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YASMIN AYESHA BT. MOHAMED@ MD. NOR

The first step of storytelling is understand your story where you have to know what is the problem, conflict, resolution, solution and growth from the beginning until the end of the story. Then you have to choose your plot. After that you have to choose your hero. Then you need to choose your characters. The fifth step is you have to observe the characters. After that choose your media and lastly you have to observe the rule.
http://www.educatorstechnology.com/2013/11/a-wonderful-visual-outlining-7-steps-of.html

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YASMIN AYESHA BT. MOHAMED@MD. NOR

It is called storytelling because ‘story’ means  a tale while ‘telling’ means to tell people

http://idearocketanimation.com/1012-what-do-we-mean-by-story/

http://dictionary.reference.com/browse/telling

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YASMIN AYESHA BT. MOHAMED@MD. NOR

The interactive art of using words and actions to reveal the elements and images of a story while encouraging the listener’s imagination.
http://www.storynet.org/resources/whatisstorytelling.html

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CHILDREN ENGAGED WITH MUSIC AND MOVEMENT IN A CLASS

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CHILDREN ENGAGED WITH MUSIC AND MOVEMENT IN A CLASS

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NOR HADHINAH BT. MAHDILAH

Time sampling data show that both students showed a general increase in adaptive behaviors and a decrease in problem behavior. Daily interviews and observations indicated this increase in adaptive behaviors corresponded with the teacher implementing music and movement before each literacy lesson. These activities also had a positive effect on attention and engagement for all students in the classroom. Time sampling Total adaptive behaviors and total problem behaviors were counted for each observation. From these totals, the percent of adaptive behaviors per observation was calculated.

http://www.musikgarten.org/music_movement.cfm

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Steps to do music and movement activities in classroom

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Steps to do music and movement activities in classroom

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NOR HAZIQAH BT. AHMAD

Step 1

Play music and encourage children to dance freestyle. Use a variety of different types of music and show children some different ways to move to the music. Demonstrate ballet moves for slow music and air guitar for faster songs.

Step 2

Give children musical instruments and show them how to play them. Teach children how to march around the room in a parade or marching band formation as they play their instrument. Illustrate how to walk or march to a beat.

Step 3

Teach children songs and actions. Actions can add depth to a song and will motivate many children to participate in singing, write William M. Anderson and Joy E. Lawrence, authors of "Integrating Music into the Elementary Classroom." Make up actions to popular children's songs and invite children to make up their own as well.

Step 4

Show children how to chant in order to teach them the beat. Make up some chants and teach children to clap to the beat. Encourage children to stomp their feet, sway, wave their arms or march in place once they have mastered clapping to the beat.

Step 5

Play musical games that include movement. Try playing a game such as "Freeze Dance," which encourages children to dance until the music stops, when they are supposed to freeze, recommends Storms. Gather many different instruments and have each child try to imitate a sound an animal makes while acting out the animal. Invite the other children to guess what animal is being imitated.

http://www.livestrong.com/article/207666-how-to-teach-music-movement-to-young-children/

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Examples of group singing
and movement activities in the classroom 

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Examples of group singing
and movement activities in the classroom 

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NOR HAZIQAH BT. AHMAD

1. Ask the children

to stand up. Explain that when you say, “I spy,” every child needs to stop what he/she is doing, listen, and respond with, “What do you spy?” Say something like, "I spy children dancing in one place," or “I spy a rock star silently playing a guitar.” The students act out that idea until you say, "I spy." Then all the students stop what they are doing and respond with, "What do you spy?" The game continues with you suggesting other ideas such as, “I spy children waving their arms.” After playing awhile, say “I spy students sitting down quietly.” Students may be chosen to lead the activity.

2 . Play “Simon Says.” Stand at the front of the class and give commands. Carry out all of the commands, but tell the children to obey only the ones preceded by “Simon says.” For example, if you say, “Simon says: hands on your hips,” everyone does it. But if you say, “Run in place,” no one but you should be running. A variation is to say “Do this” or “Do that.” “Do this” means that the children should move like you are moving, while “Do that” means for them to stand motionless. Those who do not listen and move at the wrong time must sit down and wait two turns before playing again.

3. Sing or say, “Head, shoulders, knees and toes,” as follows:“Head, shoulders, knees and toes, knees and toes.Head, shoulders, knees and toes, knees and toes.Eyes and ears, and mouth and nose.Head, shoulders, knees and toes, knees and toes.”Have the children touch the body part as it is named. You can substitute names of different body parts for the third line, such as, “neck and hips and knees and cheeks.” Start off slowly and increase speed as you sing it over and over.
http://www.kellybear.com/TeacherArticles/TeacherT

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YASMIN AISYAH BT. YUSOFF

1. The prop doesn’t work. Many props are simple items with few or no moving parts. The chances that they will not work are next to zero. But what about complicated props like the robotic bird above? Or what if you forget or lose your simple prop? Can you adjust? Do you have a backup plan?

2. Not c ompletely comfortable with the prop. The speaker must be comfortable in handling the prop from start to finish. But it will give problems with handling big ang many props.

3. The audience might not see small props. In using the props, the speakers must include the size, colours, and attractions while present .

http://mannerofspeaking.org/2011/09/29/ten-tips-for-using-props-in-a-presentation/

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YASMIN AISYAH BT. YUSOFF

1. As a relevant to the message. It might seem axiomatic.

The prop was effective because it gave the audience a very visual, very memorable sense of the basic structure of the brain, which was important for the rest of the talk.

2. Audience exposed the prop. The larger the audience, the more care you

must take to ensure that everyone can see the prop. It is frustrating for those who are sitting at the back if they cannot see it.  This means holding it up or setting it up high enough and for long enough so that people can get a meaningful look.

3. Be creative with the various props. Use your imagination and try to think of

unusual props that would have a real impact on your audience. One idea is to think about metaphors or analogies for the points you are trying to make and then look for the relevant item. It might be as close as your kitchen cupboard.

http://mannerofspeaking.org/2011/09/29/ten-tips-for-using-props-in-a-presentation/

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STORYTELLING USING PROPS (TEDDY BEARS, TOY CHAIRS, BOWLS, TOWELS)

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STORYTELLING USING PROPS (TEDDY BEARS, TOY CHAIRS, BOWLS, TOWELS)

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YASMIN AISYAH BT. YUSOFF

Prepare for telling the story of “Goldilocks and the Three Bears” . Find three stuffed Teddy bears in three different sizes (large, medium and small) which will serves as the Papa Bear, the Mama Bear
and the Baby Bear in the story.
Find props in these three different sizes as well. The main props in the story are bowls, chairs, and beds. Begin by telling the story of “Goldilocks and the Three Bears.” Start the fairy tale with “Once upon a time . . . “ and then make the story your own. You don’t have to remember the story exactly word-for-word. It’s fine to make up small details. Just be sure to hit the main plot elements that go along with your props, such as “somebody’s been sitting in my chair,” “somebody’s been sleeping in my bed” and “somebody’s been eating porridge out of my bowl.”
Since we’re not using books here, kids will learn how to use their imagination as they visualize the stories in their minds. This helps them repeat the story, as they become close to the story, and feel a part of it.

http://aplaceofourown.org/activity.php?id=316

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MUSIC AND MOVEMENT PROMOTE CHILDREN'S DEVELOPMENT

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MUSIC AND MOVEMENT PROMOTE CHILDREN'S DEVELOPMENT

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NOR HADHINAH BT. MAHDILAH

Social Development

Language has its own tempo; speaking a language fluently involves regular pauses, stops and starts in appropriate places. For example, most people do not speak in a constant, running diatribe of words; rather they insert pauses between phrases, they use accents and they increase or decrease the overall speed of speech. Music has a tempo and teaching young children songs that have rhythms and beats or learning to march in time to a tune can help students to learn the rhythm of speaking and improve their communication skills.

Physical Development

Several different types of music and movement activities can be incorporated into early childhood education. Teaching songs, such as the “ABCs” or “If You’re Happy and You Know It” while clapping or tapping along can teach rhythm and cadence while learning new words. Songs that involve action and hand gestures that follow the music teach children not only the meaning of some new words, but also to move and sing at the same time. Other types of activities for use in the classroom could be dancing with streamers or scarves, playing small musical instruments, singing songs in rounds, singing while cleaning up, marching to the beat or imitating animals. Not only can this be beneficial academically, it also keeps children moving, which is good for their little bodies.

Cognitive Development

According to the Early Childhood Music and Movement Association, 85 percent of brain development occurs by the time a child reaches 3 years. As children grow, they need to learn specific activities that are important for development. For example, very young children begin to scoot and crawl for movement and while these activities are part of eventually learning to walk, they are also essential for brain development. Additionally, patterned activities at home or in the preschool classroom, such as clapping to music or jumping in time to a beat stimulate brain function and help the brain to organize thoughts and behaviors.

http://www.livestrong.com/article/527778-importance-of-music-movement-in-the-education-of-young-children/