Creative partnerships are at the heart of the 21st century and convey- as teachers- we are embracing the full curriculum and understand the positive impact this has on our learners. In addition, creative partnerships have also been said to increase attainment- as well as- improving the physical and emotional well-being of our students (Creative culture and education.) This then supports the Curriculum for Excellences point: ‘’Children’s and young people’s learning in health and wellbeing benefits strongly from partnership working between teachers and colleagues…’’ (Education Scotland.) In order to provide the best quality education-as practitioners – we could help by having an awareness of the options the local communities offer. All learners often engage really well with visitors coming into the school such as artists/ musicians etc to lead lessons with them. I will definitely become familiar with creative partnerships as it enriches our young peoples learning and as I have previously stated I have a passion for the creative arts.
As you can see in the above video, today in dance we were practicing in our groups to finalise our dance sequences which we then presented to the rest of the co-hort. We incorporated dance movements associated with Scotland. When teaching this in schools, it is important to always provide a theme to make the enhance the creative process. I engaged well with this and found it very amusing! As briefly underlined in my last post- all you need – as a teacher to teach dance is 10 basic skills such as jump/hop balance etc. We also played the number game today which can be very useful for learners who don’t engage well with written maths. This is a more practical style for learning maths for any learner, the intensity can also be increased by making the calculations trickier. This increased my confidence today of teaching dance as you do not need to be an expert to engage children within dance.
Music today involved us using the glocking spiels using ‘Figure notes.’ This is an intuitive way to read music and can accommodate for all learners. It has been said to have a significant effect on ASN children whom sometimes don’t participate in lessons as it is a visual way of learning (TDA,2009.) After, exploring figure notes today, it is definitely something I will take on board in the classroom to engage all learners from various backgrounds as there is levels to accommodate for everyone. The video attached below is of me playing “twinkle twinkle little star” using finger notes:
References
Creative culture and Education ( N/D) Creative Partnerships [online] available: https://www.creativitycultureeducation.org/programme/creative-partnerships/ [Accessed: 7 December, 2019]
Education Scotland. (2007) Curriculum for Excellence: Health and Well-being principles and practice [online] available: https://education.gov.scot/Documents/health-and-wellbeing-pp.pdf [Accessed 7 December, 2019]
Training and Development Agency for Schools [TDA]. (2009) Including pupils with SEN and/or disabilities in primary music. [online] Available: https://dera.ioe.ac.uk/13802/1/music.pdf [Accessed: 7 December, 2019]
