Music, Dance, and Drama Exam Revision Week 2024 PDF

Music, Dance & Drama Week 13 2024 Course review C Exam information 2H 10MIN ON CAMPUS CLOSED BOOK ANSWER ALL TOTAL EXAM FIVE (5) MARKS - 35 QUESTIONS Let’s start with the c...

Music, Dance & Drama Week 13 2024 Course review C Exam information 2H 10MIN ON CAMPUS CLOSED BOOK ANSWER ALL TOTAL EXAM FIVE (5) MARKS - 35 QUESTIONS Let’s start with the course outline COURSE DESCRIPTION This course is an introduction to The Arts with particular focus on Music, Dance and Drama as they apply to the Early Years development and education in childcare and school settings. The rationale for arts education, the features of authentic art curriculum and pedagogy and the arts as creative, expressive and cultural practices, are all examined. Through practical arts activities and other tasks, pre-service teachers will develop the foundational skills required to facilitate a holistic and integrative arts programme. In this course, students will be required to be involved and consider the child’s perspective in order to fully comprehend the importance of this learning area. Students do not need any musical, dramatic or dance skills in order to become fully immersed in the content Course learning outcomes 1. Apply creative processes 2. Apply the elements of At the completion of this that underpin the Arts and dance, drama and music course, you should be able to: integrated teaching and learning to early childhood learning. education and care settings. 3. Develop ideas, knowledge, skills and confidence through 5. Appreciate the role of the increased understanding of Arts (music, dance and The Arts (specifically music, 4. Create integrated (Arts and drama) as a necessary dance and drama) curriculum non-Arts) experiences based component of the holistic, documents as they link to the on children’s literature purposeful and meaningful EYLF and are applied to other educational experience for learning areas in the WA children. Curriculum. Week Overview 1 Intro to AAE, attributes and benefits for young children 2 Learning through the Arts, holistic benefits, creative capacities (Wallas, Guilford, Foley), the creative environment 3 DRAMA 4 MUSIC 5 DANCE (Adrienne Clancy – teaching academic concepts through dance) 6 Fostering a creative learning environment, building creative capacities, creativity squashers 7 EYLF & the Arts – Belonging, cultural connections, diversity 8 EYLF – Being & Becoming, creative environments, supporting imagination 9 Responding to the Arts 10 Assessment in the Arts 11/12/13 Performance assessment and exam preparation Week 1- Intro to AAE, attributes and benefits for young children 'WE ARE ALL CREATIVE BEINGS - IT IS OUR ROLE AS EDUCATORS TO MAINTAIN & NURTURE THIS’ The focus of this week is exploring creativity - defining it, exploring its importance in the classroom, discovering how it underpins Authentic Arts Education as well as our role in nurturing this skill in Early Childhood settings. We will explore the Attributes of Authentic Arts Education and begin to analyse how these attributes lead to meaningful and connected learning experiences for children. When this occurs, they benefit greatly as we are not only developing their Arts literacy, but also developing and nurturing the whole child.  Do we have a problem with creativity in schools? How do we define creativity? What does it sound, look, feel like? Creativity is our capacity to analyse errors, find solutions, investigate, try something new, classify, question, think laterally, make decisions and inquire Why do we need the arts? Attributes of Authentic Arts Education Arts-making capacities & understanding developed Week 1 through action & reflection. Open-ended (problem-solving) activities predominate. Learning-by-doing is highlighted. Creative thinking/action is supported. Arts literacy skills are developed. Children’s self-expression, aesthetic sensibility & cultural (arts) awareness is the main focus. Content relevant & meaningful for children Week 1 Introduction to Ken Robinson Framework for structuring all arts lessons Benefits of AAE Formation of arts- making and responding Week 2 - Learning through the Arts, holistic benefits, creative capacities (Wallas, Guilford, Foley), the creative environment This week the focus of the workshop will be on Creative Thinking. As we have explored the value of creativity within our planning and approach to learning experiences, we must now consider how our students will engage with the creative process. We will focus on the theorists of Wallas and Guilford who explore the stages of the creative process and the role of divergent thinking - both of which support the notion of ideation within the classroom. Week 2 Defining creativity Can creativity be taught? Wallas - stages of the creative process Guilford- divergent thinking Robinson- creative thinking Week 2 Developing creative capacities Creative thinking skills Inquiring – identifying, exploring and organising information Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures The trinity for a creative environment Week 3 - Drama 'IDEAS ARE KING AND CURIOSITY REIGNS’ This week, we focus on our first Arts discipline Drama which means "TO DO" In early childhood education, Drama is focused on personal growth as it helps children develop as an individual and as social beings through role play, improvisation, playbuilding and mime. Children have a natural instinct for dramatic play which is supported by Vygotsky who states this form of play helps them practice social behaviour in a safe setting and is the beginning of their capacity for the abstract. The goal for teachers is that children come ready with this innate ability - it is our challenge to harness this and nurture this creative capacity. This Photo by Unknown Author is licensed under CC BY-NC- Drama Drama Drama Drama Making and Praxis- Praxis literacy: The responding practices- (Responding Elements of (Making): ) Drama Initiating drama Viewing drama engagement performances Dramatic play Understanding Process drama drama contexts Mantle of the and motivations expert Guided drama Story drama appreciation Improvisation Role-playing Mime Puppetry Oral storytelling Reader’s theatre Radio drama Play building and scripting Drama activities in the classroom Warm up & Tableaux stimulus to Wonderings Story (freeze action – what if? Drama frames) games Puppetry Process Hot seating (Bunraku) Drama Week 4 Music This week, you will be introduced into the dynamic world of music – the artful organization of sound and silence unified in continuous flow to create melodies and rhythm. Not only does music enrich the lives of students ; it provides comfort, transcendence and joyfulness which we want all children to experience. The aim is to develop understanding through engagement in music – singing, playing, moving, listening, creating, reading and writing. Songs shared through generations help form connections to families and histories. As  Making and Responding Music praxis (Making) exploring sound and silence singing percussion creating or composing music MUSIC sharing, recording and performing combining music with movement and other art forms Music praxis (Responding) listening to and viewing live performances understanding music contexts and motivations leading guided music appreciation Music literacy: The Elements of Music – rhythm, pitch, dynamics & expression, form and structure, timbre, texture  Warm up/musical readiness/listening activities – choon baboon, plasticene man, rollercoaster, etc Bumblebee song – (Bee bee bumblebee, can you sing your name for me? My name is …Your name is…) Hokey Pokey (music and movement) Music Gruffalo – book cover prediction, create SFX for animals as book is read aloud, explore/experiment activities with handmade and untuned instruments, create a unique/original sound for each animal and create a in the simple composition Learnt the Gruffalo Song (with actions, following the classroom pitch, etc) Body percussion – circle games, creating weather effects (storm), passing sound/movement around the circle Soundscapes – (deep, dark wood - Gruffalo) using voices, body percussion, instruments and add to tableaux task Week 5 Dance 'AS SOON AS A CHILD CAN STAND, THEY DANCE. ART IS FUNDAMENTAL TO HUMAN EXPRESSION’ This week, the focus is on integrating Dance, an artform which is defined as 'expressive movement with purpose and form.' With an early childhood context, students must be exposed to both creative movement and creative dance, which have different educational value. Our emphasis for Dance is on experiential learning, both creating and performing, which can include developing movement vocabulary, choreographing dances, learning social dances and performing dances. Dance Making and responding Dance praxis (Making) Developing a movement vocabulary Choregraphing dances Learning social dances Performing dances Dance praxis (Responding) Viewing dance performances Understanding dance context and motivation Dance contexts Ritual and ceremonial, educational and social, artistic Leading guided dance appreciation Dance literacy: The Elements of Dance – BEST & Relationships (the way a dancer’s movements are related to other people or objects and environment Dance activities in the classroom Warm up/cool down – SDP, progressions, BEST, cardio games, visualisation, statues relaxation/reflection, etc Skill building/Creative task : (mix of explicit skills/guided creative tasks) Reading and moving - * We’re Going on a Bear Hunt activity - focusing on sequenced movement/choreographed task, exploring perspective, Responding to music to performance etiquette explore/create movement – graphic notation for dance through movement, using Week 6 Fostering a creative learning environment, building creative capacities, creativity squashers Challenges in arts education Creating opportunities for AAE Transformative learning through the Arts The research – School Drama & the impact Week 6 - Challenges – open ended projects, challenge thinking, different solutions, take risks, overcome fear of getting it wrong Creating opportunities for AAE – Arts rich programme, safe environment, materials/resources that invite exploration and invention, flexible time frames, avoid creativity squelchers Transformative learning – create safe environments, design engaging ways of presenting info, open discussions, problem-solving, open to making mistakes, encourage reflection The Research - (R Ewing, Aus Ed Review p33 and ‘The Fairytale’). Maps the potential contribution of all of the Arts to Education. Identifies opportunities/constraints of education in terms of philosophy, pedagogy, practice and the systems which implement these Week 6 Pedagogy to incorporate the arts in a meaningful way Developing creative capacities, outcomes and dispositions How can we accommodate creativity? Creativity squashers The importance of responding and reflecting Developing critical dialogues 5R Reflective Writing Scale (Ch 5) - also a guide for oral review sessions :Process Drama teaching demonstration Garbage Dog by Eleni Kalorkoti & Robbie Wilkinson Invite wonder, imaginative responses – “what would you do…?” Who owns these dogs in the book? Tableaux of busy city, dance like dogs (sad, happy, etc) Musical accompaniment – body percussion, soundscape, instruments – to engage with the story Role play – girl & dog – sculptures to express their relationship, beg/mid/end of story, conscience alley, alternative endings Monologue – a couple of sentences, (Buddy at beginning and end of story), share in pairs, record, add SFX, music etc. Week 7 EYLF & the Arts – Belonging, cultural connections, diversity Connecting to culture through the arts Empathy through the arts Exploring cultural diversity in arts teaching and learning Planning for inclusion in arts learning  Authentic Arts Education – Can connect children to their culture, provide a sense of community Supports children’s social skills/interactions Fosters children’s capacity for empathy and awareness with environment The Arts lend themselves to the process of identity formation (explore values, dreams, hopes, collaboration/team work, role models Week 7 Inclusive Learning Environment – Build trust and work with children as a facilitator Position children at the centre Recognise/value/incorporate varied ways of knowing as represented by diverse social groups Value/explore diverse life experiences and associated themes through Arts projects Use inclusive language, welcome family input  EYLF – Being & Becoming, creative environments, supporting imagination Week 8 Create environments that support children to develop their sense of self – being Identity and the arts Imagination and supporting imagination  Warm up/imagination game (Wallace & Grommit) Physically ordered/emotionally secure environment Invite children to make decisions Encourage freedom of choice/movement, self direction Adaptability, management style that is flexible and fosters independence with a clear framework of expectations guided viewing/listening sessions Week 8 How does music/dance/drama afford opportunities for children to develop a sense of self in each dimension? (thinking, sensate, creator, aesthetic, spiritual, explorer) Our imagination –increases flexibility, curiosity, take risks, experiment, a tool to activate creative thinking, expression, realise our potential Becoming is realising this – our POTENTIAL  "BE A REFLECTIVE TEACHER...EVALUATE THE PURPOSE OF YOUR ROLE AS A TEACHER” The focus of this week is responding. Reflection & critique are long established practices in the Arts as we know it deepens the learning experience for both Week 9 the artist and audience. Reflection is now considered an integral part of contemporary pedagogical practice as it supports open ended tasks and problem based learning approaches. You will be introduced to the 5 R's Reflection which will help you respond to your artistic creation, your aesthetic sensibility and respond to the work of others.  Strategies and procedures for Responding in the Arts 5 R’s reflection tool Adjusting questioning techniques for EC context It is about coming full circle in Arts Education, complete an artwork and then responding to see the learning process at its fullest. We reflect Week 9 in real life and therefore we must do it in the classroom. Responding – discussion, written responses, children making their own art Thinking strategies when responding – exploring, pondering, analysing, interpreting, etc Reflecting affirms children’s sense of belonging and validates their artworks as expressions of their thoughts, feelings, observations, experiences  Reflection – includes problem solving, develops aesthetic sensibility, consolidates understanding of processes (why something did/didn’t work), builds confidence, supports artistic growth/self awareness Reflection should occur during or at the end of a task Week 9 Link questioning to objectives, strategies, skills…(”tell me about…”) 5 R’s – what they did, how it went, what were contributing factors to outcomes, understandings that can be used in future Also RACE, See Think Wonder, Guided Viewing (music, dance, drama), etc  "MOVING FROM FEEDBACK TO FEED-FORWARD” Throughout the course we have looked at a variety of ways our students can reflect upon the learning process and what they have achieved. As teachers, we need to make formal judgments about a student's progress Week 10 against a set of criteria and this assessment also informs our future teaching plans. We will look at the benefits of assessment in the Arts and how we can develop rubrics which focus on relevant evidence about the standard of learning. Week 10 Role of assessment Criteria based Educationally rigorous Curriculum driven Collection of evidence of learning Acknowledging student process On balanced judgement and balanced assessment Week 11/12 Performances C Preparing for the exam Consider the course outline- description and learning outcomes Look at how these outcomes have been assessed in the first two assessments Consider each of the week’s content and key literature Plan for a response to Drama, Dance & Music. You should aim to include: Literacy (for example, Drama literacy is based on the Elements of Drama) Contexts (for example, Dance considers ritual and ceremonial, educational and social, artistic dance) Making and responding Key activities explored for each (for example, Drama, Bunraku Puppetry) Some key syllabus points that could be used to support Review how you considered appropriate skills and knowledge and curriculum syllabus points in your lesson plan and assembly item Make some overall notes on the AAE model, arts pedagogy (how to build creative capacities and avoid creativity squashers) and the importance of arts in society Review the three key educational theorists (Wallas, Guilford and Robinson) Good luck & thank you! This Photo by Unknown Author is licensed under CC BY-N