# data[].attributes.body
Email from Kara:
As always, start with workshop practising and make sure everyone gets to lead an activity; strike a balance between stuff we already know and new ideas. Also, have a think about your strengths as a workshop leader and which skills you would like to improve on (e.g. ‘I am good at call-and-repeat’ singing, but struggle with cueing and conducting’ or ‘I think I sound fine in a group, but I’m worried about singing on my own when introducing a song’). It would be good to have  brief discussion about this on Thursday and also to see any new activities. Today would be a good day to work out who is going to be in which group and which roles you would be interested in – I mentioned the following last week:
-School liaison
-SlungLow liaison
-Lesson plan co-ordinator
-Teacher’s pack co-ordinator
-Workshop resource manager
Once we know more about the class and the curriculum, we can work on specific aims relating to these. But do consider the artistic and the social aims I mentioned for your workshops. Please see the attached document for some of the aims; we should keep considering these and adding to them. I am also attaching a template for the school visit, which will hopefully take place soon.

In the session:
We got into our final groups:

Katie -Lesson Plan Co-Ordinator
Alisha -School Liaison
Carly - Resource Manager
Lauren - Teachers Pack Co-Ordinator
Daisy -Slunglo Liaison

Artis Education Videos: http://www.artiseducation.com/teaching-resources/
Switch Game - Concentration and Co-ordination.
In this activity children copy the teacher's sequence of four actions tapping different parts of the body and keeping a steady rhythm. To make the activity more challenging the teacher says "switch", so that children drop out and join back in but one step behind. They will have to use their memory to recall the sequence and this makes them concentrate even more and also helps their coordination.
The Hello Song - Vocal and Movement Introduction.
The Hello Song: an ideal introduction song perfect for EYFS and KS1. This fun warm up activity can be modified for any class, and is ideal for beginning a lesson. Children are required to repeat the words from this song as a good vocal introduction, using character, voice and movement. In this video Artis Specialist Helena Smith (Giggle) introduces the activity and explains this simple activity for you to try.
The Vegetable Garden Game - Developing vocabulary, confidence and listening skills in EAL children.
This simple activity, designed for EAL learners, helps to broaden vocabulary, strengthen listening skills and boost confidence. Children are encouraged to think up actions that match the words in the game, listening for a change of word and responding with the appropriate action. This game can be adapted to cover many different curriculum topics and can be used for KS1 or KS2 children.

My Role as a Workshop Leader:
Good:
Arts and Crafts.
Concentration Games.
Rhythm Games/Creating rhythms.
Encouraging children to get involved in the activities set.
Co-ordination and keeping timing of activities.
Could Improve:
Call and Repeat (singing).
Counting in the song on the note.
Keeping time and pitch when teaching round songs.

# data[].attributes.body
Start with at least half an hour of practising activities – bring in some new ones and repeat ones we have done.
🎤 ·        Various name games (‘Wiggly Will’, changing across the circle with names)

·        Pass the sound round the circle/ Pass the face

·        What are you doing?

·        Zip-zap-boing

·        Body warm ups: Funky Chicken, Penguin Song, from feet to head (with rhythm)

·        Bungalow Song

·        Pony Song

·        Song: Tony Chestnut/ There are no bananas in the sky

·        Round: Travelling along

·        Round with two songs: Rose, rose, rose red/ Ah poor bird

·        Chanting: Fish & Chips/ Apples, peaches, pumpkin pie/ What’s for tea today?

·        Song: January, February, March…

·        Song: Tongo 🎤

Then, continue working the campus scenario we wrote the opening song for and work on a structure for a short piece, starting with the song we already have (we got given worksheets to help us with this). We have worked with devising from a story and from scratch (folded paper). Please also discuss starting with a visual stimulus (a picture/a photo) and with music and plan for a few activities to show on Thursday. Also look at the Living Postcards activity from artis education last week. If there is time left, listen to Caroline's singing workshop (audio link in the module room) and listen to the remainder in your private study time. Also, do some internet and library research re arts teaching in KS2.

Starting acitivity - the map we made  . . . Making it and writing details
Second activity - fire in the engine makes the wheels go round
Third activity - sound scape ( music stimulus)
Fourth acitivity - walking round the room and making images of campus places
Fifth acitivty - objects (visual stimulus)

Activities Practiced:
Itching plague/ Heads down and don't laugh/ Splat/ Moo off/ Chair swap/ Fruit salad/ Zombie chair game/ Wink murder/ Mafia/ Cookies who stole the cookies/ Singing pairs snap
Body partners/ Untangle/ Follow body parts/ Follow sounds of clicks/ Driving cars with instructions/ Sound effects and actions/ Call and response game bippity bop/ Splat - James bond elephant pilot

# data[].attributes.body
Recapped on some warm up exercises practiced in the first workshop and discussed why its good to keep those exercises in circles at the beginning of our workshops. We then went on to show kara the work we had produced in our self directed session.
Kara then gave us a task:
3 sheets of A3 paper were laid out on the floor and we were asked to pick 2 sheets of coloured paper. Kara asked us to then pick a place and as a group we picked the university campus, after this kara asked us to create the university campus using our coloured paper, we were not allowed to use pens/scissors/glue at this stage. The picture attached to this post is what we created as a group. After this stage we were allowed to annotate the work we had made, giving names and persona's to the objects such as birds and bushes.  With all of this annotated we then were asked to make a song, using the annotations we had added to the paper.

We used the song 'Little Jeep' as inspiration, here are the original lyrics:
🚜 Once there was a little jeep, The cutest little jeep you ever did see, Jeep was on the wheels, Wheels were on the ground, And the fire in the engine makes the wheels go round, Once there was a little seat, The cutest little seat you ever did see, Seat was on the jeep, Jeep was on the wheels, Wheels were on the ground, And the fire in the engine makes the wheels go round etc. [name what’s in/makes the car.] 🚜

Here are the lyrics we created:
🏫 Once there was a flock of birds, The cutest birds you ever did see, The birds were in the sky, And the uber made the students get to uni on time, Once there was a swimming pool, The biggest pool you ever did see, The pool was in the edge, The birds were in the sky, And the uber made the students get to uni on time, Once there was a red night bus, The reddest bus you ever did see, Ben was in the bus, The pool was in the edge, The birds were in the sky, And the uber made the students get to uni on time, Once there was some curly fries, The tastiest fries you ever did see, The fries were on the table, Ben was in the bus, The pool was in the edge, The birds were in the sky, And the uber made the students get to uni on time, Once there was a vice chancellor, The fiercest vice chanceller you ever did see, The vice chancellor was getting sloshed, The fries were on the table, Ben was in the bus, The pool was in the edge, The birds were in the sky, And the uber made the students get to uni on time, Once there was a little bush, The littlest bush you ever did see, The bush was outside, The vice chancellor was getting sloshed, The fries were on the table, Ben was in the bus, The pool was in the edge, The birds were in the sky, And the uber made the students get to uni on time, Once there was a pretzel man, The nicest man you ever did see, The pretzel man was in the tent, The bush was outside, The vice chancellor was getting sloshed, The fries were on the table, Ben was in the bus, The pool was in the edge, The birds were in the sky, And the uber made the students get to uni on time. 🏫
We carried on the song in this manner for all of the points in the picture you can see attached such as the Security Guard in the Great Hall who was missing a gym session and a bright young third year walking her dog.

# data[].attributes.body
Email From Kara:
1) Work on practical activities at the start of the session. This can be a mix of things we have done for you to practise and new games/ songs/ activities that individuals bring to the group. It would be good to work to the same basic structure we used for your workshop last week (from ice-breaker to warm-down, see mail below). We might do some of these on Thursday, too.

2) Consider storytelling as a start for creative exploration, writing and composing with children. In two groups, pick a story from the website I introduced last week http://www.storymuseum.org.uk/1001stories/

Think of at least two ways of dramatising some of the content – one should be more based on movement and physical response (Freeze Frames, or consider the Living Postcard exercise by Artis Education), one should be about writing and devising dialogue and maybe a short song in response to the story. I would like you prepare a short session and try out both ways of working with the other group and me on Thursday.

In the Session:
"The Freedom Song".
Text: There was once a proud hunter. One day the hunter was walking through a forest when he saw, perched high in a tree, a bird with a beautiful golden beak, green wings and a red tail. “What a beautiful bird,” he thought. “I'll leave it alone.” As he carried on walking the bird sang out to him. The song sounded to the hunter like it was mocking him. “Na-na, na-na-na.” (Clap-clap-clap). The hunter didn't like it. The song reminded him of the playground teasing he had experienced as a boy. He looked up at the bird. “I don't like that song. Don't sing it again or you will be sorry.” But the bird didn't seem to mind. It pushed back its wings, stuck out its beak and sang, “Na-na, na-na-na.”  The hunter put an arrow into his bow and shot at the bird. The arrow went straight through the bird's heart and he fell, lifeless to the ground. “That will show him,” said the hunter. He put the dead bird in his sack and continued on his way. But from his bag came first a vibration and then a muffled sound, the very same song the bird had sang, “Na-na, na-na-na.” The hunter took the sack home, got out the bird and plucked out all its feathers. But then, in a shivering voice he heard that song again, “Na-na, na-na-na.” Furious with the bird, the hunter took a sharp knife and chopped the bird up into a hundred pieces and threw them in a pot of boiling water. “That will show him,” he said out loud. But then, in a bubbling gurgling voice he heard the song again, “Na-na, na-na- na.”  The hunter was wild with rage. He took the pot, the bones, the feathers - everything to do with this bird - out into the garden. He dug a deep hole and buried the lot. But the soil had barely been patted down when he heard the song, mocking him again. “Na-na, na-na-na.” He dug the bird up, threw all the pieces into a box. He took the box down to the river, tied a great big stone around it and pushed it into the river. At last, the bird was silenced and the hunter went home to bed.But during the night, at the bottom of the river, the box started to sway in the currents and finally it broke free. It floated to the surface, the lid burst open and one hundred birds, each with a golden beak, green wings and a red tail, flew silently out into the night. The next day, the hunter got up, had his breakfast, then set off hunting. But as he slipped quietly through the forest he saw a golden light. He followed it into a clearing and looked up. There in the trees were a hundred birds with golden beaks. Each one of the birds pushed back their wings, stuck out their beaks and sang, “Na- na, na-na-na.” The hunter sighed. “You are the Freedom Bird and that is your song.” And from that day on, in that place, the hunter and the Freedom Bird have lived happily side by side.
Workshop layout:
Use the story map and put a sentence to each picture. Read the story out (Katie)
Split participants into two groups and then on paper do mind maps of appearance/characteristics. One group do the freedom bird and one group do the hunter (Alesha and Lauren)
Then replace the words to frerre jaques – each group do a verse each – one verse for the freedom bird and one verse for the hunter, sing it in the round. (Josie and Josephine)
Then freeze frames. Could demonstrate what one is. Tell them about levels, make it interesting, show freeze-frames to rest of the group. (Carly and Daisy)

# data[].attributes.body
*feedback on work created in self directed session [see SDS1]*
We then looked at "Emergency Story Penguin" from Slung Low
-theres a submarine powered by song -very interactive - multimedia is used. [could possibly be putting on a workshop before easter for primary school children]
Kara also told us about an opportunity @ Opera North [volunteering/observing workshops by Young Creatives] Mondays 5-6pm.
Activity:
1) Pick a well known song/nursery rhyme - write new lyrics -teach back to class.
*Twinkle Twinkle Little Star*
✨ I've just brought a chocolate bar, but i left it in the car, it has melted on my feet and all over the back seat, i've just brought a chocolate bar, but i left it in the car. ✨
2) Pick a well known song/nursery rhyme - write new lyrics within the circle.
*Frere Jacque* -the theme we gave to our group was The Sea.
🌊 Under the water, under the water, down in the sea, down in the sea, i could see a mermaid, i could see a mermaid, and some clams, and some clams 🌊

# data[].attributes.attachment_link.entities[].name
Magical Surprise Egg Draggle Doctor Turns Store

# data[].attributes.attachment_link.description
A Dep Arts production in association with Slung Low

# data[].attributes.body
Email From Kara: For the first part of the session, please repeat some of the activities we learned on Thursday (list see below)

Put together a group workshop of about half an hour with different leaders for different activities. We’ll start with this on Thursday.

·         Introduction

·         Ice breaker

·         Name game or song

·         Warm up games - body and voice

·         Activity that includes movement

·         Activity that uses rhythm

·         Activity that uses singing together

·         Discuss devising activities: from word to story to song
write down your ideas for us to talk about them in session.

In the session:

1) Walking Opposites. (always good to start with)
2) "I love you but I just can't smile." (good, but for the age maybe use different words, such as "like")
3) Big Fat Pony. (very good, might take a few attempts to bring the shyer children out - also maybe do in smaller groups)
4) Catch a Shake. (really nice, exciting for the children - maybe up the difficulty by asking them to choose a body part to lead them round the room)
5) "I have a game.." (make variations similar to this for the use of body percussion)
6) Singing in a round ( this was good, however maybe count in on the note they will be singing at, this helps to guide the children on the note they should be singing.)
7) Cool Down exercise - "Grand Old Duke of York" [leave certain words out] (this was very good, similar to "No Bananas" always works well)
8) Count to 21 [with eyes closed] (very good for calming, listening and focusing.)
*Bold - Feedback from Kara.*

# data[].attributes.body
Artis (Arts education for primary schools)

http://www.artiseducation.com/

http://www.artiseducation.com/teaching-resources

Opera North Education – website.

http://www.operanorth.co.uk/education

# data[].attributes.body
Create two 2 hour workshops that include -drama, music and visual art (arts and crafts).
Key Stage 2 Students at Little London Primary School (the school will prompt the theme).
The assessment will be in Week 11.

# data[].attributes.body
This workshops focus was to get to know each other and to feel comfortable with each other  and to also learn some activities that we could possibly use in our final workshop. These were:
Beans/ Warm up: clapping games/ Pass the face/ What are you doing?/ Name game: Wiggly Will/ Body warm ups: Funky Chicken, Penguin Song, from feet to head (with rhythm)/ Song: January, February, March… Speak in two halves, Sing in two halves (call-response), Sing through all together, Sing, raise hand in birthday month, Sing, jump in birthday month, Only sing birthday month (others are silently sung), Move around, end up in the right order of birth months/ Rhythm chant in 3 groups: Apples, peaches, pumpkin pie/ Banana/ Grapes, grapes - Down, down, down (3 groups, different voices, mini-choreographies)/ Calm down song: No Bananas in the Sky.