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This was our first week in the class, the nerves were present and we could certainly feel that in the room. We did a warmup to break the ice, playing a name game to learn each other's names. After this, we got into partners and had to learn a bit about each other before relaying this to the class. This certainly helped me grow as I made a friend, feeling more at ease the rest of the lesson.

We then learnt about tableaux. We did a tableau of Perth City, pretending to be something in the city and freezing (such as the Cactus statue, Perth train station, Elizabeth Quay Bell Tower etc). Everyone in the class joined in one at a time with their own "statue" (example of tableaux activity shown above). This was an effective group activity as it allowed the whole class to become one tableau together. It allowed for laughs and working together, breaking the nervousness of the lesson. It would be very beneficial as a classroom icebreaker and to inform students about tableaux.

We then set out into small groups to do more tableaux. This was set out like a short story, doing three tableaux, with one in the beginning, one in the middle and then one at the end.

After today, I am curious about using these activities in a primary school setting. I feel that it would be beneficial to use the activities we have done today, not only in a drama class but in all classes as they are good icebreakers and help students to understand their connection with their body and movement.

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The key ideas for this week were voice and story.
We used vocal dynamics to create soundscapes. These included: cannon, echo, unison, repeating, diminishing, cumulative, overlapping and crescendo.

We also performed Readers' Theatre (seen in script above) using these vocal dynamics and including onomatopoeia for effect.

We then retold stories in groups to ensure we were using detail.

The activities completed in today's lesson are perfect examples of lesson plans to use in the classroom in our own teaching as they create confidence among the children with Readers' Theatre and allow children to use detail in their writing with the group story retell.

As a learner, the hands-on experience of today's lesson was engaging and enjoyable, highlighting its effectiveness.
Through this workshop, I have realised how I have grown significantly more confident after just a few short weeks.
Many concepts of our drama lessons are symbolic for the real world, thus representing how children learn about life through drama.
Many parts of drama are group work activities, encouraging children to work together, creating effective learning and growing their confidence.

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The key ideas for this week were non-locomotor movements, beat and rhythm, improvisation, learning through dance movement and the dance elements of Body, Energy, Space and Time.

We played a game called "colour museum" where we were to visualise and act out putting paint on different parts of our bodies. After we did this, we walked around the space until the music stopped and a colour was called out. When this happened, we had to make a statue with a partner, touching only this area of our bodies. For instance if "red" was called, we had to use only our arms to make a statue together. This activity allowed us to be creative and connect with our classmates. It would be a very effective activity for icebreakers in a classroom as students do not have time to think about who to partner up with and connect with students they normally would not.

We also played "machines" (example shown above). This is where everyone becomes a part of an imginary machine. They have to make a sound and movement to create this machine part. Then, one-by-one, people add to the machine with their own sound and action. This taught us to connect our body with our voice and use them in different ways.

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The key ideas for this week were the choreographic process, learning in versus through dance and the dance elements of Body, Energy, Space and Time.

We warmed up our bodies by stretching and then explored the space, being told when to walk, run, roll and freeze.

The most interesting activity in this lesson I found was the birthdate dance and universal writing task where we had to use our bodies in different ways to draw the numbers of our birthdate and the letters of our initials. This taught us that dance isn't about just copying a movement but about being creative and finding new ways to move our bodies. This was learning through dance. Movement is art and that was really showcased through this lesson.

The most fun activity in this lesson was creating a dance to "Space Rabbits of Brocklevoons" (lyrics shown above). This dance was to be created in a way to engage lower primary school students. It was enjoyable to make the actions of the dance, focusing not only on body movements but also on facial expressions and gesture to engage the imaginary crowd of young children.

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Media for our performance, "There's no Sun at Sunnydale Farm"

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The key ideas for this week were filming, photography and slow-motion as we were focused on media arts.

We began the lesson with an activity called "soundscapes". This is where we were given an environment (such as the Amazon Rainforest) and one by one had to make a sound to add to the soundscape. This could include using your voice, hands or feet, or anything on your body to create noise (such as rubbing shirt material together to create the sound of rustling leaves). It was enjoyable to hear the sound come together as every individual in the class had a go at creating a sound.

This week we also had to get into our groups for the end of semester assignment to discuss and create our media for the performance. Our group's play is called "There's No Sun at Sunnydale Farm". The idea for the performance is that the sun does not want to shine one day and all the farm animals have to convince her to get back up in the sky. The media for our performance (shown above) will be played at the beginning of the play to show the sun slowly becoming sad before the drama begins.

After the last 9 weeks, our class has become much closer. Being an Arts class, we are not afraid to make a fool of ourselves as we do it every week and can always laugh it off. The arts bring people together as the whole lesson is usually just one big icebreaker.

Moving forward as a teacher, I understand that media arts are important for students, especially in this generation with the rise of technology. It is important to express your artistic side and can be very beneficial for students to become more confident. Media arts, and all arts in general, are crucial in the classroom and not only arts classes but all learning settings.