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Description:

Kids first hear the Aboriginal Dreaming story "The Rainbow Serpent" before using dance and movement to show different animals, actions and those elements. Teachers use music, simple instruments and costumes to enrich the experience. The stories discuss the culture of the Indigenous people and acknowledgment of Country.

Justification:

This activity engages children with Indigenous storytelling and arts, valuing cultural heritage and supporting First Nations perspectives and respect. Children of all physical abilities can benefit from dance and movement, which develop gross motor skills. By combining story, art and music we gain a deeper understanding of Australia.

References:

Pascoe, B. (2014). Dark Emu: Aboriginal Australia and the birth of agriculture. Magabala Books.

https://educationstandards.nsw.edu.au/wps/portal/nesa/resource-finder/sample-work/creative-arts/sample-work-creative-arts-k-6-st3-dance-rainbow-serpent

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Sample work Creative Arts K–6 Stage 3: Dance: Rainbow Serpent | NSW Education Standards

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Students work in pairs or groups of 3 or 4 to compose a dance sequence of between 32 and 96 counts. They use abstracted forms of traditional Indigenous Australian movements. Students incorporate the elements of dynamics, space and relationships in their composition.

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Description:

Children participate in this colourful Punjabi folk song by forming a train with their friends and moving in circles while repeating the lyrics and doing the dance. The children will clap, step rhythmically, and sing back and forth. Every child will be a leader as well as a follower. Teachers can also ask children to dress up or bring something to highlight cultural traditions.

Justification:

This dance creates a culturally rich and inclusive environment, allowing children to experience diverse languages and rhythms whilst practicing group cooperation and turn-taking. This activity connects people of all ages while providing supportive community, giving them an enhanced sense of belonging. According to early childhood frameworks there is importance of peers and adults modelling for scaffolding skills and language learning.

Reference:

MacNaughton, G., & Williams, G. (2009). Teaching young children: Choices in theory and practice. Allen & Unwin.

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Description:

Children echo and sing ‘Frère Jacques’ in French; sometimes, they learn simple versions in other languages as well. The activity can be conducted in rounds hence give children a chance to be exposed to melody, harmony, and international music and music traditions. Children’s listening and vocalization skills improve when they engage in light movements or hand actions.

Justification:

This popular tune introduces new sounds and vocabulary in a playful way to promote early language development and phonemic awareness. The music from across the world will create an appreciation for diversity and multiculturalism. When a structure keeps repeating, it enhances memory. Repetition helps individuals with low confidence. It is also good for English learners and learners with various needs.

Reference:

Trad. (n.d.). Frère Jacques [Song]. In Multicultural Kids Music. Retrieved from https://www.multiculturalkidsmusic.com

https://supersimple.com/article/frere-jacques-around-the-world/

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Frère Jacques Around the World - Super Simple

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This is a guest post written by our friend, Lisa Yannucci. Her website, Mama Lisa’s World, is one of our favorites and is the internet’s go-to site for children’s songs and rhymes from around the world. Parents and teachers often write me asking for suggestions about activities they can perform with kids to stimulate their... Read more »

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Description:

This activity uses short, age-appropriate film extracts from To Sir With Love as a springboard for drama and roleplay in the classroom. Kids will talk about themes like respect, kindness, overcoming obstacles, and so on. They will then enact similar practices wearing costumes. They will script their story, which will be a modified version of the original for young learners. Teachers can use group sharing to help children reflect on experiences in relation to friendship and kindness.

Justification:

Drama that is inspired by real-life can help children express their feelings and emotions, develop empathy, and learn to interact with one another respectfully. These principles are at the heart of the Early Years Learning Framework. The theme of the film promotes dialogue about difference and teaches conflict resolution skills. Children from different backgrounds are given a chance to shine through working together and learning from each other.

Reference:

Clavell, J. (Director). (1967). To Sir, With Love [Film]. Columbia Pictures.

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Description:

Children view simplified, age-appropriate clips or listen to retellings from “Mona Lisa Smile” that tell stories about fairness and gender roles. Afterward, they perform some scenes and share how the characters overcome stereotypes. They make use of props and guided questions to enrich understanding. This activity encourages children to formulate their own ending to the story and celebrate creativity.

Justification:

This activity encourages children to think about fairness and equality, which helps them learn respectful and inclusive attitudes. Children learn to appreciate diversity and challenge bias when they talk about and act out gender roles in a positive environment. It helps children develop vocabulary and understand emotions, which is crucial for personal and social development.

Reference:
Newell, M. (Director). (2003). Mona Lisa Smile [Film]. Revolution Studios.

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Description:

A group movement song for children where they jump, clap and do other easy physical actions. The lyrics of the song is about connecting and participating, which permits all children (even villagers) to join in. Teachers can add different strategies or can ask the children to create their own movements.

Justification:

Songs that have action support children’s gross motor development while supporting emotional wellbeing. They contribute to children’s physical health and wellbeing. Plus, they promote multiculturalism by utilising music and dance from the Australian Indigenous community. Group activities help children learn to work together, mimic one another, and feel valued. It is ideal for inclusive classrooms and can be easily adapted for individuals as well.

Reference:
The Wiggles. (2001). Everybody jump! [Song]. ABC Music.

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Description:

This song is known around the world and in many languages, while children use gestures and movements to represent each word. Teachers can swap languages, so that the children can get taught words that belong to their home languages or backgrounds. It is repetitive and interactive so it suits even shy or non-verbal participants.

Justification:

Through the song, gross motor movement is encouraged, while also encouraging language growth among children to feel prideful in a language. Using multiple languages for this activity ensures inclusion and respect for different cultures, and simple movements mean that all ages and abilities can take part. When children engage in shared play, they learn to memorize, focus and coordinate.

Reference:
Trad. (n.d.). Head, Shoulders, Knees & Toes [Song]. In Multicultural Kids Music. Retrieved from https://www.multiculturalkidsmusic.com

https://youtu.be/YGrknzngFl8?si=xTCcQT3osrsjvgNf

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Multi-Language Head, Shoulders, Knees and Toes

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Description:

Children sing this Ausralian anthem together. Each verse clarifies its different cultural and historical origins. Participants can include their verses or share a stories about their own family history. This gives opportunity to discuss what makes Australia special. Use of photos and visual aids enhances understanding.

Justification:

The multicultural production “I Am Australian” helps to promote inclusion and belonging among children and make them feel proud of our country. Telling stories makes children feel good about themselves. It also connects children to the community. Music helps us remember and celebrate diversity in feelings.

Reference:
Woodley, B., & Newton, D. (1987). I am Australian [Song]. EMI.

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Description:

In a peaceful environment, children engage in yoga exercises suitable for their age group, performing simple stretches and breathing techniques and practicing various poses. Teachers can offer instructions in languages that are relevant to the group. They can also do mindfulness activities to help relax them. Sessions are flexible to allow time to rest, move or play in a group.

Justification:

Yoga has a positive impact on mental and physical health and helps budding inclusivity through children of all abilities and backgrounds. Mindful movement can help reduce anxiety and support self-regulation in the classroom. Collaborative meetings help foster community and acceptance for all in an early learning environment.

Reference:

Moran, J. (2015). Yoga for children: A guide. Penguin Books.

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Description:

This digital resource gives access to songs, stories and dance videos from around the world, for the early childhood educator. Kids can engage in new cultures, learn new languages, and play global musical games. Teachers can search the site for new resources and use media in the classroom.

Justification:

When educators have real multicultural resources readily available, they can plan a performance of diverse experiences year-round. Children are able to broaden their worldview by participating in activities from different cultures. The website helps families get involved while underlining the need for respectful education.

Reference:
Multicultural Kids Music. (2020). Multicultural Kids Music: Songs from around the world. https://www.multiculturalkidsmusic.com

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Description:

This text outlines evidence-based methods for crafting performing arts activities that benefit children irrespective of their age, background, and capability. We have regular conversations about my professional development as evident in my planning and implementation related goals, evaluations and resolutions. The article wraps up with helpful advice for teachers.

Justification:

When teachers are aware of current works, they will be able to challenge bias, celebrate diversity and provide an inclusive learning environment for the performing arts. I will continue to grow professionally and enhance my practices in response to the needs of all learners through reading and reflecting. Supportive frameworks help teachers make a sound theoretical understanding in their practice.

Reference:

McArdle, F. (2012). Performing arts in early childhood education: Supporting inclusion and diversity. Early Child Development and Care, 182(5), 601–613.

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https://youtu.be/hK-otBlMuac?si=HmvOqqGbOXF5CxU1

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https://youtu.be/oYI0TPJOuGk?si=68EI-ixxVO0__NVv

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https://www.youtube.com/watch?v=DZ5VTWy01Wg&list=PLHfT6KRl2OJBzw1v5mcVFZQdYBgKxxhKH

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By curating this portfolio I have immensely reflected on my journey as an early childhood educator and the potential of performing arts to facilitate inclusive, lively learning processes. By researching and choosing resources from different cultures and languages, I have learned my values are in line with creating spaces in which every child feels seen, heard, and celebrated. This experience has taught me that the performing arts help children to be more confident, empathetic and socially connected, and also to understand the other cultures of the world.

I learned that I’m happiest leading music and movement activities that are group focussed and allow for child led improvisation. From my own experience using songs and rhythm in early learning, I was observed the power of music in creating quick connections, joyful involvement in learning, and bridging gaps of culture and ability. I feel connected to culture as a teacher of storytelling allowing children to release their emotions through telling stories.

The area I need to improve the most is planning and understanding the various traditions in more structured drama and dance group activities. I am excited to share cultures through dance in the classroom however I also know that this must be done in a respectful and authentic way. Some of my future goals include learning more drama strategies, gaining knowledge of Indigenous, multilingual and arts traditions, and actively seeking feedback from children and colleagues. This reflective exercise has led me to the conclusion that it is our openness to learning and growing that will truly help us become effective educators remark my learnings.

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Description:

During the activity, children learn animal vocabulary in Spanish and imitate animals through dance, song and mime. To enhance language learning, teachers can use videos, instruments, or visual props. As an element of the experience, children can perform in groups, changing animals and languages.

Justification:

By integrating music and dance, we can make the process of learning a language more enjoyable. By including multilingual activities children from Spanish speaking background feel included. This method increases cognitive and motor skills and is playful in nature.

Reference:
Trad. (n.d.). El Baile de los Animales [Song]. In Música Para Niños. Retrieved from https://www.musica-infantil.net

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I’d like to begin by acknowledging the Traditional Owners of the land on which we meet today, the (people) of the (nation) and pay my respects to Elders past and present.