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Summary

Singing in the park's fresh air enhances my voice, and the music melds with the sounds of the surrounding environment.

Justification

Similar to how singing in the fresh air of a park may improve your voice and mix in with the surrounding natural noises, Allara's music is intimately linked to the locations where she makes it. Allara finds inspiration for her compositions in her environment; the sights, sounds, and emotions of a place influence her work. She may be inspired to write mellow, delicate songs by the stillness of a tranquil woodland, or lively, upbeat songs by the bustle of a city. Her music is a distinct reflection of each environment she interacts with, layered with significance from her personal experiences and the cultural context of each location.

Material

Paint , paint brush, paper, music equipment

https://youtu.be/xJaZJ1Kv0xA

Observation

During Montessori group time i asked children about their favourite song and they all said "Rainbow Song" after that they all join with me to sing "Rainbow song" Their active participation and happy smiles as they sang along with the lyrics demonstrated how involved they were. The children appeared engaged and enthusiastic, looking forward to the next round of the exercise. I started off by introducing the painting supplies, which included paper, colors, and brushes. Children showed a lot of enthusiasm in making their own rainbows during the easy transition from singing to painting. As they chose colors and got to work painting, their expressions brightened, exhibiting both inventiveness and concentration.

Implementation in my teaching strategy

I initially invited the children together for a group singing session where we sang the "Rainbow Song" in order to carry out this exercise. This helped to set the atmosphere and topic of discussion for the next painting project. After the song was over, I went over the following instructions with the children, explaining that they would use the available paints and brushes to make their own rainbows on paper. I ensured that each children had access to a variety of colors and demonstrated basic painting skills. I moved throughout the classroom, giving children the flexibility to express their own creative ideas while still providing direction and support when needed.

Plan

I want to to include more part of the thesis in this activity in future iterations. Before I begin the song, I will briefly discuss the colors of the rainbow and their order, which will help to improve the activity's educational value. I'll also give children some inspiration with various rainbow-themed designs. The connection between the song, the painting project, and the natural phenomenon could all be strengthened by adding a short film or a story about rainbows and their significance.

Reflection

During the singing and painting activities, the children were enthusiastic and involved. They seemed excited about drawing their own rainbows, and they relished the change from song to art. A few children required extra help because they were having trouble using the painting supplies, and others needed more time to go from singing to painting. To improve learning, I would introduce rainbows and their colors in a brief explanation before we began the song. In addition, I would provide more advice on how to use the painting supplies to assist kids who require more assistance.
Similar activities will have additional educational context added, and I'll make sure all the materials are easily accessible to and useable by all kids. This strategy will facilitate transitions and encourage each child's unique creative expression.

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Summary

A child attempts to climb through the ropes attached to the slide but the child is struggling for next move.

Justification

The concept that dance and physical movement are temporally experienced, similar to music or theater, is known as movement as a temporal art. Every move and gesture used in dance tells a different story or expresses a different emotion over time. When we discuss contemporary Aboriginality in movement and dance, we are examining the ways in which Indigenous Australian cultures use modern dance forms to communicate their customs, histories, and identities. These dances are a dynamic way to celebrate and preserve cultural heritage while interacting with current artistic trends, as they frequently combine traditional practices with contemporary styles.

Material

Colorful Parachute

Observation

In today's parachute activity, the children eagerly participated in using their bodies to create art. Their coordinated efforts created waves and billows that resembled the flowing patterns of a colorful fabric as they raised and lowered the parachute together. After noticing the patterns the parachute made, a child started experimenting with how to move it, attempting to create more complex folds and bigger waves. Through this exploration, the child was able to convert their movements into dynamic, transient art by observing how their actions influenced the parachute's shape and rhythm. The other children joined in, mimicking and expanding on the patterns made, which encouraged teamwork and creativity.

Plan

In order to promote creativity and physical development, I plan to incorporate movement-based activities, such as the parachute, into my teaching strategy. Through integrating art and movement-based activities, I can assist kids in discovering and expressing themselves in unique ways. For instance, I'll experiment with different shapes and patterns using the parachute, letting children try out different motions and see how they can use their movements to make temporary artwork. This method improves children's motor and artistic abilities while also making learning enjoyable and fostering collaborative thinking in them.

Implementation

I will implement this into my lessons by letting children participate in activities that combine movement and artistic expression. For instance, by moving a parachute up and down, we can create a variety of shapes and patterns. I'll advise the children to try out different movements for the parachute and observe how their actions result in shifting patterns. They will learn, have fun, and improve their coordination and creativity by doing this.

Reflection

The children' enthusiasm and involvement during the parachute exercise went as planned. Their innovation was truly evident, and they took great pleasure in moving the parachute and making patterns. However, the activity was slowed down by some children's inability to comprehend how their movements affected the shape of the parachute. To help all the children understand the concept better, I might give clearer instructions and explicitly demonstrate different movements the next time. This experience will help me to ensure that every child can fully participate in and benefit from similar activities in the future by guiding me to be more specific in my demonstrations and instructions.

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Summary

A dog fight breaks out in the park, causing owners to scream and shout and the dogs to howl, disturbing the calm atmosphere. This scene emphasizes how important it is for pet owners and their animals to resolve conflicts in a cool, collected manner.

Justification

This evidence explains how the interaction of music, movement, and the natural world is reflected in drama. Drama, like the fight between the dogs and their owners, is often driven by tension and conflict. It is possible to view the furious howling of the dogs and the owners' shouting as a type of "musical" disruption, in which the movements and sounds heighten the dramatic tension. The park, which is a natural setting, acts as the background, illustrating how conflict can upend soothing places. This emphasizes how crucial harmony and resolution are in both real life and drama. In the same way that movement and music are vital components of drama, establishing harmony and balance in our surroundings is necessary to uphold a serene and encouraging atmosphere.

Material

Petcare Book, Emotion Book, color pencil

Observation

I read a book about pet care to the children and we discussed the emotions shown in the illustrations. The children were encouraged to draw their own emotions after we discussed how both people and pets can experience a range of emotions and how to deal with them in a healthy way. A variety of emotions, including joy and excitement as well as sadness and frustration, were depicted in the drawings. Through this activity, the children were able to better express and comprehend their own emotions as well as relate to the themes of the story. It was evident from their conversations and artwork that they were learning the value of peacefully managing their emotions as well as empathy. This incident highlights how emotions and storytelling can be expressed and explored through various forms, which relates to music as drama. In the same way that music in theater can express mood and story through dynamics, rhythm, and melody, books and drawings in a child care setting also function as means of expressing and comprehending emotions. In the same way that music enables viewers to connect with the emotional undercurrents of a drama, the drawings and conversations served as a visual and verbal assisting children in understanding and expressing their emotions. In order to creatively interpret and communicate emotions through movement, music, or art, both require creativity.

Plan

To start with, read a book about pet care to the children to help them understand and communicate their emotions. Talk about the various emotions displayed in the story and utilize illustrations to clarify different feelings. The children can use the book and the emotion illustrations as inspiration to draw how they are feeling right now. After they finish, let each child share their drawing and talk about their feelings with the group. Review the lessons they learned about emotions and the significance of comprehending and controlling feelings to close. Through this exercise, child will know empathy and how to connect with their own feelings toward both themselves and their pets.

Implementaion

In order to carry out this plan, read the pet care book with children and have a discussion about the feelings i. To help in their understanding of various emotions, use emotion pictures. The children should then be given drawing supplies and asked to make pictures that express their own feelings. Once they're done, ask each child to share their drawing and discuss how they feel. In order to reinforce empathy and self-expression, wrap up by giving a brief recap of what they learned about emotions and the significance of managing them calmly.

Reflection

The children interacted with the book and were excited to draw their feelings, so the activity proceeded as planned. They showed up to understand the connection between the story and their own emotions and expressed their feelings honestly. Some children, however, found it difficult to convey their emotions through drawings, which took longer than expected. The next time, I might include more interactive discussions about emotions along with additional instructions and examples to help them with their drawings. I've learned from this experience how important it is to provide activities and explanations that are both clear and encouraging. I'll apply these realizations in the future to enhance early childhood educators' ability to facilitate young children's emotional expression and comprehension.

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Allara Briggs Pattison. (2018, Nov 14). Wala Is Life[Video]. YouTube. https://www.youtube.com/watch?v=1XACgej9L80&t=16s

Victor Wooten. (2013, May 30). TEDx Talks: Music as a Language: Victor Wooten at TEDxGabriolaIsland [Video]. YouTube. https://www.youtube.com/watch?v=2zvjW9arAZ0&t=2s

Daniel Simons. (2010, Apr 28). The Monkey Business Illusion [Video]. YouTube. https://www.youtube.com/watch?v=IGQmdoK_ZfY

Northwestern University. (2008, Dec 19). Silent Storytelling: The Art of the Mime [Video]. YouTube. https://www.youtube.com/watch?v=LDN0fxGByko

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Overall reflection  on Music  ,Movement  and Drama

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Overall reflection  on Music  ,Movement  and Drama

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Reflecting on overall Music ,Movement and Drama I would have said that the children were more engaged and and also had better learning experiences when there was music, movement, and drama involved. Music was a dynamic language that encouraged enthusiasm and creativity during the singing and painting activities. While most children had no trouble switching from song to art, a few needed extra help handling the painting supplies and getting used to the new activity. To resolve this, I'm going to introduce rainbows and their colors prior to the song starting, along with more precise instructions on how to use painting supplies. In a similar manner, children were able to investigate patterns and shapes through movement during the parachute exercise, which became a type of temporal art. Despite their obvious inventiveness, some had trouble comprehending how their movements affected the parachute's.