EDU30007 Folio by Eliza Fonstin https://padlet.com/efonstin/7mo0e0io7sz8 Assessment two en-us 2019-10-25 04:47:53 UTC 2024-07-18 18:06:53 UTC hello@padlet.com Drama efonstin https://padlet.com/efonstin/7mo0e0io7sz8/wish/402408398 Through role play, in groups and individually, children will act out scenes that will embrace inclusion/exclusion and culture/traditions. The book this activity is focussed on is “This is How We Do It” by Matt Lamothe; One Day in the Lives of seven Kids from around the World, a story about seven different children from around the world. per group of 4 children each, to then re-create scenes from]]> 2019-10-25 04:51:17 UTC https://padlet.com/efonstin/7mo0e0io7sz8/wish/402408398 Dance efonstin https://padlet.com/efonstin/7mo0e0io7sz8/wish/402408432 Activity:
Tying into the previous strand, the dance activity will be embracing culture and tradition, whilst using examples from personal experience, giving children a real life/real world connection. Begin by watching videos (including my own) of salsa dancing, showing a break-down of this 4-count dance.

This activity will provide the teacher with an understanding of the children’s current knowledge of a traditional dance and the Spanish culture, allowing the teacher to accurately expand the student’s knowledge in future classes. The salsa is about precision and connection. Learning the basics of this dance will allow children to use fundamental movement skills to develop technical skills when practising dance sequences (ACADAM002) (ACARA, n.d.). 
 
Rationale: Dance can be felt, or known as a movement through space (Sinclair, Jeanerette, & O’Toole, 2012). This feeling is something early childhood children would feel closeness with and be able to draw real life understandings and connections with, giving children the opportunity to expand their development across multiple topics. Dance is an opportunity to explore, have fun, engage with others, move the body and make connections that have never been made before. Children need this opportunity to grow and develop to their full potential, they need to be able to express themselves through dance, to let themselves explore new ways of life they may find of a large interest. Present dance that communicates ideas to an audience, including dance used by cultural groups in the community (ACADAM003) (ACARA, n.d.). 
 
Evaluation: This is an enjoyable time for children to embrace their new learning of a skill. This is an opportunity for children to develop their sense of identity (Outcome 1), contribute to their world (Outcome 2), confidently be involved (Outcome 4), and communicate effectively (Outcome 5) (DEEWR, 2009). 
Resources: Giving children a real-world example will provide an additional element of connection to learning and to the Art form; dance. As this activity is culturally based, there will be a large element of geography integrated, as well as mathematics when counting out the (4) steps of the salsa. There is a range of resources used in this segment of the arts, including the potential introduction of a student’s relative. The Australian curriculum, and Early Years Learning Framework have been of support throughout this learning and activity. There is also a close connection to the photos and videos I have provided of my own experience, allowing children to feel that real-world connection. 
EYLF- Outcome 2: Children are connected with and contribute to their world 
Planning: This activity has the flexibility to focus on a different culture; for example, if a student has a relative from India, they can come in to teach us about a traditional Indian dance. As dancing is about moving the body and exploring the different ways we can move our bodies, this activity is easily adapted for those of a greater ability, and those who may find this too challenging. 

]]> 2019-10-25 04:51:33 UTC https://padlet.com/efonstin/7mo0e0io7sz8/wish/402408432 Visual Arts efonstin https://padlet.com/efonstin/7mo0e0io7sz8/wish/402408446 Activity:
Children will share with the group an experience they have of feeling happy, and a sad experience, explaining how this emotion made them feel. The class will have time to illustrate their idea of these two emotions. Once all illustrations are finished, the teacher will bind these into a book, so the class can reference it when they want too. 
Discussion:
This activity is about embracing emotion. The emotions we feel every day are a very normal part of life, and are something early childhood children are starting to feel and therefore need to understand (YouMatter, 2012). This activity will give children the chance to reflect, appreciate and share with others their experiences with emotions, and therefore be able to help one another. 
Children will be given the opportunity to share their experiences with emotions, which will be a great opportunity for them to express things they may not have felt they can before (Outcome 4: Children are confident and involved learners) (DEEWR, 2009). This will give the teacher an indication of each child’s emotional development. 
 
Rationale:
Emotions are a large part of life, and unfortunately mental health is diminishing at a much earlier age these days(McCauley, 2019). Australians are spending 500 million dollars on mental health daily (McCauley, 2019). This activity will help children get in touch with their emotions, help develop social and emotional ques and incorporate real life situations, making emotions have a ‘real-life’ element (EYLF). Giving children the opportunity to lead the discussion by sharing their own experiences adds an extra element of interest.
Evaluation:
The teacher can use this task to assess children in their social and emotional development, taking notes throughout that can be referred too when needed. This is also a great opportunity for the educator to help children understand that bullying can have a large impact on someone’s emotions.
 
Resources and planning:
By providing a range of resources throughout this task, will help the children and teacher develop a greater understanding of their own emotions, how they can affect others, and draw in a small amount of cultural emotion ie. Racism. KidsMatter, YouMatter and Beyond Blue (Australian Government, 2019) are great resources for education and support. 
 
This activity is about supporting and embracing emotion, whilst giving a great deal of recognition to mental health, and drawing in respect for different cultures. This is a great opportunity for the diversity of the classroom to get involved, through sharing their own or their relatives’ experiences. As this class is mostly student-led, there is ample opportunity to change and adapt where necessary, ensuring the children’s needs are being targeted, and the activity is stage and age appropriate. 
]]> 2019-10-25 04:51:39 UTC https://padlet.com/efonstin/7mo0e0io7sz8/wish/402408446 Music efonstin https://padlet.com/efonstin/7mo0e0io7sz8/wish/402408473 Activity and evaluation: 
Children are aware of some emotions they may feel and how they can be affected by these emotions. The class will be divided into two. The teacher will play music to half of the class, asking children to put pen to paper in any way they wish. They may draw, write, reflect, whatever they choose. The other half will use the instruments in the music corner to construct a piece of music each, something that they feel expresses their sense of self (EYLF) (DEEWR, 2009). Children will swap activities half way through class. A group discussion and individual reflection and evaluation will be had at the end of class. 

Discussion: This activity is a chance for children to embrace, explore and develop their sense of self, whilst actively participating in developing their learning. This will take place in the classroom, ensuring children have a feeling of security (DEEWR, 2009). As per the Australian Curriculum (n.d.), this will be a great place for children to begin in regards to learning about cultures and traditions, which will be extended in the next Art class (dance). Children will respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR083). 
Rationale:
A student-led activity allows the children the opportunity to feel empowered in the decision making whilst leading their own discussion, interaction and learning journey (Sharpe & Metais, 2000). This will be a time of exploration of self, music and culture. Giving the children the power to lead their own learning gives them the opportunity to express interest where they want, meaning they will be actively engaged whilst enjoying the learning experience. 

Resources:
The resources needed throughout this activity will be class-room based, meaning the activity can be implemented whenever the opportunity or interest arises. An addition to the classroom materials, if there are parents/guardians or relatives of the students from a different culture, they will be invited in to help us learn their tradition and way of embracing music. 
Planning:
There is a commitment to high-quality learning and equal opportunity for all Australian students, providing excellence and fairness in education regardless of ability and in-ability (ACARA, n.d.). As this activity is mostly student-led, it allows students of all abilities to be fully involved. The teacher will be aiding throughout, however this is a great opportunity for children to build independence and embrace Outcome 4 (EYLF): Children are confident and involved learners (DEEWR, 2009). 
]]> 2019-10-25 04:51:48 UTC https://padlet.com/efonstin/7mo0e0io7sz8/wish/402408473 Media Arts efonstin https://padlet.com/efonstin/7mo0e0io7sz8/wish/402409018 Activity:
Collectively, the class will read through a book (My Culture and Me- By Gregg Dreise), then in groups of 4 children will re-enact the scene allocated to their group, in front of a camera set up on a tri-pod. As a class we will watch the videos back and have time to reflect on how this activity made us feel, why we felt like that, and why we chose that scene. Children will take a still-shot of their favourite part to later hang up around the room- giving children the opportunity to reflect and embrace their talent when prompted.

Discussion: This activity is highly interactive, with a great focus on inclusivity and awareness/education on Indigenous cultures (Sinclair, Jeanneret, & O’Toole, 2012). It is important children are getting an educational experience in both a group environment, and individually to help develop a range of skills; Outcome 4, Children are confident and involved learners (DEEWR, 2009).
Rationale:The education of indigenous culture is nowhere near enough or from a young enough age. The education about the indigenous culture and the history of Australia is of great importance to a human, so therefore this activity is a great way for children to begin their understanding on this important topic. This activity is largely hands-on, and play based as it can be a sensitive topic, so the interaction and support between peers may be of benefit.

Evaluation: Explore ideas, characters and settings in the community through stories in images, sounds and text (ACAMAM054) (ACARA, n.d.).
Use media technologies to capture and edit images, sounds and text for a purpose (ACAMAM055) (ACARA, n.d.). 
Resources and Planning:
EYLF: Outcome 5: Children are effective communicators, throughout this whole activity, as re-enacting a scene in a group of four depends on communication. This will also encourage the children to support one another, offer advice and learn from their peers.
For children of a higher academic level, there will be the opportunity to edit the videos they made, and dive deeper into an enquiry-based reflection. This class focuses a great deal of time on inclusion, therefore there is help, support an adaption that will be made throughout the whole activity. 
 
]]> 2019-10-25 04:56:39 UTC https://padlet.com/efonstin/7mo0e0io7sz8/wish/402409018 Media Arts efonstin https://padlet.com/efonstin/7mo0e0io7sz8/wish/405985111 (Alamy, 2010)]]> 2019-11-03 22:25:02 UTC https://padlet.com/efonstin/7mo0e0io7sz8/wish/405985111