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. Children are encouraged to dramatize and embrace their scene as they please.

 

Discussion: As drama is the final topic of this unit, and coming off the back of a mental health inspired visual arts activity, we will be embracing inclusion through role play. This will also draw on culture and racism, as at this young age there is increasing counts of accidental/unknowingly racist comments (Dinham, 2014). 

Rationale and evaluation:

It is important for children to begin their understanding of cultural differences from a young age. This play-based activity is an engaging way for children to begin that understanding, through self-led and expressive drama.  

Throughout this activity children will have the opportunity to show their locomotor skills (Pica, 2013), social and emotional development, and their desire to be involved in the learning process. All of which are important observations for a teacher to make. Therefore, this activity will be observed and noted by the teacher. 

 

Resources and planning:

The book this activity is based on “This is How We Do It” (by Matt Lamothe) is an incredible resource that could be used on many occasions. This is also a great resource to have accessible in the classroom for children to pick up and read casually. 

Educators can use the Australian Curriculum flexibility to ensure the needs of those who are gifted and talented are met, giving them the ability to develop to their full potential (ACARA, 2017).

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 at their own leisure. 

 

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 their experiences and emotions with others, and be able to help one another. 

Children will be given the opportunity to share their experiences and 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 and evaluation: Emotions are a large part of life, and unfortunately mental health is diminishing at a much earlier age in today's world, with Australians spending $500 million on mental health daily (McCauley, 2019). This activity will help children get in touch with their emotions, help develop social and emotional cues and incorporate real life situations, giving emotions a real-life element (DEEWR, 2009). Giving children the opportunity to lead the discussion by sharing their own experiences adds an extra element of interest and inclusivity.

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. 

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. 

 

Discussion: 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, 2017). 

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, 2017).

Dance is a movement through space

Evaluation and resources: 

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) as per the EYLF (DEEWR, 2009). 

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 (ACARA, 2017). 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 (2017), Victorian Curriculum (n.d.), and Early Years Learning Framework (DEEWR, 2009) have been a large support throughout this learning and activity. There is also a close connection to the photos 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 (DEEWR, 2009). 

 

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. 

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 (2017), 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) (ACARA, 2017). 

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 and planning: 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 for the activity, if there are parents/relatives of the students from a different culture, they will be invited in to help us learn their tradition and way of embracing music. 

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, 2017). 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 of the EYLF; Children are confident and involved learners (DEEWR, 2009).

Collectively, the class will read through a book (My Culture and Me- By Gregg Dreise), 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 part to re-enact. 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, as well as remember the enjoyment and learning experience.

 

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 whilst supporting inclusivity and to help further develop a range of skills; As per the Early Years Learning Framework [EYLF] Outcome 4; Children are confident and involved learners (Department of Education, Employment and Workplace Relations [DEEWR], 2009).

 

Rationale and Evaluation: 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 an individual, 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. 

Explore ideas, characters and settings in the community through stories in images, sounds and text (ACAMAM054) (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2017).

Use media technologies to capture and edit images, sounds and text for a purpose (ACAMAM055) (ACARA, 2017). 

 

Resources and Planning: 
My Culture and Me (By Gregg Dreise).

EYLF: Outcome 5: Children are effective communicators (DEEWR, 2009), throughout this activity, as re-enacting a scene in a group of four depends on effective 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 has a large focus on inclusion, therefore there can be help, support and adaption made throughout the activity.