The document discusses the importance of performing arts in early childhood education. It notes that young children's thinking is imaginative and linked to fantasy, which is something they begin to lose as they grow older. Early childhood educators must strive to be open to change and encourage critical thinking and problem-solving skills over simple knowledge acquisition and rote learning. When observing children's understanding through art, educators should provide enough time to draw without demonstrating how to do something, and ask questions that promote higher-order thinking. The document also discusses reflecting on personal performing arts experiences, advocating for the arts, and researching cultural arts learning resources.

1. 
Performing Arts in Early Childhood Education
Topic 1

2. “Early childhood is a time when children’s thinking
is still imaginative, flexible and linked to fantasy
and fiction. Yet, imaginative and fictional qualities
are what young children begin to lose as they
grow older, and what adults seek to rediscover”.
(Wright, 2012, p. 2)
Take a few moments to reflect upon the importance of early childhood educators being imaginative…

3. Meaning-Making and The Arts
Early childhood educators must strive to be open to
change instead of repeating the same set tasks each
school year. Meaningful Performance Arts programs
need to encourage…
Critical thinking instead of simple knowledge
acquisition; and
 Problem-solving skills instead of rote learning
skills.
(Wright, 2012)

4. Observing… Meaning-Making
 Talk about the experience around a large sheet of paper, chalk on the
pavement or even a whiteboard.
 Provide children with ENOUGH time to draw their understandings.
 Avoid demonstrating how to do something. Instead, children should
develop their own ways of doing things. This is a much better alternative
than simply copying the teacher. Consider the fundamental role of posing
questions that promote higher order thinking and scaffold the learning
experience.
 Read the authentic observation and listening readings within topic 1.
(Knight, 2010)

5. Performance Arts Glossary
Start your glossary today! Jot down the definitions of
the following key terms and reflect upon their
fundamental role in an ECE classroom.
 Meaning-making;
 Artistic Representation
(enaction, imagery, symbolising);
 Artistic Literacy (symbols, signs and texts);
 Artistic Analogies and Metaphors;
 Multimodailty and Somatic Knowing; and
 Context and Form.

6. 
Write a vignette of this music experience…
Little Bobo - http://www.youtube.com/watch?v=xxHv63P4t78

7. How have your family, community and social environment 
shaped your Performance Arts experiences?
Wright (2012) – Chapter 6

8. How are artistic, cultural and creative experiences 
reflected in the following documents?
Create a Mind map…
EYLF
National Declaration on
MCEETYA
The ACARA Shape of the Arts
the Education Goals for
Young Australians Arts
MCEETYA
National Education Arts Statement

9. Culture and The Arts
“Children’s artistic passion is ignited from within,
according to the interests and sensitivities that
are quite personal. Ideally, support for children’s
arts learning occurs within the family, as well as in
the community and the wider society” (Wright, 2012, p. 159).
Research cultural arts learning resources that would be suitable for an early
childhood class.

10. Advocating for the arts
“Immersion in and through the arts provides
opportunities for children’s voices to surface, as
well as avenues for teachers to advocate for the
importance of arts education and society” (Wright, 2012, p.
194).
Reflect upon how you will advocate for the arts in early childhood education.
Design a poster that could be sent home to parents.

11. References
Wright, S. (Ed.). (2012). Children meaning making and the arts (3rd
ed.). French Forest, NSW: Pearson Education.