping Bean” where we had to jump in the air. We were asked to run around the performance hall and complete these tasks.
After the introductions, we were then told about the 10 basic steps of dance. These included jump, turn, gesture, balance, slide, kick, roll, twist, hop and reach. Using these 10 steps, teachers are equipped with all the steps they need to create a basic routine, even if they have no prior dance experience.
Due to my previous extensive engagement with this aspect of the Arts, I felt very comfortable performing and choreographing dance moves. Having danced from a very young age, I have experienced the teaching of dance first-hand, therefore I am able to understand the children’s thought processes. In addition, I have also had the experience of teaching young children small routines, and worked closely with individuals to improve their basic dance steps. This has allowed me to be able to aid my peers in this module, as many of them have little/ no prior dance skills.
As an introduction to using new instruments, we were paired up and given a ukulele. The ukulele is able to be played by plucking it (Pizzicato) or strumming. This was a new instrument to me, although from playing the guitar I was a little familiar of the way in which to play. At first, I struggled to grasp the playing of the instrument, as I was used to six stringed instruments, whereas the ukulele only has four. In the workshop, we were taught as if we were pupils, to give us an idea of how to introduce new instruments and concepts to a class.
We first learned the string names; G,C,E,A. once we were familiar with these, we then plucked the strings to see if our ukuleles were in tune. To check this, the lecturer taught us a short tune. “My Dog Has Flees” allowed us to listen and ensure all instruments were tuned. Julie sang the song and we plucked along in time. This would be a good way for children to check their own instruments, as it would waste time if the teacher had to check each individual instrument.
Once familiar with the string names, we were then introduced to chords. Again, I had a prior knowledge of playing chords on the guitar, therefore I was able to adapt this knowledge and construct new chords on the ukulele.
Once we had been told how to construct one of the chords, we then moved on to learn all four. We learned 4 basic chords which were then used to play along to a backing track of a Christmas song.
As this was near Christmastime, it seems logical to use Christmas music. As a teacher, I would make sure that the songs were suitable for the season. This can engage children more, as they will be able to recognise songs and be able to play along at home if they have the instruments to do so. After a brief discussion about strumming patterns, we all successfully played along to Christmas music as a class.
By teaching children four simple chords, they can then play a majority of different songs without any other prior knowledge needed. After viewing a video by Axis of Awesome, it was clear that a lot of songs have only four simple chords. This can instil confidence in children, as they can transfer their chord skills onto a vast majority of genres of music to suit their preference.
After the lecture, I then proceeded to order my own ukulele, as I found the input very insightful and I feel that my confidence grew more as I was able to play a new instrument well in a short amount of time. I now know several different chords and techniques, and can perform several songs.
Through the morning lecture, we discussed the importance of music, and how it can have a positive impact on children. Hallam (2010) states that “extensive active engagement with music can induce cortical reorganisation”. Within the arts, children are able to get a better grasp of teamwork which is a vital skill as they grow up as this can improve social skills.
For the music aspect of the day, we were visited by Greenmill Primary School, who introduced us to their String Project. The pupils had been invited to play their instruments for us and then later teach us how to play. During the discussion with pupils at the start, they expressed their feelings towards the arts and how it impacted them in their everyday lives.
Through the String Project, pupils are given an opportunity to learn to play string instruments. As they usually start this at a very young age, this allows them to develop their skills effectively. This can encourage independence and enable them to enhance their listening skills.
Pupils were able to describe their instrument, name the parts and then explain how to hold them. This included correcting posture, listening intently and explaining clearly. These are crucial skills that can be used throughout life. Hallam (2010) also states that transferring these skills to everyday life is “automatic and contributes not only to language development but also literacy”. Once the basics were covered, we then moved onto the string names and notes. By the end of the lesson, we were all able to play a rendition of “Twinkle Twinkle Little Star”. This showed that the pupils from Greenmill Primary were successful in communicating instructions.
During the morning lecture, we were introduced to the work of the pupils in Room 13. Room 13 was described as a “social enterprise model of art education embedded in a number of primary’s and one or two secondary schools in Scotland” (Adams et al, 2008, p.11). Through this, pupils have the opportunity to work closely with artists through discussions of improvements to their own work. Artists are able to inspire children, which enhances their confidence in art. Room 13 is an ideal space for this, as there are few rules. Children are allowed to draw/paint on floors, they are not limited to A4 paper and they have support from specialists. This can reassure children that there are no mistakes in art, allowing them to express themselves more.
As a teacher, it is imperative that we do not criticise expressive arts harshly in school, as it can have a detrimental impact on children’s confidence and may impact on their future involvement in the arts. Through independent creations, we can better understand the stories that children are trying to tell through expressive art.
During this class, we were introduced to the work of Avril Paton. We were shown a piece of her artwork, entitled “Windows in the West”, which depicted a large building in a winter setting.
We were able to look at the history behind this painting through a small video detailing the processes the artist went through when creating this piece.
Picking a section of our choice from the painting, we were able to create our own individual prints. We did this by using the small polystyrene pieces that were provided and using a ball point pen, we created lines to depict what we seen in our section of the painting. While outlining our designs, we were told that we could not undo any marks that we made, therefore there were no mistakes. I feel that this is important to teach children, as many of them assume that if it is not an exact copy, then their work is “wrong”. However, their “mistakes” can create unique pieces of artwork, therefore mistakes should be embraced, not criticised. As a teacher, I feel that this is an important lesson to teach children, as it may impact negatively on their confidence in expressive arts if they are worrying that they are doing tasks wrong.
Once we had our outline, we moved on by using a board covered in ink to print the outlines onto coloured card. This card was folded in half to make Christmas cards.
Having a choice of materials was beneficial as a student, as it allowed for more creativity and uniqueness. This would be an easy, fun activity to implement into the classroom as it can be observed easily by the teacher, and allows pupils to use different materials and processes.
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