DRAMA

In the drama workshops, students learnt to make drama through dramatic play, role-play and improvisation. Drama was taught as a collaborative art that combined physical, verbal, visual and aural dimensions (Shape of the Australian Curriculum, p10). The elements of Drama were discussed as well as the benefits and richness that it contributes to the early childhood classroom.

Drama Workshop activities that will be implemented during field experience:

 

Many game and activities done during the workshop can be implemented in the 0-3 years field experience. These activities will require some adjustment to suit the appropriate age group to gain the attention and interest of younger children. Warming up with drama games and strategies can also be a useful starting point for creating a trusting classroom community (Gibson & Ewing, 2011), it will also be an effective way to introduce myself to the young children and get to know who they are.

Man Overboard: This is a game that can be taught to children between the ages of 2-3. The teacher calls out a different command and will also have to act it out (to suite the age group). The children then have to perform the action. The commands are: Captain (salute), scrub the deck (jump down on all fours), climb the mast(ladder climbing action), dinner time (eating dinner), man over board, ship on the horizon (pointing in the distance), crow’s nest (look in the distance).

EYLF Outcome 3: combine gross and fine motor movement and balance to achieve increasingly complex paterns of activitiy including creative movment and drama.

Creating a monster: This is a great game that will excite children and get them moving. This game can be implemented into the toddler – 3 year old age groups. Children start at the feet and move up their body. They shake their legs, twist their arm, strong fingers and make a scary face.

Character walks: Character walks can work with children between 15 month to 3 years age group. For the younger grades a character walk would be simplified, for example, walking like a dinosaur. For old children in the 3 year age group, using a character from a book such as Hair Maclary. Using different props and resources around the room can help this activity come alive. Because of the young age group on field experience, I will need to be very animated in my movements. Books such as Hairy Maclary call for new characters to be added that the children can also act out.  (EYLF: Outcome 1 explore aspects of identity through role play )

 These particular activities were selected from the workshop because they are activities that can be differentiated to suite the age level for the children in the current field experience. Story building and drama provide countless opportunities for children to construct knowledge (Woodward and Mair, 2012).  Because there is no ‘wrong way’ in doing these activities, young children can build their confidence (Joanne Smith, 2012) as well as illustrate different forms of expression.

Elements of these activities are reflected the Earlys years of the Queensland Arts Syllabus: Students explore ideas, feelings and experiences by collaborating in a wide range of activities such as dramatic play, roleplay, improvisation and playbuilding (2002, p. 15).

 

Rules:

 

During the workshops our tutor Jo explained the importance of setting rules and expectations when working with young children. The follow strategies will be useful when implementing dramatic activities in field experience.

 

Drama Resource for Field Experience:

 

After learning the importance of story building in drama and the benefits it has to young children’s learning, I am going to implement this experience into my field experience using the following resource:

This story will be a great aide and precursor for a character walk. The book explores different settings, characters, tension, mood and time (Smith, 2013). Although the children in this field experience are very young, these are all elements of drama that they can be involved in with the help of this story book.  This book also calls for an adventure!
(EYLF: Outcome 1, explore and engage with social and physical environments play)Before going on the character walk, I will read the story to the young children. Below are some strategies learnt in the workshop that can assist with story reading.

 

 

Links to the EYLF

One of the core values stated in the Early Years Learning Framework (EYLF) is that play provides opportunities for children to  learn as the discover, create, improvise and imagine (DEEWR, 2009. p.14)
Outcome 1: Children have a strong sense of Identity

- confidently explore and engage with social and physical environments through   relationships and play

- explore aspects of identity through role play

- explore different identities and points of view in dramatic play
Outcome 3: Children have a strong sense of wellbeing
- combine gross and fine motor movement and balance to achieve increasingly complex paterns of activitiy including creative movment and drama.

 

MUSIC

"The kinds of music experiences babies and young children have can lay the foundations, not only for subsequent development in their musical growth, but also for other aspects of growth"(Bridges, 2008).  

A way to view musical experiences in early childhood settings:
Immersion and discovery is about gaining the children’s interest and engaging them in the activities or experience. Scaffold learning is about modelling different techniques and skills the children can learn from and creating is about co-constructing and providing resources for the children. (Southly, 2013).

Intentional teaching strategies to implement on field experience:

During field experience, the attention and interest will be gained of the young children by using music in everyday interactions and routines ( Southey, 2013). To help do this a repertoire of every day musical experiences will be learnt.

The following musical experiences completed in the workshop, will be implemented during field experience:

For 2-3 year olds

Round and Round the circle:

Prep: Children stand in a circle holding a parachute
Chorus: Walk around circle holding a parachute
Verse 1 (sliding): Stand still and rock parachute side to side
Verse 2 (floating) Children slowly wave parachute up and down
Verse 3 (In and out) Children move hands in and out while moving
the parachute
 (Management: Encourage children to point which direction they are going to before they move)

 

For babies and toddlers:

Giddiup: (babies and toddlers can be placed on your lap as you sing the following song)

Bump child gently on each “giddiup”.Lean child gently back on “Whoa”.Gently sway child from side to side. Lean child gently back on “Whoa”.Fast bounce on parent’s knee. Lean child gently back on “Whoa”.
(EYLF outcome 4: respond through movement to traditional and contemporary music)
 

Songs:

 

 

These activities that will be implemented on field experience are reflected in the Early Years of the Queensland Arts Syllabus.
- They perform music that is developmentally appropriate in terms of vocal range, physical development, musical concepts and style. Students learn to recognise and interpret emotional and expressive content in the music they perform and hear (2002, p. 17).

Musical Resource for Field Experience:

With the assistance of my guitar and ability to read music, the songs above and other songs can be implemented on field experience.

When playing the guitar to the young children (0-3 years), giving them
rhythm sticks or bells will help them really engage with the music
from the guitar. By giving the toddlers and children these Rhythm
instruments while I play, it provides a wonderful bridge between a toddler’s
 innate need to make noise and a child's true musical awareness
and expressiveness (Connors, 2006).  This resource is a way to encourage children to be creative and imaginative by introducing to them a musical instrument (Queensland Kindergarten Guidlines, 2010).

                                          (Using my guitar in the classroom during my last field experience)

Links to the EYLF:

Early Years Learning Framework
Outcome 4: Children are confident and involved learners
- respond through movement to traditional and contemporary music, dance and storytelling

Outcome 5: Children are effective communicators
- sing and chant rhymes, jingles and songs
- use the creative arts such as drawing, painting, sculpture, drama, dance, movement, music and storytelling to express ideas and make meaning

Outcome 3: Children have a strong sense of wellbeing
- combine gross and fine motor movement and balance to achieve increasingly complex patterns of activity including dance, creative movement and drama
 

DANCE

“When we move creatively we are engaged in problem solving and are enabled to embody our thoughts and feelings in a non-threatening way (Gibson & Ewing, 2011, p. 35)”

 

During the dance workshops, students learnt the importance of letting go of how others might perceive them, and to instead feel the music and allow it to help their body move in dynamic ways.  Our tutor played some music and we were asked to ‘commit’ to how we felt we should move with that music.

Copying the manikin:

A wooden statue was placed in the centre of the room, students stood around the room to copy the statue. The statue was placed in all kinds of positions that allowed the students to explore how their body moved and how flexible they were.  This activity would work well with three year olds.

Streamer dancing:

This activity will be great for implementing in the 15 month to 3 year age group. The students are given a streamer each and music is played. They then move with their streamer to the music, while they are asked to go high, or go low and make big circles or smaller circles.

Suellen Welch (Dance tutor) shared some principals and core values that she incorporates with any age group of children or adults when facilitating a dance experience. Some of these include the following:

• Empowerment (does the process encourage participants to believe in their own ability to create dance and movement and can they actually help drive the process? “share the power”)
• Giving people the opportunity to create dance that reflects them and their community and enables them to communicate part of their unique story.

 

Dance Resource for Field Experience

 

An aspect of dance that was taught in the workshop was rhythm and timing. To incorporate this into my field experience, my resource is a CD that contains song that have a quick tempo (making children dance quickly), songs that have a deep slow bass (making children step slowly and use their body to reflect the song) and dramatic/thematic songs (making children use the space to create dramatic poses with their bodies).
The Songs on the CD relate to the Queensland Kindergarten Guidlines:

Teachers promote exploration of and interest in cultural, traditional and contemporary music, visual arts, dance, drama and media (2010)

 

Here is an example of songs that are on the CD

 

- The Hamster Dance (fast rhythm)

- He's a Pirate: Badelt (dramatic orchestral music)

-  Bollywood Dance (exploring diverse cultures)

- Tchaikovsky: Swan Lake (for ballet)

- Into the Jungle (Jungle music: children explore characters in dance)

Links to the EYLF (2009)

Outcome 1: Children have a strong sense of identity

-       combine gross and fine motor movement and balance to achieve increasingly complex patterns of activity including dance, creative movement and drama

 
Outcome 3: Children have a strong sense of wellbeing

-       respond through movement to traditional and contemporary music, dance and storytelling

 

Outcome 5: Children are effective communicators

-          Use the creative arts such as drawing, painting, sculpture, drama, dance, movement, music and storytelling to express ideas and make meaning.

 

 

References:

 

Bridges, D. (2008). Music with Very Young Children: Then and Now Music Education(2), 4- 3.

Connors, A (2006) The magic of rhythm instruments. Teaching Music. p. 40-43. Retrieved from http://web.ebscohost.com.ezp01.library.qut.edu.au/ehost/detail?sid=b6649f3a-33b0-45a8-8b4a-f3fe3112fa12%40sessionmgr110&vid=1&hid=114&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=afh&AN=22564992

Department of Education, Employment and Workplace Relations, (2009). Early Years Learning Framework. Retrieved from http://foi.deewr.gov.au/system/filsdoc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia

Gibson, R., & Ewing, R. (2011). Transforming the curriculum through the arts. South Yarra, Vic: Palgrave
Macmillan

Queensland Kingergarten Guidlines (2010) Queensland Studies Authority. Retrieved from http://www.qsa.qld.edu.au/downloads/p_10/qklg.pdf 

Woodward and Mair,  (2012) Make-Believe Play and Story-Based Drama in Early Childhood : Let's Pretend! [EBL version] Retrieved from http://reader.eblib.com.au.ezp01.library.qut.edu.au/(S(hviey4zs5kqq2unrdmy2u31n))/Reader.aspx?p=944892&o=96&u=QTSoBw6o7wXsKpTeiGwyng%3d%3d&t=1366801843&h=DDFEBDD3210DE0C70C0C2C6314B5EC99EB41B7B9&s=8321528&ut=245&pg=1&r=img&c=-1&pat=n#

Smith, C (2012) EAB012 Arts 2 [tutorial notes] Retrieved from http://blackboard.qut.edu.au/webapps/portal/frameset.jsp?tab_tab_group_id=_4_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2FcourseMain%3Fcourse_id%3D_101962_1

Southey, S (2013). EAB012 Arts 2 [Tutorial notes] Retrieved from http://blackboard.qut.edu.au/webapps/portal/frameset.jsp?tab_tab_group_id=_4_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2FcourseMain%3Fcourse_id%3D_101962_1

Shape of the Australian Curriculum, (2010) Retrieved fromhttp://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum.pdf

The state of Queensland (2002)  Years 1-10 : The Arts Syllabus. Queensland School Curriculum Council. Brisbane. Australia

Welch, S (2013). EAB012 Arts 2 [Tutorial notes]. Retrieved from http://blackboard.qut.edu.au/webapps/portal/frameset.jsp?tab_tab_group_id=_4_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2FcourseMain%3Fcourse_id%3D_101962_1