Performing Organizing And Listening To Dinosaur Sounds Education Essay

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I planned this experience because musical concepts help students to develop understanding and knowledge, attitudes, values, and skills in listening, organizing sound, and performing.

Through listening, students will be able to recognize the absence or presence of sound, differentiate between sounds, recognize and categorize sounds, recall sounds and their sequences, and guess sounds. I observed that the students had difficulty in aurally differentiating between sounds and recalling sound sequences, and this experience sought to address these two issues.

Organizing sound involves an extensive array of activities and this particular experience covers those issues. Some of the students' parents had observed that their children had problems imitating, arranging, and notating sounds.

Performing involves activities such as singing, moving, and playing. It is therefore an integral part of this experience, and will help students understand the role of music and a performer.

What resources do I need?

-Melodic and non-melodic percussion instruments such as chimes, gongs, bells, and drums

-Danger Danger Dinosaur song

What do I need to do to ensure that this experience addresses health and safety requirements?

-Before the lesson starts I will ensure students are calm and are all seated down

-All percussion instruments to be used in the lesson plan will be assessed for the safety of use and any instrument found to be potentially hazardous will be kept in a safety box, and away from the students

-I will review and emphasize each and every classroom rule, and demand cooperation from the students on the same

-I will reward students who demonstrate good behaviour and conformity with class rules.

-I will congratulate positive energy and strategically ignore students who exhibit negative energy

When is the best time and place for this experience?

The music experience is best in the afternoon after students have had their lunch.

A rearranged classroom, where desks are moved to the back of the classroom or sideways and students sit down on the floor, is ideal setting for this experience

How will I interact with the children to scaffold their learning?

-I will demonstrate to the children how to rhythmically stamp the ground in imitation of a dinosaur walking and invite them to join

-I will ask the students to pair up in twos and copy the stomping

-I will give one student from each pair a percussion instrument and ask him/ her to imitate sound sequences of the stomping partner

-I will asks the stomping partner to stop stamping the ground and sing along to the percussion.

-I will ask all students to create their own simple rhymes and sing them

-Positive effort will be praised and those not succeeding encouraged

How did it go?

-I used two scaffolding strategies: learning through play and intentional teaching

-To scaffold their learning under intentional teaching, students worked in pairs when imitating the stomping beats

-Students invented simple spinoff rhymes about dinosaurs after being offered hints on catchy lines

-Under learning through play, students learnt to coordinate percussion beats to body movements in a fun way

What changes did you observe in the child/children's learning, and/or development, and/or dispositions and/or relationships and interactions that are the focus of this experience?

-Students demonstrated a growing awareness of the various concepts taught

-Students could made simple rhyming compositions, moved their bodies in response to rhythms, and improved their notations

What will I do next to follow on from this experience to support the child/children's learning etc.?

Supporting the children's learning requires assessment of learning.

-First, I will document and communicate the children's progress in learning

- I will determine how far the children are progressing towards realization of the learning outcomes and indicators

-I will identify children in need of further support, to assist the parents to get specialized help

-I will assess the efficiency of opportunities, settings, and approaches.

-Finally, I will meditate on pedagogy that best suits the children and the context

What have I learnt from this experience?

- Engagement with a child's family can help improve learning process

-Use of routines helps in transitioning and communication with children creates comfort

-Learning through play and intentional teaching significantly help to scaffold students progress

Planned learning experience

Child's/Children's Name/s: Daniel

Date: 2012-10-05

What is the experience?

KLA: Creative Arts- Dance

The experience involves performing, composing, and appreciating dinosaur dances

What is the learning focus?

The learning focus of this experience is based on the satisfaction of DAES 1.2 outcome: to enable students to respond to and to communicate about dances they see or experience.

Dancing with dinosaurs

Why am I planning this experience?

I planned this lesson to introduce the students to the idea of using image stimulus to explore a number of movements.

-Students will learn to create various body shapes to communicate an idea; in this case they will use body to show dinosaur movements

-Students will also learn about the use of space, time, and dynamics in their dancing

What resources do I need?

Visual images of dinosaurs

Dance space

What do I need to do to ensure that this experience addresses health and safety requirements?

Before the lesson starts I will ensure students are calm and well spread out in the lesson room

-I will review and emphasize each and every lesson rule, and demand cooperation from the students on the same

-I will ensure there is enough space in the room for every student; if there is no enough space in the room for every student then the activity will be carried out in the open

-I will reward students who demonstrate good behaviour and conformity with rules.

-I will congratulate positive energy and strategically ignore students who exhibit negative energy

When is the best time and place for this experience?

The dance experience is best just before noon or in afternoon hours

A rearranged classroom, where desks are moved to the back of the classroom or sideways and students have an open floor, is ideal setting for this experience

However, because the lesson involves significant movements around the house, it would be prudent to host the lesson in the school gymnasium or in the playground

How will I interact with the children to scaffold their learning?

-I will first get the students to do some warming up in groups, through stretching and bending for five minutes

-I will ask the students to walk around, hop, and skip for ten minutes

- I will then show the students images of different dinosaurs to which students will be required to invent movements related to the animals. This activity will last 15-20 minutes

-I will then call one student at a time, show him/ her a picture and ask him/ her to try a movement associated with the animal in the picture

How did it go?

-Learning through play and learning environments were used as scaffolding strategies

-Students participated in the body movement activity and showed an awareness of how to use their bodies by moving around the playground

-To scaffold their learning progress, students who demonstrated slow learning were individually assisted to do so

-Students moved safely in response to sound, expressively explored the elements of dance, and used their imagination and memory to explore a range of fantasy dinosaur movements

What changes did you observe in the child/children's learning, and/or development, and/or dispositions and/or relationships and interactions that are the focus of this experience?

-The students demonstrated their inventive dancing ideas to their colleagues

-They moved expressively and safely while dancing to the accompanying sound

What will I do next to follow on from this experience to support the child/children's learning etc.?

Supporting the children's learning requires assessment of learning.

-First, I will document and communicate the children's response to visual stimulus

- I will determine how far the children are progressing towards realization of the learning outcomes and indicators for DAES 1.2

-I will identify children in need of further dance support

-I will assess the efficiency of opportunities, settings, and approaches used in the experience and assess need for improvement.

-Finally, I will meditate on pedagogy that best suits the children and the context

What have I learnt from this experience?

Learning is a social activity

Collaborative learning is a valuable aspect of development

Community participation influence individual child growth and experiential learning

Planned learning experience

Child's/Children's Name/s: Daniel

Date: 2012-10-05

What is the experience?

KLA: Creative Arts- Visual Arts

The experience entails making and appreciating visual images of dinosaurs

What is the learning focus?

Learning focus is based on the VAES 1.1 and VAES 1.3 outcomes and indicators

VAES 1.1: Student makes simple pictures and other kinds of art works about things and experience

VAES 1.3: Student recognizes the qualities of different works of art and notice artists made the artworks

Why am I planning this experience?

-I developed this experience in recognition of the need to help students explore the characteristics of creatures; dinosaurs

-This experience will help students to explore stories of imaginative or fantasy characters (dinosaurs) from illustrated books, films, and cartoons that they meet.

-This experience is drawn from the realization that students have encountered these fictional creatures in their early childhood upbringing and the lesson plan can help them develop their creative visual arts skills.

What resources do I need?

-Dinosaur Roar! Board Book (Ragged Bears Board Books) by Hanrietta and Paul Stickland or any other book with simple text and pictures relevant for early stage 1 learners

-Dinosaur videos/ films

-Drawing boards/ plain papers

-Pencils for drawing

-Scissors

What do I need to do to ensure that this experience addresses health and safety requirements?

- Before the lesson starts I will ensure that all students are calm and are all seated down

-All materials (scissors and pens) to be used in the lesson plan will be assessed for the safety of use and scissors kept away

-Children will be reminded of the dangers of putting drawing pens and papers in their mouths

-I will review and emphasize each and every classroom rule, and demand cooperation from the students on the same

-I will reward students who demonstrate good behaviour and conformity with class rules.

-I will congratulate positive energy and strategically ignore students who exhibit negative energy

-Students who exhibit aggressive behaviour using drawing pens will be relieved of the pens

When is the best time and place for this experience?

-This visual arts experience is best executed if scheduled for the morning hours because it requires when students are still alert and not tired

- Student will be seated in the desks, and drawing materials placed on top of their desks

How will I interact with the children to scaffold their learning?

-I will show the students a 15 minutes video/ film of dinosaurs

-I will the take students through an illustrative book of dinosaurs with simple texts and pictures for ten minutes

- I will then draw a simple sketch of a dinosaur and show it to the children

-I will require students to individually draw dinosaur sketches (Because of their basic skills, children will not be expected to draw fine sketches. It is their input and commitment that will be assessed)

-After drawing, I will take a scissor and cut out the sketch into a dinosaur shape and require students to do the same but in groups of fours

-Because of the intensive nature of the experience, the lesson will be divided into two

How did it go?

-Students expressed eagerness to learn about dinosaurs

-Scaffolding technique used was intentional teaching where group participation in cutting of papers into dinosaur shapes also help reinforce students' appreciation of different visual aspects

-Another scaffolding strategy used included question and answer sessions, where students asked questions about dinosaurs that they did not know and were answered.

What changes did you observe in the child/children's learning, and/or development, and/or dispositions and/or relationships and interactions that are the focus of this experience?

-Children investigated the stories of the dinosaurs comparing them with similar creatures they had encountered in cartoons, books and films.

-Students talked about dinosaur pictures they saw, noting how they were made and who made them

What will I do next to follow on from this experience to support the child/children's learning etc.?

- I recognize that supporting children's learning requires assessment of learning and implementation of good scaffolding techniques.

-First, I will document the children's progress in learning of visual pictures

- I will determine how far the children are progressing towards realization of the learning outcomes and indicators

-I will identify children in need of further support, to assist the parents to get specialized help

-I will assess the efficiency of opportunities, settings, and approaches.

-Finally, I will meditate on pedagogy that best suits the children and the context

What have I learnt from this experience?

-Use of routines helps in transitioning and reinforcing students skills

-Communication with children creates comfort

Planned learning experience

Child's/Children's Name/s: Daniel

Date: 2012-10-05

What is the experience?

KLA: Creative Arts- Drama

The experience involves dramatizing personal experiences using objects, space, and movement in a story involving a dinosaur chasing a human

What is the learning focus?

The learning focus is based on satisfying DRAES 1.3 outcomes and indicators:

-Communicating a dramatized real life or fictional situations in staged contexts

-Organizing spaces for dramatic play

-Using objects, movements and costumes to portray roles and situations

Why am I planning this experience?

-I am planning this experience by recognizing that children are able to explore and learn about roles human play

-Role play nurtures development of skills and helps children to investigate their self identity and self-image

What resources do I need?

-Stage room

-Costume

-Dinosaur Drama Story Book

What do I need to do to ensure that this experience addresses health and safety requirements?

-Before the lesson starts I will ensure students are

-I will review and emphasize each and every lesson rule, and demand cooperation from the students on the same

-I will emphasize that students should refrain from violence or resist the urge to be aggressive in situations where the character role they are playing is required confront another

-I will ensure there is enough space in the room for every student; if there is no enough space in the room for every student then the activity will be carried out in drama halls

-I will reward students who demonstrate good behaviour and conformity with rules.

-I will congratulate positive energy and strategically ignore students who exhibit negative energy

When is the best time and place for this experience?

Drama classes are best done after all other classes are over, preferably after the afternoon classes (2:30- 3:30 pm)

The lesson can be carried out in the classroom or drama hall

How will I interact with the children to scaffold their learning?

-I will inform my students that we will be dramatizing a short story about dinosaurs chasing humans

-I will read the story out aloud and show the students the pictures

-I will then give each student a simple phrase to memorize in the story

-Each student will be required to say their lines out with physical expression and show emotions, and movement

-Students will then be paired into two (one playing a dinosaur and another a human) and required to dramatize the chase

-Student playing role of dinosaur required to wear dinosaur costumes

How did it go?

-The scaffolding technique used in the experiences were learning through play and learning environments

-Students depicted fantasy situations of imagined contexts, using environment (stage) in enhancing the depiction of fantasy contexts

-Through play, students demonstrated awareness of space, and used costumes to assist in role playing

What changes did you observe in the child/children's learning, and/or development, and/or dispositions and/or relationships and interactions that are the focus of this experience?

-Dramatizing fantasy contexts expanded the children's natural curiosity

What will I do next to follow on from this experience to support the child/children's learning etc.?

Supporting the children's learning requires assessment of learning.

-First, I will document and communicate the children's use of stage, costumes and efficiency in role playing

- I will determine how far the children are progressing towards realization of the learning outcomes and indicators for DRAES 1.3

-I will identify children in need of further support in role playing

-I will assess the efficiency of the opportunities, settings, and approaches used in the experience and assess need for improvement.

-Finally, I will meditate on pedagogy that best suits the children and the context

What have I learnt from this experience?

-Play enhances children's confidence and pushes them onto self-identity journeys

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