The activity plan was for a nursery school in Birmingham, England to explore music and dance with 3-4 year olds. They had a visiting dancer give a workshop and took some children to a local theatre production about different types of weather and movement. Back at school, the children practiced the dance moves and used instruments outside while listening to traditional music. The teachers assessed that the children's knowledge of music and dance progressed over the weeks, and those who saw the theatre production helped model the skills for the others.
Newsletters present what we have done so far with short descriptions in text boxes and photos of the outcomes. It’s written in English and each country is translating it in its mother tongue to be shared with parents and teachers or students of other schools in our towns.
RESPOND TO PEER 1 THEN PEER 2 ON A SEPARATE PAGE. PLEASE READ TH.docxcarlstromcurtis
RESPOND TO PEER 1 THEN PEER 2 ON A SEPARATE PAGE. PLEASE READ THEIR RESPONSE AND FOLLOW GUIDED RESPONSES
Guided Responses
1. Choose
two different aspects
from your classmates’ charts and
offer an additional activity or strategy to make the content area culturally relevant and meaningful.
2. Also,
offer one additional method for how they can share this information with students and their families
.
PEER 1
Cultural Context: Language
Activity/Strategy: Language Arts
Content Area
Vocabulary: To bring out vocabulary during our language arts activity, I will allow the children to name something specific about their culture and as a class we will explore it through research.
Building a community of Learners: To build a community of learners for this domain, after the class has done research on to better understand part of their classmates culture, we will talk about what they enjoy most about their classmates culture.
High Expectations: I will talk with the class to let them know that I expect them all of them to respect each other at all times by not talking negatively about anyone or their culture.
Rewards: To reward my students throughout the lesson I will allow the to bring in recipes, clothing, music and other items that represent some part of their culture.
Pride: To influence pride in my students concerning their culture we will display pictures, play music, books, and have cooking activities.
Method of sharing this information: I want to share the activities I planned for these activities with my parents to include them. I will share this information through a parent information letter, lesson plan, daily note.
PEER 2
Content Area: Creative Arts
Activity/Strategy to make Creative Arts culturally relevant to students.
Aspect
Activity/Strategy
Vocabulary
In looking at the language, it’s very important to teach vocabulary explicitly and in ways that the students will remember: drama or props or anything you can use through concrete experiences. (Torres-Velazquez) To teach the children the vocabulary of music and movement, I will show/label musical instruments of different cultures. I will use sight words such as dance, music, drum, beat, sound, and song. We will use props such as scarves while dancing to different beats. I will use the smart board to show dances of different cultures that we can mimic the movements of. In the dramatic play area, I will have various dress-up clothes for both girls and boys to wear. I will have posters and books throughout the classroom to show the children how people dress around the world.
Building a Community of Learners
During circle time, each child will choose a musical instrument. The children will use sensory reception to take part in singing and creative movement. The children will have opportunities daily to express themselves through creative movement, singing, dancing, and playing musical instruments. They will be encouraged to sing along with each other a ...
Listening Room - Listening and Appreciation Reimagined- Lauren FairbairnBushfire Press
Suitable for ALL Primary Music teachers
Making the Classics cool again - a whole world of music through listening (and moving, dancing, drama, body percussion, instrument playing, role-play, drawing, discussion & reflection)
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So how do we make L & A relevant to today’s students? By making it a dynamic experience. In this session, you will move, dance, act, play classroom instruments & body percussion, draw and discuss. L & A also introduces/extends musical elements, concepts and contexts (while introducing students to timeless classics) and can be incorporated throughout the primary years, K-6, and beyond.
Come along and discover a world of music as Lauren Fairbairn leads you through: Listening for creative movement, listening for playing classroom instruments and body percussion, listening for drama, listening for relaxation and listening for visual arts. All the music used is accessible via iTunes, Apple Music, Spotify, Youtube (and possibly your own CD collection).
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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ACTIVITY PLAN FOR PRE-SCHOOL EDUCATION SUBJECTS
COUNTRY / CITY
England/ Birmingham
SCHOOL Rubery Nursery School
LEVEL / AGE GROUP Nursery Level age 3-4 years old
THE NAME OF THE ACTIVITY To explore and experience dance and music both inside
TITLE OF THE LESSON
the nursery and out in the community
TOPIC / MAIN IDEA Music and Dance
Creative and Physical Development
Recognise and explore how sounds can be changed, sing simple songs
SUBJECT
from memory, recognise repeated sounds and sound patterns and match
movements to music.
Traditional music, variety of instruments, scarves,
MATERIALS
Movement of body to stretch, moving in different directions.
To use props to tell a story as we move.
OBJECTIVES Explore a variety of instruments and link sounds they make to traditional
music/nursery rhymes.
We began this activity by having a visiting dancer give our children a
workshop and then we took a group of children and parents to a local
METHODS AND TECHNIQUES theatre dance production.
After the dancer came to visit, we took a small group of children to the
theatre to see the dancer in her production. The performances were
ACTIVITY related to different ways of moving, direction and using props to tell a
story about different types of weather. Within the nursery we continued
this theme for a number of weeks, with all the children having the chance
to practice the moves the dancer taught. Outside in the garden we made
instruments available alongside traditional music. Here the children
were able to independently tune in to the songs they heard and express
themselves using the instruments.
Assessment We were able to see the progression of the children’s knowledge as the
days went by and the impact the initial input of the dancer had on all the
children and staff. Children that were picked to visit the theatre were
seen modelling to the other children what was expected. Musicality was
seen in the children playing the instruments
