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How did you feel during the workshop?

I felt nervous and excited, taking part in the arts is my passion, but I am also naturally very shy so it pushes me out of my comfort zone.

What were your most uncomfortable moments?

Anytime I have to improvise I feel very anxious, growing up I have always done dance and drama so I am used to having scripts and choreography to follow and countless rehearsals to practice until it is perfect, so coming up with something on the spot has been a great challenge for me.

What were your most enjoyable moments?

I have loved having the creative freedom to explore new things in such a safe and supported environment, I have really enjoyed learning new things about drama such as mime. Mime was something I was a bit apprehensive about at first but I really enjoyed it. I have also appreciated getting to know people more by constantly working in groups. And I loved how hands-on and creative each lesson was, I also really enjoyed making the soundscape and making tableaux.

What did you discover about how you learnt in this workshop?

I have discovered that I love working creatively with a group, I have also really enjoyed sharing ideas and collaborating with my peers.

How might primary students learn in drama?

There are so many wonderful benefits to having the arts in schools, one of them being that students have the space to learn in so many different ways such as: Audibly, visually, kinaesthetically, and through reading/righting.
The arts can be very hands-on in areas such as dance and drama which can be great for visual and kinaesthetic learners but it can also be adapted for all types of learners by exploring sounds and how we can make them for audible learners and learning about the history of the arts by reading/ righting about it.

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One of my favourite activities was making tableaux.

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One of my favourite activities was making tableaux.

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Voice: The sound produced in a person's larynx and uttered through the mouth, as speech or song.

Mime: The theatrical technique of suggesting action, character, or emotion without words, using only gesture, expression, and movement

Story: An account of imaginary or real people and events told for entertainment

Drama Elements: Role, character and relationships, situation, voice, movement, space and time, language and texts, symbol and metaphor, mood and atmosphere, audience and dramatic tension. (SCSA)

Tableaux: A group of models or motionless figures representing a scene from a story or from history.

I loved making tableaux in class as it was such a unique way of creating a scene and/or story without the use of our voices.

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Can you reflect on yourself as a learner?

In the past few weeks, I have learned so much about myself as a learner, I know how I like to be taught (kinesthetic learning would be my preferred delivery) I feel that by knowing how I learn I can better help my students to learn.

Can you gauge your reaction to this workshop, compared to the first?

As the weeks go by I am becoming a lot more relaxed in the space and I feel much more willing to try new things and go outside of my comfort zone even more than before.

What do you think is meant by the concept that students learn by symbolically representing their world through drama?

I think that by using different drama activities to simulate real-life events, things, or people students can better express their thoughts, feelings, and emotions.

How does drama foster collaboration and cooperation?

In drama it is required for students to work together to collaboratively create artwork. By working together students can encourage each other and have an opportunity to be creative. They will also be learning valuable lessons about sharing, teamwork, trust, and partnership.

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Choral Speaking:

Ensamble speaking by a group often using various voice combinations and contrasts to bring out the meaning or tonal beauty of a passage of poetry or prose.

Readers theatre:

Reader's theatre is a strategy for developing reading fluency. It involves children in oral reading through reading parts in scripts. In using this strategy, students do not need to memorize their part; they need only to reread it several times, thus developing their fluency skills. The best reader's theatre scripts include lots of dialogue.

Verbal dynamics:

Verbal dynamics is the interpretation of words through movement.

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How do the practical activities and unit information inform your personal understanding of the use of dance as an expressive learning process through which educators can facilitate creativity in primary students?

I have learned through the workshops that we can express an array of emotions through dance in a variety of different ways with different steps, actions, music, and tempo.

What has been the most important personal realisation in the last few weeks in this unit?

I have had to learn to "let go" which is not something that comes easily to me, but I have found that through dancing I have been able to do so much more freely, and it has been amazing.

Why is it the most important?

It is the most important because as a teacher you need to be very adaptable and be able to go with the flow. We work with children and children can be very unpredictable at times. While this may cause stress it can also be so rewarding if you can learn to "let go" of the little things.

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A beautiful example of of the dance moves that we learned about- The leap

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A beautiful example of of the dance moves that we learned about- The leap

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Through dance education, you want your students to:

Know and use dance

Create.

Perform.

Understand and appreciate dance.

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Explain the "Rule of thirds".

The rule of thirds is a composition guideline that places your subject in the left or right third of an image, leaving the other two thirds more open.

What are the advantages of facilitating digital storytelling activities with primary students?

Students will be excited and entranced by digital storytelling, It is also something that is readily available so they will be excited to participate and create their own visual artworks.

Long shot:

Also known as the wide shot, is oftentimes used as an establishing shot in a film, as it normally sets the scene and the character's place within it. This type of camera shot shows the full length of the subject while also including a large amount of the surrounding area of the film set.

Close-up:

A close-up shot is a type of camera shot size in film and television that adds emotion to a scene. It tightly frames an actor's face, making their reaction the main focus in the frame.

Mid-shot or medium shot:

Also called a waist shot, in film and tv is a type of camera shot that shows the subject from the waist up. Medium shots draw attention to both the character and their surroundings by giving them equal space in the frame.

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My movie poster for "IN THE LAND OF THE GIANTS"

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My movie poster for "IN THE LAND OF THE GIANTS"

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I used a high angle to make my subject look small and I used light and shadow to make my hand look much bigger in proportion to the subject, I also edited the colours in a cool tone to make it seem more off putting and unsettling.

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This week's class was online, I missed our workshops very much as I always find them so insightful and so much fun.
This week we started learning about media arts which is something I have not done very much of so I was a bit nervous, but after watching the lecture and doing some research about the different types of angles used in cinematography I started to really enjoy it.

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Week twelve. Personal reflection twelve.

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Week twelve. Personal reflection twelve.

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This week we had our performance, I feel very blessed that everyone in our group has gotten along very well and was very collaborative. We all came up with some amazing ideas.
We made sure to be well-rehearsed and all on the same page before performance day, I think this paid off as our performance went smoothly with little stress/ mistakes before and after.
We were all very happy with our media arts video and our dance, we made sure that everyone had a clear role and we did lots of planning to ensure everything would run smoothly and we would achieve the best end result possible.

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One of our inspiration pictures for our performance.

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One of our inspiration pictures for our performance.

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Our Performance was inspired by Autumn and the chaining of seasons. We took inspiration from our colour (orange) and made sure it was prominent throughout our performance in our clothes, in our media arts video, and in our props. We also drew inspiration from Pocahontas specifically the song colours of the wind.

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This is an example of the music for our performance

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This is an example of the music for our performance

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We decided on this instrumental version of "Colours of the Wind" as it had beautiful nature sounds and it made our whole group feel a variety of different emotions, as we wanted our audience to also experience a range of emotions we chose this version.