This week’s integrated arts inputs and workshops where based on music and drama. Similar to every week I feel I have been able to take useful theory that I will be utilise in my teaching practise in the future.
During this week’s music input we explored voice in an array of ways for teaching purposes and voice in music. Teachers principle tool of communication is their voice, teachers use their voice constantly often over a loud classroom and school environment. Voice is important for teacher as it allows them to address their pupils, teach their pupil, manage the general classroom and behaviour management. It is therefore vital for teachers to maintain a heathy voice throughout their career, this is conveyed in a GTCS document (Voice and the Teaching Profession, n.d, p.6) that states “teachers are at particular risk of developing voice problems”. The GTCS likewise established that in recent years problems relating to voice have become increasingly prevailing within the profession. A growing number of teachers are seeking advice from speech therapist due to the “majority of (teachers) had problems arising for chronic abuse/ misuse of voice and stress” (GTCS, n.d, p.6). If a teacher develops a significant problem with their voice this could impact on their work leading to absence, stress and impacting on their pupils learning (GTCS, n.d). There are range of circumstances that can cause voice problems/ damage for instance hoarseness (caused by change in weather), the common cold or flu etc. However, in order to reduce strain in voice there is a variety of ways in which teacher can control and maintain their voice.
• Using a different method to get pupils attention in place of voice for example clapping/ singing a tune that pupils must repeat back, facial expressions, gesture (raising hand, hands on hip, give me five).
• Warm voice up, gradually eases into speaking, use a range of tones.
Also, this week in the music input we looked in-depth to singing and the enjoyment that children can get from this aspect of music. There are a range of resources out there for teachers to use, which I am glad, as I am not the most confident singer. The most interesting segment of the input was using music instruments to create and perform a short topic/theme. The lecture provided the class with a range of musical and in groups we created a short piece of music of 4 bars. I would definitely implement this approach to music in the classroom as it would allow children the freedom the choose a topic and use their creativity to express the topic. Bloomfield (2000, p.77) denotes the importance for children trying and testing musical instrument “providing children with access to a broad spectrum of instruments will extend their aural vocabulary and foster the thrill of sound, especially through sound combinations”
The focus of the drama workshop was Halloween, we were initially shown a picture of a large house, this was the bases of our drama. The lecture firstly demonstrated teacher in role and we were informed the house was up for sale, but there had been some circulating that the house was haunted, in groups we were given two minutes to create a drama of going and having a sleep over at the house. When them moved onto the techniques of flashforward/ flashbacks. Dickinson et al (2006) cite that these techniques can be used to help the children focus on outcomes of actions, (flashbacks/ flashforwards) “they encourage reflection and discussion” (p.44). Flashback/ flashforward allow children to think about past events that could lead to future events.
I found this week’s inputs to be insightful and the knowledge I have acquired can be transferred into my future practise.
References
Dickinson, R. Neelands, J. and Shenton Primary School. (2006) Improve Your Primary School Through Drama. Oxon: David Fulton
Bloomfield, A. (2000) Teaching Integrated Arts in the Primary School. Oxon: David Fulton
GTCS (n.d) Voice and the Teaching Profession [online] Available: http://www.gtcs.org.uk/web/FILES/FormUploads/voice-and-the-teaching-profession1652_214.pdf [Accessed: 5th November 2017]
