Ceri (aka the Morrigan) writes:
Let's think for a minute about children and music.
Babies are surrounded by body percussion while they prepare for birth - heartbeats, breathing, digestion are all familiar rhythms to babies before and after birth. Mothers and fathers sing to their infants, make rhymes and rhythms to help them learn language. Kids love making music - banging on pots, or on fences; singing to themsleves, singing songs with their parents and carers. Why should any of this stop when they begin school?
Music doesn't need to be a discrete lesson. Music, rhythm, chanting and beat can be included in almost every subject. Many parents are familiar with the Mozart phenomenon for babies and children, and we understand the strong links between musical giftedness and mathematical ability, so why don't we use more music?
Music can calm, can energise, can inspire and fire the imagination. Running a classroom with a backdrop of sound can assist, rather than hinder learning - after all, even malls are using crooners to keep out some 'Undesirables'.
It now seems that music can assist in learning foreign languages. My French may be rusty, but I can still sing Frere Jacques. It can assist in learning of all types, not just musical theory. It can help in learning mathematics, english, formulae and general concentration levels (presumably this links to the stimulation of appropriate areas of the brain and neuro-cognitive development), and is often used to help memory, either through stimulation or as a mnemonic device.
Kids love making music - with their voices, instruments, bodies, found objects and objects created just for that purpose. Music can be linked to art, craft, technology, science, design, maths, history, SOSE, study of other cultures and languages, and for general concentration purposes. It doesn't need to stay in the music lesson, it doesn't even need any tools. And to prove it, here is a video of Camille, a French singer who creates soundscapes through body perscussion and with voices - no intruments need apply!
Sunday, 31 July 2011
Tuesday, 26 July 2011
Fabulous! Drama in the classroom!
Ceri (aka the Morrigan) writes:
This post is a little late, because I have been thinking about what we could do when work-shopping in a class. I was impressed with the detail used in linking drama techniques to the book Fox, and the reflections which followed, but in some ways, I am more excited about the possibility of using drama techniques across other areas of teaching practice.
There seems to be a natural 'fit' between books and drama. After all, narrative fiction is designed to excite the imagination, to place us into other people's shoes, to make us understand the motivation and lives of the characters. But, I love the idea of linking drama to areas where we do not necessarily normally think of using it.
Drama in science, in maths, in history and in geography! There is a challenge.
As with most teaching, the key would be high level preparation and familiarity with content and subject matter. Making children familiar with their roles, with the ideas that they will be exploring, whether they are becoming an amoeba ready to reproduce by fission, a tomato plant, an insect or a footsoldier in the Trojan war. In addition, some ground rules are necessary. It needs to be clear that even hacking at other students with pretend swords, or name-calling while in character will not be acceptable.
Clear links between the material to be studied and the outcome of drama needs be made, and some form of follow up and de-briefing must be included. While 'dress-ups' and 'let's pretend' have a definite place in all classrooms, when drama is used as a pedagogical tool, we need to be clear about how, why, what, where and when it is to be used, and build strong links back to material, curriculum and assessment.
To that end, here are some useful resources for using drama techniques in primary schools.
Dramaresource.com
is a British site, which has ideas, techniques, lessons plans and activities, including a newsletter.
TES is a really useful British site for all sorts of resources, but some of the drama resources are available here. One of our lecturers has already suggested we sign up to this site.
The NSW Department of Education has a swag of information and resources for arts education, which you can browse here.
And finally (for today at least), The Shropshire Star in the UK has a link to primary science resources, many of which use dram, linked to the key stages of the British National Curriculum, many of which are really useful.
This post is a little late, because I have been thinking about what we could do when work-shopping in a class. I was impressed with the detail used in linking drama techniques to the book Fox, and the reflections which followed, but in some ways, I am more excited about the possibility of using drama techniques across other areas of teaching practice.
There seems to be a natural 'fit' between books and drama. After all, narrative fiction is designed to excite the imagination, to place us into other people's shoes, to make us understand the motivation and lives of the characters. But, I love the idea of linking drama to areas where we do not necessarily normally think of using it.
Drama in science, in maths, in history and in geography! There is a challenge.
As with most teaching, the key would be high level preparation and familiarity with content and subject matter. Making children familiar with their roles, with the ideas that they will be exploring, whether they are becoming an amoeba ready to reproduce by fission, a tomato plant, an insect or a footsoldier in the Trojan war. In addition, some ground rules are necessary. It needs to be clear that even hacking at other students with pretend swords, or name-calling while in character will not be acceptable.
Clear links between the material to be studied and the outcome of drama needs be made, and some form of follow up and de-briefing must be included. While 'dress-ups' and 'let's pretend' have a definite place in all classrooms, when drama is used as a pedagogical tool, we need to be clear about how, why, what, where and when it is to be used, and build strong links back to material, curriculum and assessment.
To that end, here are some useful resources for using drama techniques in primary schools.
Dramaresource.com
is a British site, which has ideas, techniques, lessons plans and activities, including a newsletter.
TES is a really useful British site for all sorts of resources, but some of the drama resources are available here. One of our lecturers has already suggested we sign up to this site.
The NSW Department of Education has a swag of information and resources for arts education, which you can browse here.
And finally (for today at least), The Shropshire Star in the UK has a link to primary science resources, many of which use dram, linked to the key stages of the British National Curriculum, many of which are really useful.
Monday, 18 July 2011
So Soon? It's as if you never left.....
Ceri (aka the Morrigan) writes:
Fancy that! So soon after the first post and I am back.
I hope you enjoyed the Chooky Dancers clip, because today I am putting up two more - and pay attention - because afterwards there will be a test.
First, the Chooky Dancers perform a new number at the Barunga Festival.
(You need to follow the link for this one, because it isn't a YouTube video).
Then, look at this, which is the same dance, performed on Australia Day.
Please look at the linked one first, before the embedded one.
Now, apart from the incredible technical skills of the Chooky Dancers, I need to ask, is one performance more 'Authentic' than the other?
One is performed outdoors, in the dust, with no enormous technical back up. It is performed before an appreciative audience of locals, and is, perhaps, not as 'polished'. The other, has all the technical and television back-up. Music, speakers, lighting, amplification and so on. Does it make one of the performances 'better' or somehow more real?
In both of the dances, the Chookys are obviously having fun. They are re-inventing the idea of their own culture as a global culture. I found it particularly interesting that one of the comments on the YouTube clip suggested that they were cheapening their own culture, and that this incredible technical performance was somehow embarrassing or demeaning. This view suggests that culture is frozen and stagnant, that it must never change, adapt, adopt or have fun. That we can never enjoy or play with culture, especially indigenous culture, because it is much too serious.
My view is that culture is not somehow separate from our lives and the things we do. It is a very Western view that art is something we do which is separate from everyday living. Other cultures around the world see it rather differently, in that arts of all kinds are integral parts of day-to-day life. That every day involves music, dancing, visual art, words and poems and fun and beauty and drama.
What do you think?
Fancy that! So soon after the first post and I am back.
I hope you enjoyed the Chooky Dancers clip, because today I am putting up two more - and pay attention - because afterwards there will be a test.
First, the Chooky Dancers perform a new number at the Barunga Festival.
(You need to follow the link for this one, because it isn't a YouTube video).
Then, look at this, which is the same dance, performed on Australia Day.
Please look at the linked one first, before the embedded one.
Now, apart from the incredible technical skills of the Chooky Dancers, I need to ask, is one performance more 'Authentic' than the other?
One is performed outdoors, in the dust, with no enormous technical back up. It is performed before an appreciative audience of locals, and is, perhaps, not as 'polished'. The other, has all the technical and television back-up. Music, speakers, lighting, amplification and so on. Does it make one of the performances 'better' or somehow more real?
In both of the dances, the Chookys are obviously having fun. They are re-inventing the idea of their own culture as a global culture. I found it particularly interesting that one of the comments on the YouTube clip suggested that they were cheapening their own culture, and that this incredible technical performance was somehow embarrassing or demeaning. This view suggests that culture is frozen and stagnant, that it must never change, adapt, adopt or have fun. That we can never enjoy or play with culture, especially indigenous culture, because it is much too serious.
My view is that culture is not somehow separate from our lives and the things we do. It is a very Western view that art is something we do which is separate from everyday living. Other cultures around the world see it rather differently, in that arts of all kinds are integral parts of day-to-day life. That every day involves music, dancing, visual art, words and poems and fun and beauty and drama.
What do you think?
Sunday, 17 July 2011
First Past the Post!
Ceri (aka the Morrigan) writes:
This is it!
The first post on the SoutherlyArt Collaborative blog, created in part as a requirement for assessment for EMT694, MTeach program.
ChrisW and I (the Morrigan) will be sharing thoughts and ideas here, finding and accessing resources, collaborating, debating and inflating.
Here's what ChrisW had to say:
So this is the start. And because it is the start, I thought I'd give us all something to applaud and enjoy. Here are the Chookie Dancers, and first, their interpretation of an old favourite:
This wonderful troupe combines an amazing array of dance styles and exemplifies the light hearted and playful way that I think we can approach teaching the arts in primary school. The idea that there are no limits, beyond our imaginations.
This is it!
The first post on the SoutherlyArt Collaborative blog, created in part as a requirement for assessment for EMT694, MTeach program.
ChrisW and I (the Morrigan) will be sharing thoughts and ideas here, finding and accessing resources, collaborating, debating and inflating.
Here's what ChrisW had to say:
My strengths are in finding arts educ. sites/links, reviewing them/discussing the pedagogy involved, writing them in audience-friendly pros; and also strengths in 'Reflection' - reflecting on where I came from and how.
What will hold me back if anything is a slow getting the hang of IT/digital stuff - ie. the technicalities of making things work in webspace.
Yep can accept the 50/50 deal. Also, I expect us each to be upfront and open with the other. I'm too far gone to not care about children's learning/disregard professional excellence. If I'm unable to do stuff - which will only be technical issues - I'll tell you. I won't spring any surprises like 'bunking-off' and not letting any one know. Also, please let me know - in general terms where and when you are - as you did about last weekend...I much appreciated this everyday info: it keeps the pictures in my head alive and fuels the working relationship.
I take it we both want the same thing/s -a really good score and enjoyable learning along the way....agree?
How about we include our 1st few emails in the blog + the initial discussion-board messages- as examples of the sorts of things to say to each other when setting - up a collaborative partnership?
We must decide/have in mind who are our audience/s? ie. have a yarn about it for awhile. I take it this assignment is, in part, to demonstrate that we can educate, assist/guide teachers and/or children more about ARTS? Let's think this one through....
So this is the start. And because it is the start, I thought I'd give us all something to applaud and enjoy. Here are the Chookie Dancers, and first, their interpretation of an old favourite:
This wonderful troupe combines an amazing array of dance styles and exemplifies the light hearted and playful way that I think we can approach teaching the arts in primary school. The idea that there are no limits, beyond our imaginations.
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