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During the Week 1 seminar, I experienced a range of emotions, starting with nervousness and progressing to enjoyment and engagement. Initially, I felt nervous because it was my first seminar and it took place in a drama setting, which required me to put myself out there. However, as the workshop progressed and I engaged in various activities, I started to meet new people and feel more at ease.

One of the most uncomfortable moments for me was the Name Game. This activity was particularly challenging because it required us to remember every person's name before us along with a correlating movement that represented their personality. Being put on the spot in this way required a lot of concentration and memory, which was quite stressful at first. Despite this initial discomfort, the game ultimately helped me to remember my peers' names and feel more connected to the group.The most enjoyable moment of the seminar was the Postcards Game. In this activity, we had to freeze our bodies to create a scene. My group chose Hawaii, and we had fun embodying surfers and palm trees. This activity allowed for creative expression and teamwork, making it a memorable and enjoyable experience. The creative and collaborative nature of the game helped me to feel more engaged and connected with my peers. Reflecting on these experiences, I realized that my emotions during the seminar are likely similar to what primary students experience in drama activities. Just like me, primary students might feel nervous at first, but with engaging and enjoyable activities, they can become more comfortable and expressive. The hands-on nature of the seminar helped me to engage fully and retain information better. Collaborative activities like the Postcards Game facilitated learning through social interaction and creative expression, making the learning process enjoyable and memorable. According to Dinham (2023), Drama activities, in particular, can help students develop social and emotional skills by encouraging them to express themselves, work as a team, and explore different perspectives. By engaging in creative activities, primary students can learn to manage their emotions, build confidence, and enhance their communication skills. The seminar demonstrated how effective these methods can be in creating an engaging and supportive learning environment, which is essential for fostering students' overall development in the arts.

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As I continued to engage with drama activities, I noticed a growing sense of comfort and confidence. The structured warm-ups, such as throwing sounds and tongue twisters, were particularly effective in easing me into the seminar. These exercises not only helped me to relax but also prepared me for more complex activities by enhancing my focus and vocal abilities. I discovered that I learn best through hands-on activities and collaborative efforts. These methods allow me to engage deeply with the material and retain new concepts more effectively. For example, in the soundscape activity, our group chose to create a beach scene. This required us to synchronise our sounds and work together, highlighting our ability to listen to one another and adapt our contributions to enhance our performance. Working closely in a small group facilitated deeper communication and allowed us to learn about each other's strengths and preferences.

Through this collaborative process, I gained valuable insights into my group's creative ideas and how they expressed themselves through drama. The diversity within our group enhanced our overall performance and made the experience more enjoyable and educational. Each member brought unique perspectives and skills, which contributed to a richer and more dynamic soundscape. According to Dinham (2023), Hands-on activities and collaborative efforts are essential components of this approach, as they foster deeper engagement and more effective learning. Drama activities, in particular, provide opportunities for students to develop important skills such as listening, adaptability, and teamwork. By participating in these activities, students learn to appreciate the contributions of others, enhance their own creative expression, and build confidence in their abilities. Furthermore, these experiences align with Dinham's (2023) emphasis on the importance of diversity and collaboration in arts education. By working with diverse groups, students can broaden their perspectives and enhance their learning experience. The seminar's activities demonstrated how collaborative efforts can lead to more meaningful and memorable educational experiences. This approach not only supports the development of individual skills but also fosters a sense of community and shared purpose, which is crucial for effective learning in the arts.

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The practical activities have significantly enhanced my understanding of dance. Dance elements such as body, energy, space, and time provide a rich framework for creativity and self-expression. The improvisational activities illustrate how dance can be a dynamic and engaging way to foster creativity in primary students. Through activities like mirroring partners and the "Machines" exercise, I learned how dance encourages students to explore movement, collaborate, and express themselves non-verbally. These activities demonstrate that dance is not just about physical movement but also about interpreting and communicating ideas, emotions, and stories. This understanding is crucial for educators as it highlights the potential of dance to enhance cognitive, emotional, and social development in primary students. Collaborating with classmates and sharing experiences helps alleviate pressure. Discussing challenges and successes with peers provides emotional support and practical advice. The most important personal realisation in the last few weeks has been understanding the profound impact of movement-based learning on emotional and social development. This realisation is crucial because it underscores the value of incorporating dance and drama into educational settings. Recognising that movement activities can significantly enhance students' ability to express themselves, build confidence, and develop interpersonal skills has transformed my perspective on teaching.

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One of the standout activities this week was creating a stop motion animation with a tin foil figure. Partnering with a classmate, we decided to craft a narrative set at a dog beach. We sculpted a dog out of tin foil and designed a vibrant background using yellow paper for sand and coloured waves to simulate the ocean. The process involved moving the tin foil dog frame by frame to create the illusion of surfing. This activity not only required precision in manipulating the figure but also taught us the importance of patience and attention to detail. Each slight adjustment needed to be meticulously photographed to ensure smooth motion in the final animation. This animation was both challenging and rewarding, as it provided a clear understanding of the intricate work involved in stop motion animation and the creative possibilities it offers. Another significant aspect of this week's activities was the Foley exercise, where we created sound effects to simulate a storm. This exercise underscored the importance of sound in enhancing the realism of media productions. The hands-on experience of creating a stop motion animation with the tin foil dog allowed me to practise and refine my skills, particularly in planning scenes, manipulating objects frame by frame, and understanding of creating fluid motion.

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Today, our group focused on preparing for our presentation, which revolves around the themes of cheating in a race, forgiveness, and taking accountability for actions. We decided to use a race as the central metaphor to illustrate these concepts. Our performance includes a group dance during the stretching and warm-up phase before the race, symbolising preparation and unity. The process of choreographing the dance was meticulous and required significant teamwork and attention to detail. Ensuring that our movements were synchronised and clean highlighted the importance of collaboration and precision. This phase of our preparation allowed us to develop a deeper sense of unity and collective purpose, reinforcing the theme of teamwork. In addition to the choreography, we recorded footage for our media component. This involved practicing how the overall performance would look and integrating multimedia elements to enhance the storytelling. By incorporating video, we aim to provide a richer, more engaging experience for the audience. This multimedia approach allows us to convey the themes more effectively and create a dynamic performance. Dinham (2023) emphasises the value of experiential learning and participatory methods in arts education. Our preparation process aligns with this approach, as we actively engaged in creating and refining our performance. This hands-on involvement not only enhanced our understanding of the themes but also allowed us to develop practical skills in choreography, media production, and teamwork.