Hi Mark
I just want to say how much I appreciate our supportive and co-operative communication on email in regard to the Blog project. There seems to be a balance between when either of us is held up then the other can post.
RE: Music Week - I was not inspired by the clapping exercises for primary students but at the end of the music week, I had the good fortune to be called in for relief and the grade 5 class had music. It turned out to be one of those special light bulb teaching lessons when the information we receive all falls into place and you understand "WHY". The music teacher based the whole lesson around the clapping rhythms. I joined in of course to try and understand how it all worked. The students, in groups, had written Rap songs that fitted with the particular clapping rhythm and coincided with Literacy Week's focus on poetry. The teacher had them in a circle and tested them with many different clapping rhythms, it was abit exciting keeping up and I was smiling often. The students had to comile 2 verses as well for their Rap songs and then each group performed in front of the others and their was a follow up discussion and vote of which were the most successful. I will definitely be practicing clapping rhythms now in order to become more proficient. This lesson was a real eye opener on the importance of scaffolding students through the basics, no matter how simple in order for the students to build their own unique understanding. It demonstrates the power of Constructivist Teaching techniques within the Arts.
Sometimes the teaching videos we see can be frustrating as they are mainly about workshops with very young students, say grades 1 to 2. As I am mainly involved in grades 3 to 6, I am constantly on the lookout for inspiration of how I may engage them. They do however hit home the importance of early exposure in opportunities to engage in creativity in all its forms. It gives them the knowledge and power to move to the next stages.
Re my music experience. I struggle with nerves in performing and this oftens cripples abilities for solo performances. Collaborative playing and group work in music is the most empowering for confidence and joy as it becomes very like a language between the performers, and can be very intoxicating for the players and they drive eacxh other to be better and better. It is amazing to see it happening with the students in the childrens orchestra. I am so aware of this fear than can develop as you hit your teens and how much I have missed out on because of it, that my own experiences inform how I teach music. I am very encouraging and enthusiastic, tend to prefer young students to get exposure to performing in public early so that it may become second nature to them and they will not struggle with fear of performing as they get older and they will be proud to show all what they can do. Most schools have performances at assemblies now which is a terrific opportunity for students to be exposed to audience and gives the teacher and class a set date to work towards performance and appreciation of their efforts.
Saturday, 17 August 2013
Thursday, 15 August 2013
Mark - Week 5: Dance
Applications of lessons in dance are
similar to the cricket or football trainings which I’ve run in the past. I’d
never thought of the connection between the two, which is a bit silly given the
fact that the movement would be as, if not more intense in dance. They are so
similar in their activity, however the main difference is the open-ended
expression rather than a concrete end or result (Sinclair, Jeanneret, & O’Toole, 2012).
The idea’s evoked in dance are transferable
in the academic domains which is a teaching tool that could be utilised before
something like creative writing. Movement has a place for student’s to develop kinaesthetic exploration, social and motor skills. The ability to control of
your own space and understanding of others personal space allows students to
develop awareness (Wright, Schiller & Meiners 2003).
Much of communication is non-verbal, in
fact 80%, therefore developing physical movement allows for greater
communication (Raymond, 2008). Exploring the different dimensions of movement
that dance offers, builds communication on all levels as well as strength,
imagination and creativity (Wright, Schiller & Meiners 2003).
In both the younger and older groups it was
interesting to see the introduction of a topic, very little was used in the
advanced age group however it was a platform in smaller children to give ideas.
It seems like it would be a great thing to use as a quick activity for cross
curriculum links and addressing a topic. (E.g. science on space and maybe go
through things in space, then a warm up with dancing/performing as an item
you’d find in space to get the creativity flowing)
I’ve recently seen a guy called the Byron
Bay dancing man (Tommy Frankin), whilst not trained in dance his movement seems
to be infectious. As with some other forms of modern dance that I find really
cool, i’d love to incorporate the YouTube links in the tool kit into a class. Showing
it’s not about being an amazingly technical dancer one way or the other but about expressing yourself, entertaining and creating. This would hopefully show students that dance comes
in varieties of ways and to not be afraid to go for it. I see the expression
through dance as a great building block for ideas not only for
yourself but also for others, whilst giving students confidence in a variety of
areas.
Tool Kit
References
Raymond,
I. (2008). Murraylands Rock and Water Program: Program overview and
qualitative evaluation, May-July 2008. Unpublished program evaluation.
Connected Self.
Wright, S., Schiller, W., & Meiners, J. (2003). Children, meaning-making and
the arts, Pearson Education Australia, Frenchs Forest.
Sinclair, C., Jeanneret, N., & O’Toole, J. (2012). Education in the arts: Teaching and learning in the contemporary curriculum. South Melbourne, VIC: Oxford University Press.
Sinclair, C., Jeanneret, N., & O’Toole, J. (2012). Education in the arts: Teaching and learning in the contemporary curriculum. South Melbourne, VIC: Oxford University Press.
Sunday, 4 August 2013
Mark - Week 4: Visual Arts
WOW Kerin, seems like we've had vastly different musical Journey's! ha.
Think you may have trumped me, however it's been interesting to read from your entries and reflecting on mine, how people have their different thoughts towards music. The emotion music seems to be able to bring is strong regardless who you are or what type of music has influenced you.
I've got to say, you mentioning on the Scottish songs is bringing back some great memories of living in Scotland 8 years ago, great people, scenery and the music (traditional or current). I always wonder... if music has the ability to bring emotions and thoughts back, I wonder if it has the ability harness thoughts in remembering information for students in a classroom?! May be something I try when I'm teaching a class.
Tour Stop 1
I'm pretty certain I said most of those "I can't do that" statements over my schooling and I wonder if it was due to feeling the need to do a drawing that needed to look like a picture. I found it really interesting what was mentioned in the lecture, that it's ok for the self-portrait to not look like you but it's about representing you. It was something that i'd pass on to students in my class, as this can give them a licence to grow through their art by expressions of creativity, character and experiences rather than do a piece that is what they think someone wants to see (Skophammer, 2009). I'd even do a picture of my own in self-portrait and show other pictures which have dramatic differences to show how people's creativity and expressions differ.
Here some examples including my own...
Tour Stop 2
In learning in the arts, students will be help to develop their knowledge of colours through experiencing what occurs when they mix two separate colours. e.g Red/Yellow = Orange
In learning through the arts, student can use there ability to respond and critically look at what they have done regarding mixing of colours. This way they can manipulate colours in the future to come to the desired result from what they had done previously.
Both of Learning 'in' and 'through' can utilise each other along the learning process to aide and further their knowledge through greater experiences and learning in the future.
(ACARA, 2012)
Tour Stop 3
Some great resources within this area which i'll definitely be using in my classroom.
After looking at these and reading what Catherine Speck says regarding children developing personally and expressing themselves to their individual needs (1989). I'm starting to mesh my teaching philosophy with art. Some artistic flair will not only add to the content but also give students the ability to follow their own interests and allow for more engaging lessons.
Tool Kit
http://www.acara.edu.au/verve/_resources/DRAFT_Australian_Curriculum_The_Arts_Foundation_to_Year_10_July_2012.pdf
(ACARA, 2012)
References
ACARA. (2012). Australian Curriculum: The Arts Foundation to Year 10. Retrieved from http://www.acara.edu.au/verve/_resources/DRAFT_Australian_Curriculum_The_Arts_Foundation_to_Year_10_July_2012.pdf
Think you may have trumped me, however it's been interesting to read from your entries and reflecting on mine, how people have their different thoughts towards music. The emotion music seems to be able to bring is strong regardless who you are or what type of music has influenced you.
I've got to say, you mentioning on the Scottish songs is bringing back some great memories of living in Scotland 8 years ago, great people, scenery and the music (traditional or current). I always wonder... if music has the ability to bring emotions and thoughts back, I wonder if it has the ability harness thoughts in remembering information for students in a classroom?! May be something I try when I'm teaching a class.
Tour Stop 1
I'm pretty certain I said most of those "I can't do that" statements over my schooling and I wonder if it was due to feeling the need to do a drawing that needed to look like a picture. I found it really interesting what was mentioned in the lecture, that it's ok for the self-portrait to not look like you but it's about representing you. It was something that i'd pass on to students in my class, as this can give them a licence to grow through their art by expressions of creativity, character and experiences rather than do a piece that is what they think someone wants to see (Skophammer, 2009). I'd even do a picture of my own in self-portrait and show other pictures which have dramatic differences to show how people's creativity and expressions differ.
Here some examples including my own...
Tour Stop 2
In learning in the arts, students will be help to develop their knowledge of colours through experiencing what occurs when they mix two separate colours. e.g Red/Yellow = Orange
In learning through the arts, student can use there ability to respond and critically look at what they have done regarding mixing of colours. This way they can manipulate colours in the future to come to the desired result from what they had done previously.
Both of Learning 'in' and 'through' can utilise each other along the learning process to aide and further their knowledge through greater experiences and learning in the future.
(ACARA, 2012)
Tour Stop 3
Some great resources within this area which i'll definitely be using in my classroom.
After looking at these and reading what Catherine Speck says regarding children developing personally and expressing themselves to their individual needs (1989). I'm starting to mesh my teaching philosophy with art. Some artistic flair will not only add to the content but also give students the ability to follow their own interests and allow for more engaging lessons.
Tool Kit
http://www.acara.edu.au/verve/_resources/DRAFT_Australian_Curriculum_The_Arts_Foundation_to_Year_10_July_2012.pdf
(ACARA, 2012)
References
ACARA. (2012). Australian Curriculum: The Arts Foundation to Year 10. Retrieved from http://www.acara.edu.au/verve/_resources/DRAFT_Australian_Curriculum_The_Arts_Foundation_to_Year_10_July_2012.pdf
Skophammer, K. (2009). Riding the Wave: A Self-Portrait Study, Arts and Activities. 145, 5, 38.
Speck, C. (1989). A Depth Art Curriculum for the Primary School. Australian Art Education. 22, 1, 72-85
Friday, 2 August 2013
Kerin - Week 3 Music
Early Music Education
The benefits of music education from a young age and its impact on development of spatial reasoning, fine motor skills and cognitive processes has now been proven scientifically. I must recommend a documentary called "How Music Works". It was a series on television a couple of years ago and is now available to be seen on the web. Working in musical groups also develops trust, respect and enhances skills related to compromise and negotiation.
Other inspiring documentaries that I would also recommend for understanding of the power of music to change lives are:
The Music Instinct: Science and Song and Power of Music Changes Lives by RTE Education. This documentary was inspired by a 30 year project in Karakas, Venezuela, called "El Sustaima", where children from the slums were given free music lessons in a youth orchestra. Some went onto be world class professional musicians.
Children have the uncanny ability to absorb rhythms and tunes that take adults a lot of practice to conquer. Young children around 8 to 13 who play an instrument, can hear a tune, feel it in their mind and body and be able to play from memory in a matter of moments. Their finger to brain memory is faster acting and more enhanced.
I have been witness twice to a travelling music program in Tasmanian primary schools but don't have any contact details. I believe in house music programs in primary schools in Tasmania are quickly becoming an important area in schools as the benefits for helping disengaged students are becoming obvious. I have noted in my relief teaching that the schools in the lower socioeconomic areas often have active music programs and school bands that the students are so proud to belong to, no matter how outrageous they may be in the classroom or playground.
I look forward to being part of a music program as an extra curricular activity when I get a permanent teaching position and am also gathering children's songs and hoping to find the courage to one day soon, take my guitar into a class that I know will be challenging and difficult and give singing a test to see how the disengaged students may respond. I would be pleased to be a stringed instrument tutor in a school.
MY MUSICAL JOURNEY
Sang in the school choirs and took part in musicals and begged to be able to go to concerts
that came to town.
Teens
Got a guitar and set of lessons for my 12th birthday.
Taught myself to read music and finger pick, later ukulele, whistle and mouth
organ. Loved the music of Joan Baez, Judy Collins, Peter Paul and Mary, Joni
Mitchell. I wanted to choose art and music as my electives in grade 8 to 10 but
they were on at the same time so chose art. Wanted to learn the piano so badly
but not allowed. So with the help of a friend in the music room at school
lunchtimes and after school I learnt the Moonlight Sonata by Beethoven. It took
me a year. My Dad used to drive me to the folk club at Narrabeen from age 15. He understood as he used to play the guitar and mouth organ.
Young adult
Went to New Zealand, became very accomplished on the guitar and
started teaching it to children and played with friends at parties and took part in
festivals. I loved America, the Eagles, Don Maclean who I once hitchhiked 500
miles to see in concert in Christchurch and arrived half an hour before hand.
Finally had some piano lessons and did grade exams, loved the music from
Jonathon Livingstone Seagull which I played in concerts. Taught myself the
flute and in a band where I played the flute rift in Knights in White Satin, my
boyfriend played the bass guitar. It became my traveling instrument as I
traveled the world as it fitted in a backpack easily. I adored Folk Club in the
old University buildings in Christchurch on winter nights. There was a lot of
Scottish songs and the audience rugged up in scarves and hats would sing along
and create the most magic harmonies I have ever heard. Played with others during world travels and taught children to play early piano and guitar in jobs as a nanny.
Early 30’s
A few boring years in Sydney, just played for myself but went to see
Conway Brothers regularly at pubs as used to love their Captain Matchbox and
the Whoopee band in the 70’s.
Tasmania
Came to Tasmania in 1990 and went to Cygnet Folk
Club but it was noisy and drunken and you couldn’t hear the music. Practiced up
and shyly came along to folk music nights at the Ferntree Tavern and had my
turn singing and playing guitar, was part of a mandolin group and then played
fiddle and accordion in Hillbilly Zen group and HOT String Band at
lots of fairs, festivals,dances, parties, etc. Have joined in Irish sessions and in a bluegrass band for 3
years and had a regular spot in a café on Sundays and played traditional Tassie
tunes with band called Slapdash, now called Buttongrass Serenade at
parties, dances & conferences with professional musicians. It’s a bit special getting paid for
doing something you love so much. For 13 years have been adult support player
with the Tasmanian Heritage Fiddle Ensemble with gifted children from age 8 upwards. We play regular gigs and support
for overseas and interstate groups.
I worked in an orphanage in Cambodia in Dec/Jan 2010/11, found 2 old guitars there, fixed them up and taught 3 boys to play the guitar. This has the potential to be a life changing experience for these poor and damaged children.
I worked in an orphanage in Cambodia in Dec/Jan 2010/11, found 2 old guitars there, fixed them up and taught 3 boys to play the guitar. This has the potential to be a life changing experience for these poor and damaged children.
THE ROLE OF MUSIC IN MY LIFE
After 46 years of playing music, the role of music is a natural and
integral part of my everyday life, ranging from subconscious humming while
working which annoys some people, to playing in a
band at a bush dance and getting paid. Sometimes I am in a situation where I
have to run from one performance to the next in another group. My skills have
suffered with studying over the last few years as I rarely have time to
practice at home. To counteract this loss, I have become a faster sight reader.
I use songs in my head to keep rhythm during physical activity. As a child, my
biggest frustration was that my parents would not pay for piano lessons. I
thought the kids who hated their forced piano lessons were crazy.
I play many instruments now in this later stage of my life. They have
built up over the years as needed, some have gone by the way as I didn’t need
them in my life anymore, some are constant as they are used to make money or
play with friends or in groups or just to myself at home. My mainstays are
guitar, mandolin, fiddle and banjo. I have a lifelong love of old timey songs
and fiddle tunes from the Appalacian Mountains. I appreciate many kinds of
music.
Much of my artwork includes music imagery.
Much of my artwork includes music imagery.
I have a good CD
collection, I don’t play recorded music very often except
when I am working on art in my studio. If I buy a CD, its all about learning a
song or tune off it. I have a new violin with a traditional set up for classical music and a cleaner sound and an old one with the flattened bridge and pick up for playing the hillbilly
music and gigs. My goal this year is to improve
on the violin and gain an understanding of the dynamics of playing in an
orchestra so I can take part in or assist in a music program in a school when I
get a permanent teaching job.
Tuesday night I rehearse classical with the Derwent Strings at the
Elizabeth College Undercroft, which is the training arm of the Derwent Symphony
Orchestra. Next Tuesday 6th August, our guest conductor will be Marko Letonya, the artistic
director and chief conductor of the TSO.
I helped with children’s learning ensemble called Valley Strings on
Saturday mornings at Franklin for a few years for ages 6 to 12. For 13 years on Wednesday nights after work I play with the Tasmanian
Heritage Fiddle Ensemble, which is a group made up of gifted children aged 8
upwards. I am an adult support player of mainly the mandolin but concentrating on improving on the fiddle this year. We have been invited to the National Folk
Festival in Canberra twice, play at most of the festivals in Tasmania and this
year were support for the Celtic Fusion band Sprag Session from Cape Breton in
Canada in the 10 Days on the Island Festival. We recently took part in a fund
raising concert to raise money to buy instruments for Dunally School. At the
end of August we play the monthly bushdance in the Wesley Hall in Hobart. The
group has been about Traditional Tasmanian Music from 1840 to 1940, including
tunes played by convicts and the aboriginal bands from Cape Barren
Island. Much of the music now has
been written by the children and musical directors. They have many You-tube
videos and have featured in documentaries about Tasmania. It has been an absolute privilege to be associated with these fabulous children for so many years,who excel in everything they do. There is virtually no behaviour management with these joyful hard working and committed children, other than to stop them playing in order to listen to new information and it amounts to the simple action of putting the violin bow on the top of your head and waiting no more than a few seconds. If only a primary classroom were that easy. My job, on occasions, has been to take charge of those who have an autism spectrum disorder and are exceptionally gifted musically but struggle with the social aspects of engaging with the other children.
References
YouTube - The Tasmanian Heritage Fiddle Ensemble
Wiggins, J. (2009). Teaching for Musical Understanding. Michigan: Oakland University, Centre for Applied Research in Musical Understanding.
YouTube - The Tasmanian Heritage Fiddle Ensemble
Wiggins, J. (2009). Teaching for Musical Understanding. Michigan: Oakland University, Centre for Applied Research in Musical Understanding.
Wednesday, 31 July 2013
Kerin-Week 2 Drama
Kerin-Week 2 Drama
Having lived in New Zealand for many years and experienced some scary earth tremors, I could relate to the children and I had already heard from friends there that many families had relocated to Wellington from Christchurch for the start of the school year and then again been through violent tremors in Wellington and many children were retraumatised. The "Torn Cloth of Dreams" is a wonderful concept....the land of everything, recipes for magic threads, belief, hope, adventure and gathering dream dust were stuff from the imagination. I especially was drawn to the group holding hands, closing their eyes and jumping into a new land..... Imaginative, creative, escapist, childlike.
All year from the beginning of term 1 and due to their teacher having a tough year, I have had the good fortune to take a regular grade 5/6 class. Relief teaching is not an ideal situation and a lot about behaviour management, so this is an important opportunity to develop relationships with students and learn on the job by trying different subject matter and teaching strategies to find out what works and what doesn’t, getting to know each student and how they learn, what they are interested in and how they respond to me and also importantly, a chance to do some planning of hopefully engaging projects for the next time I am called in for them.
Relief work teaches you to plan on the run in the car on your way to a job, have a good collection of resources laid out, ready to grab and to draw upon on all subject areas and for all levels and learn to improvise if something seems to be not quite working and the “natives are getting restless”. Ha ha! There are some harsh wake up calls too when you realise that what is successful with one class can be a complete failure with another.
In primary school I was in the choir and took part in plays and have a fond memory of sitting on the front of the stage in a cowboy hat, swinging my legs and singing the songs from Oklahoma. However in high school, although I was a comedian and loved to hear my peers and friends laugh, I was painfully shy to stand up and speak or perform and went into a strange blank terrified zone. I have always been literally afraid of drama and resisted including it in my teaching knowledge BUT how things have changed. I now realise that drama can make a valuable and unique contribution to development by an enhanced awareness of self, and the surprise bonus is that they love it.
One day with the 5/6 class I decided to try drama to see what would happen. I thought they would groan when I told them but a huge cheer went up that nearly bowled me over. I was astounded. They quickly formed groups and made animal masks and organised what their performances were going to be about and who would take what parts. I acted as the director between each performance. One group of boys didn’t make masks but did a play about learning to drive. It was very Australian and VERY funny and a confident performance. A few weeks later their regular teacher and the principal arranged for them to perform it at assembly. Luckily I was there with another class and felt so proud when my part in instigating it was acknowledged. Now I LOVE drama as a subject for teaching over several subject areas and also for establishing positive relationships with students.
Most importantly I really understand now why students love drama and art so much, because it is part of what they are as children. Drama relates directly to play and imagination like playing cowboys and Indians and taking on an imagined persona and activities, and of course art stems from early mark making when young children draw pictures and then “read” the story to you about what they have drawn. Art and drama are both “states of play” that young children are familiar with. They show their independence, creative thinking abilities and imagination.
DRAMA Part A
· TEACHER IN ROLE – I would show my physical interpretation of the creatures in the story ie blind dog, slinky fox and bird with injured wing.
· THOUGHT TRACKING and SPOTLIGHTING – I like this questioning style where students can contribute with their own ideas about the characters they are acting out.
· I would have students act out various animals with injuries and also interpret how animals who may not have visible injuries but be sad or bitter may act.
· FREEZE FRAMES – I would have student groups freeze in their acting out of a scene so that other groups may have the opportunity to discuss what is happening.
· I know that I would want students to write their own small plays including artwork of scenes.
DRAMA Part B
I have used some drama and acting out in primary classrooms especially with grades 3 & 4 for fractions. It helps them understand the concept. They tell us not to use pizza scenarios but the students relate to this humble food. I made a big drawn pizza in sections and put it together on the floor and did a story about hungry little rats in the city coming out to find food and they could rip the paper pizza and act like they were gobbling it up but it had to be in the fractions that were given. It was a bit silly and we had fun but I think it helped in some small way.
In one of the videos there were the words “dull transfers
of knowledge” when referring to teaching strategies from the past. The constant
downgrading of past teaching techniques sometimes irritates me as so many
successful people in all walks of life have come through that system. I loved and was engrossed by many of these
transfers of knowledge. It all depends on the enthusiasm of the teacher and
what the child may be interested in. I strongly believe that the students also
need to learn to be settled and take in pure information at times and have a
varied day at school. When there is play like activity often, the rampant
students won’t engage in anything structured and selfishly stop other students
from learning by acting up in class. I am often shocked by the low literacy and
numeracy standards of my primary students who are taught using contemporary
techniques.
Role play activities are excellent for getting the imagination working and directly related to play activities which become less as they age. For free downloadable primary drama lesson plans, visit shamble.net/pages/learning/performing/drama and a good internet site with lots of information and resources of strategies for drama is dramaresources.com.
REFERENCES AND RESOURCES:
Drama in the Primary Curriculum. Retrieved from www.curriculumonline.ie
Drama Strategies by David Farmer, 2010-2013. Retrieved from
http://dramaresource.com/stratagies
Having lived in New Zealand for many years and experienced some scary earth tremors, I could relate to the children and I had already heard from friends there that many families had relocated to Wellington from Christchurch for the start of the school year and then again been through violent tremors in Wellington and many children were retraumatised. The "Torn Cloth of Dreams" is a wonderful concept....the land of everything, recipes for magic threads, belief, hope, adventure and gathering dream dust were stuff from the imagination. I especially was drawn to the group holding hands, closing their eyes and jumping into a new land..... Imaginative, creative, escapist, childlike.
All year from the beginning of term 1 and due to their teacher having a tough year, I have had the good fortune to take a regular grade 5/6 class. Relief teaching is not an ideal situation and a lot about behaviour management, so this is an important opportunity to develop relationships with students and learn on the job by trying different subject matter and teaching strategies to find out what works and what doesn’t, getting to know each student and how they learn, what they are interested in and how they respond to me and also importantly, a chance to do some planning of hopefully engaging projects for the next time I am called in for them.
Relief work teaches you to plan on the run in the car on your way to a job, have a good collection of resources laid out, ready to grab and to draw upon on all subject areas and for all levels and learn to improvise if something seems to be not quite working and the “natives are getting restless”. Ha ha! There are some harsh wake up calls too when you realise that what is successful with one class can be a complete failure with another.
In primary school I was in the choir and took part in plays and have a fond memory of sitting on the front of the stage in a cowboy hat, swinging my legs and singing the songs from Oklahoma. However in high school, although I was a comedian and loved to hear my peers and friends laugh, I was painfully shy to stand up and speak or perform and went into a strange blank terrified zone. I have always been literally afraid of drama and resisted including it in my teaching knowledge BUT how things have changed. I now realise that drama can make a valuable and unique contribution to development by an enhanced awareness of self, and the surprise bonus is that they love it.
One day with the 5/6 class I decided to try drama to see what would happen. I thought they would groan when I told them but a huge cheer went up that nearly bowled me over. I was astounded. They quickly formed groups and made animal masks and organised what their performances were going to be about and who would take what parts. I acted as the director between each performance. One group of boys didn’t make masks but did a play about learning to drive. It was very Australian and VERY funny and a confident performance. A few weeks later their regular teacher and the principal arranged for them to perform it at assembly. Luckily I was there with another class and felt so proud when my part in instigating it was acknowledged. Now I LOVE drama as a subject for teaching over several subject areas and also for establishing positive relationships with students.
Most importantly I really understand now why students love drama and art so much, because it is part of what they are as children. Drama relates directly to play and imagination like playing cowboys and Indians and taking on an imagined persona and activities, and of course art stems from early mark making when young children draw pictures and then “read” the story to you about what they have drawn. Art and drama are both “states of play” that young children are familiar with. They show their independence, creative thinking abilities and imagination.
Picasso was so wise when he said “All children are born
artists. The problem is how to remain an artist once he grows up”.
I would consider the following strategies in teaching a
drama workshop like Fox.
·
STORYTELLING - Gather the class around you in
close proximity to each other. Read the story to the class with emotion and
tension in your voice and body movements that relate to actions within the
story.· TEACHER IN ROLE – I would show my physical interpretation of the creatures in the story ie blind dog, slinky fox and bird with injured wing.
· THOUGHT TRACKING and SPOTLIGHTING – I like this questioning style where students can contribute with their own ideas about the characters they are acting out.
· I would have students act out various animals with injuries and also interpret how animals who may not have visible injuries but be sad or bitter may act.
· FREEZE FRAMES – I would have student groups freeze in their acting out of a scene so that other groups may have the opportunity to discuss what is happening.
· I know that I would want students to write their own small plays including artwork of scenes.
I have used some drama and acting out in primary classrooms especially with grades 3 & 4 for fractions. It helps them understand the concept. They tell us not to use pizza scenarios but the students relate to this humble food. I made a big drawn pizza in sections and put it together on the floor and did a story about hungry little rats in the city coming out to find food and they could rip the paper pizza and act like they were gobbling it up but it had to be in the fractions that were given. It was a bit silly and we had fun but I think it helped in some small way.
I agree with you wholeheartedly that understanding and
using the separating into Making, Presenting and Responding adds structure to
the process. It also helps relate every stage directly to the specific sections
for assessment in the curriculum documents.
Role play activities are excellent for getting the imagination working and directly related to play activities which become less as they age. For free downloadable primary drama lesson plans, visit shamble.net/pages/learning/performing/drama and a good internet site with lots of information and resources of strategies for drama is dramaresources.com.
Drama in the Primary Curriculum. Retrieved from www.curriculumonline.ie
Drama Strategies by David Farmer, 2010-2013. Retrieved from
http://dramaresource.com/stratagies
Monday, 29 July 2013
Mark - Week 3: Music
My Musical Story & Role of Music in My Life
Experiences
I have two contrasting themes that run through my life regarding music. Firstly, how much I enjoy and appreciate what I perceive as good music, and secondly is my aversion to playing music myself. As a child growing up, myself and all my siblings were lucky enough to have been given piano lessons. At the time I detested these, as did my brothers. We saw it as eating into the daylight hours that we could have been playing cricket and football. I’m not sure if the teacher, the instrument or the fact that it wasn't sport or TV was the reason behind this but regardless I wasn’t a fan.
Alternatively, Pop, Rock and any other music that I enjoyed I feel completely the opposite about. Listening to music has the ability to evoke so many emotions, take you away from what you are doing or bring back memories like they were yesterday. In fact the irony is that I regret not being able to play music myself so I could strum out my favourite tune on the guitar or key a classical song on the piano. I’ve wondered if I had the opportunity to play the guitar instead of piano, would I have actually learnt it and put the effort in? The answer is probably not. The reality is that I still would have seen it as a waste of my time when I was younger. However as I’ve got older I appreciate music more and therefore what goes into playing an instrument. The skills that are within playing and instrument may assist within other academic domains, as I remember friends who played an instrument always seemed to be smart! These days I really appreciate music, throwing the IPod in when I go for a run, listening to live music or unfortunately (for bystanders) hitting the dance floor at a wedding. I think as appreciate now days, the artistry that goes into music, whereas before I thought it was a few beats and sounds.
Soundscape
What amazed me from the video “Find a sound of your own” and after doing my mini soundscape was the place a random individual sound can hold in a piece of music. I really enjoyed how in adding them all together it started to resemble a flow and rhythm. I also like how in the video it showed the places for different tempo’s and percussion strikes. I’ll definitely try and incorporate this type of soundscape into a classroom, it maybe just as a working together exercise to show how small pieces of sound can add up to make a piece of music. Much like if everyone goes their little piece in a group task it can come together to complete a job. This really opened up my eyes to the possibilities with music, even for a self-proclaimed 'battler' in this domain.
Finally after reading Deep listening to the musical world and some of the other points posed this week I’m appreciating the difference in listening and hearing. More than anything has made me reflect on the use of music within the classroom may it be to teach or as calming influence. The points to consider in regards to music are greater than I’d ever considered in the past. The three phases of pedagogical listening allowed me to realise a little better how students are stimulated and engaged by music (Campbell, 2005).
Tool kit - Music
http://tlc.howstuffworks.com/family/music-activities-for-kids2.htm
(TLC, 2013)
http://www.atlantasymphony.org/aso/asoassets/downloadcenter/Symphony%20Street%20Activity%20Sheets.pdf
(Atlanta Symphony, 2013)
I thought these might be able to assist in thinking of idea to make musical instruments if you were to your own soundscape in the classroom.
References
Atlanta Symphony. (2013). Make your own musical instruments. Retrieved from http://www.atlantasymphony.org/aso/asoassets/downloadcenter/Symphony%20Street%20Activity%20Sheets.pdf
Campbell, P. S. (2005). Deep Listening to the Musical World. Music Educators Journal, 92(1), 30-36.
TLC. (2013). Music activities for kids. Retrieved from http://tlc.howstuffworks.com/family/music-activities-for-kids2.htm
Experiences
- Piano lessons with Mrs. Mumford
- Listening to Rage after waking up on a weekend
- Music class at school and my inability to read music
- Music festivals/concerts
I have two contrasting themes that run through my life regarding music. Firstly, how much I enjoy and appreciate what I perceive as good music, and secondly is my aversion to playing music myself. As a child growing up, myself and all my siblings were lucky enough to have been given piano lessons. At the time I detested these, as did my brothers. We saw it as eating into the daylight hours that we could have been playing cricket and football. I’m not sure if the teacher, the instrument or the fact that it wasn't sport or TV was the reason behind this but regardless I wasn’t a fan.
Alternatively, Pop, Rock and any other music that I enjoyed I feel completely the opposite about. Listening to music has the ability to evoke so many emotions, take you away from what you are doing or bring back memories like they were yesterday. In fact the irony is that I regret not being able to play music myself so I could strum out my favourite tune on the guitar or key a classical song on the piano. I’ve wondered if I had the opportunity to play the guitar instead of piano, would I have actually learnt it and put the effort in? The answer is probably not. The reality is that I still would have seen it as a waste of my time when I was younger. However as I’ve got older I appreciate music more and therefore what goes into playing an instrument. The skills that are within playing and instrument may assist within other academic domains, as I remember friends who played an instrument always seemed to be smart! These days I really appreciate music, throwing the IPod in when I go for a run, listening to live music or unfortunately (for bystanders) hitting the dance floor at a wedding. I think as appreciate now days, the artistry that goes into music, whereas before I thought it was a few beats and sounds.
Soundscape
What amazed me from the video “Find a sound of your own” and after doing my mini soundscape was the place a random individual sound can hold in a piece of music. I really enjoyed how in adding them all together it started to resemble a flow and rhythm. I also like how in the video it showed the places for different tempo’s and percussion strikes. I’ll definitely try and incorporate this type of soundscape into a classroom, it maybe just as a working together exercise to show how small pieces of sound can add up to make a piece of music. Much like if everyone goes their little piece in a group task it can come together to complete a job. This really opened up my eyes to the possibilities with music, even for a self-proclaimed 'battler' in this domain.
Finally after reading Deep listening to the musical world and some of the other points posed this week I’m appreciating the difference in listening and hearing. More than anything has made me reflect on the use of music within the classroom may it be to teach or as calming influence. The points to consider in regards to music are greater than I’d ever considered in the past. The three phases of pedagogical listening allowed me to realise a little better how students are stimulated and engaged by music (Campbell, 2005).
Tool kit - Music
http://tlc.howstuffworks.com/family/music-activities-for-kids2.htm
(TLC, 2013)
http://www.atlantasymphony.org/aso/asoassets/downloadcenter/Symphony%20Street%20Activity%20Sheets.pdf
(Atlanta Symphony, 2013)
I thought these might be able to assist in thinking of idea to make musical instruments if you were to your own soundscape in the classroom.
References
Atlanta Symphony. (2013). Make your own musical instruments. Retrieved from http://www.atlantasymphony.org/aso/asoassets/downloadcenter/Symphony%20Street%20Activity%20Sheets.pdf
Campbell, P. S. (2005). Deep Listening to the Musical World. Music Educators Journal, 92(1), 30-36.
TLC. (2013). Music activities for kids. Retrieved from http://tlc.howstuffworks.com/family/music-activities-for-kids2.htm
Monday, 22 July 2013
Mark - Week 2: Drama
Teaspoon of Light
It was really interesting to see how the use of the “cloth of dreams” was therapeutic to traumatised children. The imagination that the children developed within the video provided not only an outlet, but also a belief and hope. The use of drama, dance and arts in general within this particular setting allowed for the continued use of creativity, regardless of how strange it may have seemed. To me it shows that if in these circumstances the arts can be used in such an effective fashion, imagine the possibilities within our own classrooms. There was talk of “increased focus” for the children as the workshops continued, which shows a real benefit that can assist in all learning for students.
Drama – Part A
I really liked the warm up game - the evolution game/adaptation technique that was played within the case study (Sinclair, Jeanneret & O'Toole, 2012). To me it seemed like a perfect way to engage primary students into the drama workshop and also the animal characteristics of the characters within the book The Fox.
Another strategy that I felt appealed to me in providing more information and allowing students to understand the characters was Hot-Seating. This is strategy where the students interview the teacher, who takes on the character's persona. This aims to build up the students’ knowledge of the character. This is a technique I found in a website by David Farmer, which I will add to the toolkit (Farmer, 2013).
Conscience alley is a strategy that I also felt would fit within this workshop a primary setting. The whole class involvement, combined with brief sampling characters role-playing and then the persuasiveness required in character would be a great way for students to embrace their imagination and creativity.
Finally I would like to see their interpretations of another scenario through an actual Role-Play of a setting within the book. I feel this is where students can release themselves from worries and pressures and enter a world of imagination through their creative nature to help them develop understanding.
Drama – Part B
I’d never considered how the use of drama could be used in a Mathematics lesson. I have used Role-Play in Science before in my PE3 and saw benefits but not in the way it was executed in this video. It was great to see how the different techniques, like the "teacher in role" and how it could be used in practice. To start off with I thought there was a lot of drama and very little Maths, however the video continued I saw how they transitioned into a real mathematical problem. The students were engaged from the beginning and the motivation continued all the way through the lesson, I have definitely taken a lot out of this to hopefully put into practice.
Finally, I found after reading the Making, Presenting and Responding section within the text it gave me a more structured view to understanding the process involved. For example, I see the use of the initial games like the Dog, Bird and Fox game as drawing on aspects of “making” as outlined in Education in the Arts (Sinclair, Jeanneret & O'Toole, 2012). This gives me more confidence in structuring/incorporating a drama lesson within a classroom environment.
Tool Kit: Drama
This website was really useful in regard to strategies, however it also had planning ideas and was easy to follow.
References
Farmer, D. (2013). Drama Resource - Creative Ideas for Teaching Drama. Retrieved from http://dramaresource.com/
Sinclair, C., Jeanneret, N., & O’Toole, J. (2012). Education in the arts: Teaching and learning in the contemporary curriculum. South Melbourne, VIC: Oxford University Press.
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