ACTIVITY
1 WEEK 1:
Animals and the origins of Dance.
The morning class was all about an introduction Dance/Drama. Along with Jacqui the tutor for our Drama rotation we were taken back to our younger years and shown the excellent ways Dance and Drama can be incorporated into the classroom. The main activity was exploring movement through the use of our name.
The activity was instructed by Jacqui who demonstrated modelling to assist with her instruction, it went as follows;
· We were instructed to work out how many syllables in our names (Sam= 1)
· Whilst sounding out our name we had to make a non-locomotive movement (for eg slap our thighs).
· We then had to use the first letter of our name and interpret an animal using a gesture (mine was Sam-Snake).
· Jacqui showed a game that could be played with this by having 2 children outside the classroom before children work out their actions then inviting them in to guess some of the different interpretation of animals.
This game is a fantastic idea to have in the classroom to begin the year and a great way of integrating dance/drama into the classroom. As explained in my Arts Philosophy it is vital to integrate arts into the everyday timetable.
We then made it more difficult by introducing a rhythm and performing the activity in a group going saying everyone’s names etc. This was difficult for me as I have never been very coordinated when it comes to music/drama. Although I feel that this could be to my benefit when teaching these subjects as I can understand the students who find it more difficult and teach the way I learnt it. Whereas if it came naturally to me it is harder to understand how I learnt something.
Workshop; Down at the waterhole
We then learnt some indigenous and African dances one being called the Kingfisher Boogie, they invlolved great locomotive and non-locomotive movement around the room which created great dynamics engaging all students. The kingfisher boogie dance was an excellent way to explore an animal and its features through various dance and drama movements.
The Final activity of the workshop was to form groups and create an alliteration of an animal being at the waterhole. Our group chose an original idea of a Peacock at the waterfall which was being stalked by a hunter/caveman.
The alliteration went as follows;
Down at the waterhole what did I see? I saw a Powerful Proud, Peculiar Peacock, pecking at me.
To create the story our group tried to incorporate GLEFTS (gesture, locomotor, elevation, falls, turning and stills) in our work. We used a number of props to assist with making the dance more dramatic and felt we used the space to great effect with directional change and the use of a great teamwork amongst the group.
This was a lesson for VELs 1 or 2 which is now Foundation and Levels 1 and 2 in AusVELS.
AusVELS outlines what is needed for dance and drama in the Arts dimension, this includes (VCAA 2012);
For Foundation;
Learning Focus:
Dance: ‘Students communicate the idea of a leaf in the wind by using movements to shift body weight in different ways’
Drama: ‘Students communicate a character’s feelings at different points in a story through facial expression, gesture and other non-vocal language’
Standard: Creating and making
‘Students make and share performing and visual arts works that communicate observations, personal ideas, feelings and experiences. They explore and, with guidance, use a variety of arts elements (on their own or in combination), skills, techniques and processes, media, materials, equipment and technologies in a range of arts forms. They talk about aspects of their own arts works, and arts works and events in their community’.
For Level 1 and 2;
Learning focus:
‘Dance, use the whole body or body parts to improvise movements matching sounds or the movement characteristics of particular animals’.
‘Drama, explore elements and conventions such as costumes and props to create a character based on their observation and perception of a character in a story’.
Standard: Creating and making
‘At Level 2, students create and present performing and visual arts works that show emerging arts knowledge and an ability to plan arts works that communicate ideas, concepts, observations feelings and/or experiences. They demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements, principles and/or conventions. They use skills, techniques, processes, media, materials, equipment and technologies in a range of arts forms. They identify, describe and discuss characteristics of their own and others’ arts works.’
When looking over my reflection then looking at AusVELS it is quite easy to witness that the lesson follows the correct procedure that the curriculum is asking of Dance/drama.
references;
Victorian Curriculum and Assessment Authority 2013, AusVELS, State Government Victoria. Retrieved 10 May 2013, < http://ausvels.vcaa.vic.edu.au/>.
Animals and the origins of Dance.
The morning class was all about an introduction Dance/Drama. Along with Jacqui the tutor for our Drama rotation we were taken back to our younger years and shown the excellent ways Dance and Drama can be incorporated into the classroom. The main activity was exploring movement through the use of our name.
The activity was instructed by Jacqui who demonstrated modelling to assist with her instruction, it went as follows;
· We were instructed to work out how many syllables in our names (Sam= 1)
· Whilst sounding out our name we had to make a non-locomotive movement (for eg slap our thighs).
· We then had to use the first letter of our name and interpret an animal using a gesture (mine was Sam-Snake).
· Jacqui showed a game that could be played with this by having 2 children outside the classroom before children work out their actions then inviting them in to guess some of the different interpretation of animals.
This game is a fantastic idea to have in the classroom to begin the year and a great way of integrating dance/drama into the classroom. As explained in my Arts Philosophy it is vital to integrate arts into the everyday timetable.
We then made it more difficult by introducing a rhythm and performing the activity in a group going saying everyone’s names etc. This was difficult for me as I have never been very coordinated when it comes to music/drama. Although I feel that this could be to my benefit when teaching these subjects as I can understand the students who find it more difficult and teach the way I learnt it. Whereas if it came naturally to me it is harder to understand how I learnt something.
Workshop; Down at the waterhole
We then learnt some indigenous and African dances one being called the Kingfisher Boogie, they invlolved great locomotive and non-locomotive movement around the room which created great dynamics engaging all students. The kingfisher boogie dance was an excellent way to explore an animal and its features through various dance and drama movements.
The Final activity of the workshop was to form groups and create an alliteration of an animal being at the waterhole. Our group chose an original idea of a Peacock at the waterfall which was being stalked by a hunter/caveman.
The alliteration went as follows;
Down at the waterhole what did I see? I saw a Powerful Proud, Peculiar Peacock, pecking at me.
To create the story our group tried to incorporate GLEFTS (gesture, locomotor, elevation, falls, turning and stills) in our work. We used a number of props to assist with making the dance more dramatic and felt we used the space to great effect with directional change and the use of a great teamwork amongst the group.
This was a lesson for VELs 1 or 2 which is now Foundation and Levels 1 and 2 in AusVELS.
AusVELS outlines what is needed for dance and drama in the Arts dimension, this includes (VCAA 2012);
For Foundation;
Learning Focus:
Dance: ‘Students communicate the idea of a leaf in the wind by using movements to shift body weight in different ways’
Drama: ‘Students communicate a character’s feelings at different points in a story through facial expression, gesture and other non-vocal language’
Standard: Creating and making
‘Students make and share performing and visual arts works that communicate observations, personal ideas, feelings and experiences. They explore and, with guidance, use a variety of arts elements (on their own or in combination), skills, techniques and processes, media, materials, equipment and technologies in a range of arts forms. They talk about aspects of their own arts works, and arts works and events in their community’.
For Level 1 and 2;
Learning focus:
‘Dance, use the whole body or body parts to improvise movements matching sounds or the movement characteristics of particular animals’.
‘Drama, explore elements and conventions such as costumes and props to create a character based on their observation and perception of a character in a story’.
Standard: Creating and making
‘At Level 2, students create and present performing and visual arts works that show emerging arts knowledge and an ability to plan arts works that communicate ideas, concepts, observations feelings and/or experiences. They demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements, principles and/or conventions. They use skills, techniques, processes, media, materials, equipment and technologies in a range of arts forms. They identify, describe and discuss characteristics of their own and others’ arts works.’
When looking over my reflection then looking at AusVELS it is quite easy to witness that the lesson follows the correct procedure that the curriculum is asking of Dance/drama.
references;
Victorian Curriculum and Assessment Authority 2013, AusVELS, State Government Victoria. Retrieved 10 May 2013, < http://ausvels.vcaa.vic.edu.au/>.
This is a video of the groups in my rotation performing 'Down at the waterhole.
n.d, Animals and the origins of dance/drama, Jacalyn Drewry , Deakin University.
n.d, Animals and the origins of dance/drama, Jacalyn Drewry , Deakin University.
WEEK 2 ACTIVITY 2;
Fantasy as cultural context.
The morning session was all about a discussion of our assessment for the drama rotation. We then were directed to change the letters in our names around to make a creative monster name, I my whole name ‘Samuel’ so I could make a “cooler” monster name which ended up being a French monster ‘Lesmaul’ after doing all the activities in the morning session I then realised I had placed to ‘l’s’ in my name, so for the workshop part of the class my monster name became ‘Lesmau’. When then had to create an action to go with our monster name, I had lots of fun trying to find an action for this and the group I was working with also created ‘French monsters’ with French characteristic non locomotive movements.
Workshop; Retelling a story: Where the wild things are?
The work shop began with two warm up games which I actually included in a number of lessons whilst on placement just to break their learning up a bit in the classroom. The first being a traditional game of follow the leader and being broken up into our pairs and copying one another, this is also known as a canon. We also played a game called Human Orchestra which was also like a canon. The children make a circle and close their eyes as the teacher walks around tapping a couple of children on the back. If you were tapped on the back you would have to make a sound and movement at any given time you choose and then the class would have to repeat in a canon like effect.
The major activity of the workshop was ‘Where the wild things are?’ We were each given a scene in the story and had to retell the story using a number of Tableaux which is an image that epitomizes a scene in a story. We again tried to follow GLEFTS whilst presenting scene in the story.
Our part of the story was when Max travelled on the boat to the island of monsters. We worked cooperatively as a group and created a tableau using different levels and props. We used a few people on the floor with blue material for the ocean, I was next sitting on a chair (the boat) as Max. We then had people behind with purple material as the night sky. The tableau was a fantastic way to tell a story, I really enjoyed the way the stillness encapsulated the story.
To create the wild rumpus we used the dance from what we learnt in our first lesson when all rotations were combined which took me a lot of concentration to perfect. In this dance we incorporated our individual monster movements that we created prior to the workshop.
This was a fantastic lesson for grade 5-6’s incorporating a well-known story to engage children whilst also developing their ‘inner-monsters’.
This was a lesson for VELs 3 and 4 which is now Levels 5 and 6 in AusVELS.
AusVELS outlines what is needed for dance and drama in the Arts dimension, this includes (VCAA 2012);
For Level 5 and 6 of AusVELS;
Learning focus:
In Dance, students mirror the movements of a partner and then perform the same movements expressing contrasting emotions
In Drama, students role-play situations and events, sustaining role/character throughout their group or solo performance.
Standard: Exploring and responding
At Level 6, students discuss traditional and contemporary arts works using appropriate arts language to describe the content, structure and expressive qualities of their own and other people’s works from a range of arts disciplines and forms. They interpret and compare key features of arts works made in a range of times, places and cultures. They identify and describe influences on their own works and discuss the purposes for which arts works are created in different historical and cultural contexts.
The lesson Jacqui took us through was again right on target with curriculum, which will enable us to teach these lessons if needed throughout our careers.
references;
Victorian Curriculum and Assessment Authority 2013, AusVELS, State Government Victoria. Retrieved 10 May 2013, < http://ausvels.vcaa.vic.edu.au/>.
Fantasy as cultural context.
The morning session was all about a discussion of our assessment for the drama rotation. We then were directed to change the letters in our names around to make a creative monster name, I my whole name ‘Samuel’ so I could make a “cooler” monster name which ended up being a French monster ‘Lesmaul’ after doing all the activities in the morning session I then realised I had placed to ‘l’s’ in my name, so for the workshop part of the class my monster name became ‘Lesmau’. When then had to create an action to go with our monster name, I had lots of fun trying to find an action for this and the group I was working with also created ‘French monsters’ with French characteristic non locomotive movements.
Workshop; Retelling a story: Where the wild things are?
The work shop began with two warm up games which I actually included in a number of lessons whilst on placement just to break their learning up a bit in the classroom. The first being a traditional game of follow the leader and being broken up into our pairs and copying one another, this is also known as a canon. We also played a game called Human Orchestra which was also like a canon. The children make a circle and close their eyes as the teacher walks around tapping a couple of children on the back. If you were tapped on the back you would have to make a sound and movement at any given time you choose and then the class would have to repeat in a canon like effect.
The major activity of the workshop was ‘Where the wild things are?’ We were each given a scene in the story and had to retell the story using a number of Tableaux which is an image that epitomizes a scene in a story. We again tried to follow GLEFTS whilst presenting scene in the story.
Our part of the story was when Max travelled on the boat to the island of monsters. We worked cooperatively as a group and created a tableau using different levels and props. We used a few people on the floor with blue material for the ocean, I was next sitting on a chair (the boat) as Max. We then had people behind with purple material as the night sky. The tableau was a fantastic way to tell a story, I really enjoyed the way the stillness encapsulated the story.
To create the wild rumpus we used the dance from what we learnt in our first lesson when all rotations were combined which took me a lot of concentration to perfect. In this dance we incorporated our individual monster movements that we created prior to the workshop.
This was a fantastic lesson for grade 5-6’s incorporating a well-known story to engage children whilst also developing their ‘inner-monsters’.
This was a lesson for VELs 3 and 4 which is now Levels 5 and 6 in AusVELS.
AusVELS outlines what is needed for dance and drama in the Arts dimension, this includes (VCAA 2012);
For Level 5 and 6 of AusVELS;
Learning focus:
In Dance, students mirror the movements of a partner and then perform the same movements expressing contrasting emotions
In Drama, students role-play situations and events, sustaining role/character throughout their group or solo performance.
Standard: Exploring and responding
At Level 6, students discuss traditional and contemporary arts works using appropriate arts language to describe the content, structure and expressive qualities of their own and other people’s works from a range of arts disciplines and forms. They interpret and compare key features of arts works made in a range of times, places and cultures. They identify and describe influences on their own works and discuss the purposes for which arts works are created in different historical and cultural contexts.
The lesson Jacqui took us through was again right on target with curriculum, which will enable us to teach these lessons if needed throughout our careers.
references;
Victorian Curriculum and Assessment Authority 2013, AusVELS, State Government Victoria. Retrieved 10 May 2013, < http://ausvels.vcaa.vic.edu.au/>.
Practicing the monster mash.
2013, Fantasy as cultural context, Jacqui Dreessens, Deakin University.
2013, Fantasy as cultural context, Jacqui Dreessens, Deakin University.
This was whole group performance, like I said earlier my group was the one with Max on the boat. As you can see we had a couple of hiccups on the way but kept going on just like i would expect my students to do.
n.d, Where the wild things are performance, Jacalyn Drewry , Deakin University.
n.d, Where the wild things are performance, Jacalyn Drewry , Deakin University.
WEEK 3 ACTIVITY 3;
The body as the instrument of Expression:
The morning session was about looking at performances that use the body as an instrument of expression; we looked at a performance by Hawthorn Primary with a theme of the ‘ocean’. We discussed various choreographic devices which allow students to create various movement patterns. We also spoke about the importance of establishing appropriate and new movement vocabulary in order to develop their current drama and dance knowledge.
Again we used the tutorial to do something to our name to develop the basis of the workshop. This time we were asked each collect a blank sticker and write on it; our name in any creative way we liked.
Workshop: What’s in a name?
Today’s workshop was all about student-directed choreographic work exploring identity. The warm up activity for this session was a dance to a song called ‘Che che coolay’ and may I say it is quite a catchy song. I only just got it out of my head and now that I’m writing about it, it is back again. This is great though for primary students as a catchy song becomes very easy to remember. The process of the activity went as follows; Jacqui took a modelling approach by performing the movement and song first and getting us to follow in a ‘follow the leader’ type way. We then found partners and performed our own interpretation to the song. I believe allowing the children to develop an ownership to the dance really helps develop their creative senses, which is a key factor when teaching the arts.
The activity following this was a chance to explore different levels and shapes with the body in collaboration with other students. I really enjoyed this activity as it made me have a little bit of a laugh whilst also finding out how creative I can be. In the activity we worked in groups of three. One person would create a shape on the floor, then the next person would try implement their own shape using the negative space around the first person. The next person would do the same but find the negative space around the second person. The first person would then would move out and find the next position in the negative space of the third person. This would continue in that pattern. I really liked the way Jacqui allowed the class to explore various movements before moving us on into the next stage it is an approach I would implement in my own classes. We continued with the activity although had to make a performance with 9 different shapes which included both high and low levels and various locomotive movements in order to move away from the space without touching anyone.
The final activity we performed was the name activity. This was a chance to experiment with the safe use of a prop as extension of the body in space. Prior to this Jacqui made mention the importance of safety when using the scarves/material as a prop. She mentioned that if the students are highly engaged in the activity there is less likelihood of a safety hazard occurring although this is not always the case so it is vital teachers are constantly supervising and maintain strong behaviour management approaches to keep children safe at all times.
The activity was a great learning experience for mixed abilities as it was very inclusive as we were instructed to design a movement using our scarves to spell out our names. I enjoyed this because it was my own movement and didn’t have to coordinate myself to develop it. ‘Sam’ was a pretty easy name to develop movements, for the ‘s’ I used a fast non-locomotive movement to write it on the ground, for the ‘a’ it was again a fast non-locomotive writing in the air, then the ‘m’ being a slow axial movement.
Once we explored various ways to write our names we showed a partner and taught each other’s dance to one another. Once this was learnt we combined dances, to perform them in;
· Unison (at the same time doing the same dance).
· Contrast (our own dance at the same time).
· Canon (doing the same dance but not in time with each other.
We then formed groups and performed it to the class. One particular thing we did as a group was at the end of our performance rolled our scarves up threw them on the ground and stomped on them like a ‘full stop’. This was probably one of the most creative things I have thought of, Jacqui being the fantastic teacher she is acknowledged this and gave positive reinforcement, instantly making me enjoy the class more. I believe when students are recognised for their great efforts you can get a lot more out of them during your lessons.
This was a fantastic lesson for grade 3-4’s incorporating inclusive strategies whilst also adapting a student led approach to the development of the dance.
This was a lesson for VELs 2 and 3 which is now Levels 3 and 4 in AusVELS.
AusVELS outlines what is needed for dance and drama in the Arts dimension, this includes (VCAA 2012);
For Level 3 and 4 of AusVELS;
Learning focus:
In Dance, students create a movement sequence based on ideas and feelings suggested by one or more images viewed in class, then modify their work in response to feedback from other students in the class.
In Drama, students discuss the possibilities of communicating without words then create tableaux based on image/s, to suggest what may have happened before and after what is depicted in the image/s.
Standard: Exploring and responding
At Level 4, students comment on the exploration, development and presentation of their arts works, including the use of specific arts elements, principles and/or conventions, skills, techniques and processes. They identify and describe key features of arts works from their own and other cultures, and use arts language to describe and discuss the communication of ideas, feelings and purpose in their own and other people’s arts works.
Creating and making
At Level 4, students create and present works in a range of arts forms that communicate experiences, ideas, concepts, observations and feelings. They select and combine a range of arts elements, principles and/or conventions, and use a range of skills, techniques and processes, media, materials, equipment and technologies. They show evidence of arts knowledge when planning arts works for different purposes and audiences and identify techniques and features of other people’s works that inform their own arts making. They refine their work in response to feedback and self-evaluation.
The lesson Jacqui took us through was again right on target with curriculum, which will enable us to teach these lessons if needed throughout our careers.
References;
Victorian Curriculum and Assessment Authority 2013, AusVELS, State Government Victoria. Retrieved 10 May 2013, < http://ausvels.vcaa.vic.edu.au/>.
The body as the instrument of Expression:
The morning session was about looking at performances that use the body as an instrument of expression; we looked at a performance by Hawthorn Primary with a theme of the ‘ocean’. We discussed various choreographic devices which allow students to create various movement patterns. We also spoke about the importance of establishing appropriate and new movement vocabulary in order to develop their current drama and dance knowledge.
Again we used the tutorial to do something to our name to develop the basis of the workshop. This time we were asked each collect a blank sticker and write on it; our name in any creative way we liked.
Workshop: What’s in a name?
Today’s workshop was all about student-directed choreographic work exploring identity. The warm up activity for this session was a dance to a song called ‘Che che coolay’ and may I say it is quite a catchy song. I only just got it out of my head and now that I’m writing about it, it is back again. This is great though for primary students as a catchy song becomes very easy to remember. The process of the activity went as follows; Jacqui took a modelling approach by performing the movement and song first and getting us to follow in a ‘follow the leader’ type way. We then found partners and performed our own interpretation to the song. I believe allowing the children to develop an ownership to the dance really helps develop their creative senses, which is a key factor when teaching the arts.
The activity following this was a chance to explore different levels and shapes with the body in collaboration with other students. I really enjoyed this activity as it made me have a little bit of a laugh whilst also finding out how creative I can be. In the activity we worked in groups of three. One person would create a shape on the floor, then the next person would try implement their own shape using the negative space around the first person. The next person would do the same but find the negative space around the second person. The first person would then would move out and find the next position in the negative space of the third person. This would continue in that pattern. I really liked the way Jacqui allowed the class to explore various movements before moving us on into the next stage it is an approach I would implement in my own classes. We continued with the activity although had to make a performance with 9 different shapes which included both high and low levels and various locomotive movements in order to move away from the space without touching anyone.
The final activity we performed was the name activity. This was a chance to experiment with the safe use of a prop as extension of the body in space. Prior to this Jacqui made mention the importance of safety when using the scarves/material as a prop. She mentioned that if the students are highly engaged in the activity there is less likelihood of a safety hazard occurring although this is not always the case so it is vital teachers are constantly supervising and maintain strong behaviour management approaches to keep children safe at all times.
The activity was a great learning experience for mixed abilities as it was very inclusive as we were instructed to design a movement using our scarves to spell out our names. I enjoyed this because it was my own movement and didn’t have to coordinate myself to develop it. ‘Sam’ was a pretty easy name to develop movements, for the ‘s’ I used a fast non-locomotive movement to write it on the ground, for the ‘a’ it was again a fast non-locomotive writing in the air, then the ‘m’ being a slow axial movement.
Once we explored various ways to write our names we showed a partner and taught each other’s dance to one another. Once this was learnt we combined dances, to perform them in;
· Unison (at the same time doing the same dance).
· Contrast (our own dance at the same time).
· Canon (doing the same dance but not in time with each other.
We then formed groups and performed it to the class. One particular thing we did as a group was at the end of our performance rolled our scarves up threw them on the ground and stomped on them like a ‘full stop’. This was probably one of the most creative things I have thought of, Jacqui being the fantastic teacher she is acknowledged this and gave positive reinforcement, instantly making me enjoy the class more. I believe when students are recognised for their great efforts you can get a lot more out of them during your lessons.
This was a fantastic lesson for grade 3-4’s incorporating inclusive strategies whilst also adapting a student led approach to the development of the dance.
This was a lesson for VELs 2 and 3 which is now Levels 3 and 4 in AusVELS.
AusVELS outlines what is needed for dance and drama in the Arts dimension, this includes (VCAA 2012);
For Level 3 and 4 of AusVELS;
Learning focus:
In Dance, students create a movement sequence based on ideas and feelings suggested by one or more images viewed in class, then modify their work in response to feedback from other students in the class.
In Drama, students discuss the possibilities of communicating without words then create tableaux based on image/s, to suggest what may have happened before and after what is depicted in the image/s.
Standard: Exploring and responding
At Level 4, students comment on the exploration, development and presentation of their arts works, including the use of specific arts elements, principles and/or conventions, skills, techniques and processes. They identify and describe key features of arts works from their own and other cultures, and use arts language to describe and discuss the communication of ideas, feelings and purpose in their own and other people’s arts works.
Creating and making
At Level 4, students create and present works in a range of arts forms that communicate experiences, ideas, concepts, observations and feelings. They select and combine a range of arts elements, principles and/or conventions, and use a range of skills, techniques and processes, media, materials, equipment and technologies. They show evidence of arts knowledge when planning arts works for different purposes and audiences and identify techniques and features of other people’s works that inform their own arts making. They refine their work in response to feedback and self-evaluation.
The lesson Jacqui took us through was again right on target with curriculum, which will enable us to teach these lessons if needed throughout our careers.
References;
Victorian Curriculum and Assessment Authority 2013, AusVELS, State Government Victoria. Retrieved 10 May 2013, < http://ausvels.vcaa.vic.edu.au/>.
This was an example of the game we played exploring the negative space, it is a little different interpretation to how we did it although either interpretation will work.
n.d, Using the space, Jacalyn Drewry , Deakin University.
n.d, Using the space, Jacalyn Drewry , Deakin University.
This is the group doing the name dance. As you can see we had alot of fun joining in on these classes.
n.d, What's in a name?, Jacalyn Drewry , Deakin University.
n.d, What's in a name?, Jacalyn Drewry , Deakin University.
Assessment:
Throughout the three weeks we were given a chance to peer assess other groups using an easy to follow rubric, not only was this good for students to show a keen interest in other performances it also makes you think about the dance/drama elements used by other groups. Although I was unable to see how we went in our peer assessment I do understand the value in receiving feedback by peers in the classroom. I believe as a child hearing positive feedback from your peers is probably more valued than the teacher. It also gives a chance for the group to self-reflect by using a less biased opinion than their self.
In the last workshop it was a chance for us to also self-assess our performance which is a good reflection tool at which students seem to be quite harsh on themselves although it helps them improve for the next activity.
One thing in my class when assessing I would ensure that each student is given a chance to see their peer assessment even if it is in a group by either providing a copy for each student or each group presenting their feedback to the group as a whole for example ‘speaking and listening’ activity. I am unable to show you a peer or self asssessment that we got as we didnt get it back.
Throughout the three weeks we were given a chance to peer assess other groups using an easy to follow rubric, not only was this good for students to show a keen interest in other performances it also makes you think about the dance/drama elements used by other groups. Although I was unable to see how we went in our peer assessment I do understand the value in receiving feedback by peers in the classroom. I believe as a child hearing positive feedback from your peers is probably more valued than the teacher. It also gives a chance for the group to self-reflect by using a less biased opinion than their self.
In the last workshop it was a chance for us to also self-assess our performance which is a good reflection tool at which students seem to be quite harsh on themselves although it helps them improve for the next activity.
One thing in my class when assessing I would ensure that each student is given a chance to see their peer assessment even if it is in a group by either providing a copy for each student or each group presenting their feedback to the group as a whole for example ‘speaking and listening’ activity. I am unable to show you a peer or self asssessment that we got as we didnt get it back.
Overall;
Overall these workshops have been quite beneficial to my development as a pre-service teacher. The workshops really backed up my Art’s philosophy, particularly that you can integrate art into almost any other subject, proving the point that we don’t have time for art to be futile.
Overall these workshops have been quite beneficial to my development as a pre-service teacher. The workshops really backed up my Art’s philosophy, particularly that you can integrate art into almost any other subject, proving the point that we don’t have time for art to be futile.
This is one the pictures I took originally to stir up a couple of good mates, although it really does that although we may have been taken out of our comfort zones, we actually really enjoyed all the workshops and were engaged at all times. Which shows that you can engage your students in subjects such as literacy and mathematics through the use of drama, which further backs my philosophy of arts in the curriculum being so vital.
Lesson plan for dance;
Below is my lesson plan for dance, I had a go at this at my afterschool care this week when we were discussing bullying it actually worked well for all ages as my older students assisted all the younger one's. The students loved making up new dance moves. It would work much better in the classroom though.
References;
Learning through the arts, n.d, 'expressing emotions', retrieved 20 May 2013, <http://resources.curriculum.org/arts/dance.shtml>.
Victorian Curriculum and Assessment Authority 2013, AusVELS, State Government Victoria. Retrieved 10 May 2013, < http://ausvels.vcaa.vic.edu.au/>.
Below is my lesson plan for dance, I had a go at this at my afterschool care this week when we were discussing bullying it actually worked well for all ages as my older students assisted all the younger one's. The students loved making up new dance moves. It would work much better in the classroom though.
References;
Learning through the arts, n.d, 'expressing emotions', retrieved 20 May 2013, <http://resources.curriculum.org/arts/dance.shtml>.
Victorian Curriculum and Assessment Authority 2013, AusVELS, State Government Victoria. Retrieved 10 May 2013, < http://ausvels.vcaa.vic.edu.au/>.
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dance_lesson_plan.doc | |
File Size: | 63 kb |
File Type: | doc |