• Zoom, Screech (Get's the brain working! Ideal start of the day activity to get student's listening & thinking).
• Introductions (We listened to our partner & then we were asked to introduce them to the group. Great activity to promote active listening skills).
• Rhythm Clapping & Recalling Peer Names (Memory game with a musical component, great to use this at the start of a new year or when there is a new student/s in the class. Another activity that is great for advancing active listening skills).
• Walk Around the Room & FREEZE (Gets students on their feet & allows for them to explore their available SPACE).
• North, South, East, West (We were asked to stand in the direction that you came from, your home is & where you'd like to be in 5 years. I felt like this activity created a safe space).
• Postcards (Interactive & social activity that allowed us to be creative & to share our ideas with others).

• Name & Mime Something You Enjoy (Great as a refresher for remembering names. Interesting to see everyone's different interests & how they expressed them by using mime. Shows teacher our current knowledge of mime technique).
• Visualization Forest Story (Imagination in action! Made me feel comfortable & relaxed. I thought this activity was really refreshing. It was interesting to hear how other people perceived the story in their minds. Some visualised the American wilderness, other's imagined a snippet out of the movie Bambi and a few people thought of King's Park. Our personal experiences change what we perceive.
• Using a Prop for What it's Not; Balloon Statues; Mime with a Balloon; Small Group Improvisation with Balloon (Encourages creative thinking. These activities made me think outside the box & use my imagination. We were given the opportunity to work with a group; it was inspiring to hear their ideas when it came to creating an improvisation performance).
• Exploring Mime Movement Techniques & Pair Performance(I was able to put the tips I learned in the Mime Basics: Acting Tips and Techniques videos into action. Moving along the mime wall, I have to keep my hands in he same spot so it creates the illusion of movement. It was great to collaborate with a peer to create an 'escape' story using mime. We communicated our ideas and pieced them together to build our mime performance using techniques learned in the workshop & pre-reading tasks).
• Bin Bag Balloon Puppets (In groups, we created a puppet made out of household materials; a bin bag & a balloon. I felt that using such common objects to create this puppet was inspiring. If children were to see how simple it is to build a puppet out of things they have at home, I believe it would encourage them to find objects outside of the classroom & create something new. I felt that this was a great example of modelling for that reason).

• Name Game (Perfect for remembering names, effective for both new students & the teacher to get to know each other's names).
• Hum Wave (Experimenting with sound & tone. Active listening skills in play as we needed to listen carefully to those around us to hear when we should start/stop humming).
• Hey, You! Get Outta Here! (Exploring the modulative devices & how they create meaning in speech. The sentence was interpreted differently when different tones were used).
• Vocal Warm Up (Helpful tool to use when starting the school day).
• Vocal Dynamics/Soundscapes (In groups, we created a short performance using only the sounds "ah", "sh" & "oh". Explored imagination & the purpose of sound).
• Readers' Theatre Activity (Gave us the opportunity to be creative with our text. We presented our interpretation to the class which I thought was a valuable experience where we were able to use our public speaking skills ready for our assignment task next week).

• Sound Story (Read an excerpt from the book 'Where the Wild Things Are', but we the audience added sound effects in certain parts to create effect).
• Circle Storytelling (Went around circle & each person recited a part of the story of 'the Three Little Pigs'. Then, the second half of the circle created their own story. Interesting to see the different expressions people gave when telling each of their parts).
• Story Retell & Story Making (1. My partner told me a very short, basic story & vice versa. 2. I had to repeat the story back to them, but exaggerate it slightly. They also had to do the same with the story I told them. 3. Tell another person in the group a super exaggerated version of the initial story. 4. Tell the class your new partner's exaggerated story. I thought this was an awesome activity. I felt it was a great way to explore perspective).

• Improvised Drama Experience (Based on The Treasure Box by Margaret Wild & Freya Blackwood. Our tutor took on three characters and used triggering devices to determine when she was switching between roles; she played the teacher, Falcon and Enid. The activity was interactive and exciting. We searched for the mysterious treasure of Esmerelda, but when we found it there was only a piece of paper in the treasure box. It was a story. We were then encouraged to share our own stories in the wind down activity; whether it was about our family, friends or maybe our most valued memory. The moral of the activity was storytelling. I couldn't stop smiling throughout the whole activity! I loved it, and I can imagine any primary school student would feel the same. I felt included, listened to and understood throughout the activity. It was such a valuable lesson too, to share & listen to each others past and personal stories; after all, they are what makes us who we are).

• Stretch & Warm Up (Prepares the body for movement; focuses on stretching, breathing, attention on body awareness, coordination & balance. We warmed up to music).
• Phone Number Sequence of Movement (We were asked to use a move for each number of our phone number. There was a guide given to us showing which move was allocated to which number. We were encouraged to be creative & imaginative with our moves and show our interpretation of the move. We filmed our routine & submitted it to our personal journal to see if our tutor would be able to guess our phone number).

"[the dance academy] was filled with people who had to move to think".

"Dance is expressive movement with purpose & form."

• Integration with other learning areas.
• Potential to improve visual literacy.
• Celebrates cultural diversity & promotes intercultural understanding.

• Non-locomotor Movement: on the spot movement (axial movement).
• Locomotor Movement: from one spot to another (running, walking etc.)

• Time = when we move.
• Body = what we move.
• Energy = how we move.
• Space = where we move.
• Relationships = with whom we move.
• Dynamics = how we perform.

• Warm-up, 8 lots of 8 counts (Sway/rock sideways for 8 counts, rotate shoulders backwards for 8 counts, stomp feet on floor alternately for 8 counts etc... and repeat! Fantastic exercise to use int he classroom at the beginning of the day, after recess/lunch or before physical education).
• Dance maps (Label the 6 circles on the dance map & connect them to make a dance routine. This exercise is useful when exploring individual space and using locomotor movements).

• CHAPTER 6. J., Dinham. (2019). Delivering authentic arts education.
• Make 'Em Laugh ~ Singin' in the Rain (1952).
  https://youtu.be/SND3v0i9uhE.

"Apps add a unique layer to the enquiry process... Children seek & construct knowledge in digital environment through physical manipulation on a touch screen interface"

• Evaluate Effectiveness of an App (We were asked to research an app and determine whether it was a skills-based, evergreen or sandbox app. We then tried the app and were asked to evaluate how effective it would be as an educational tool.  The app I chose to use is Quick Maths. I believe that Quick Maths would be an example of a skills-based app. Quick Maths was designed for primary-aged children to develop their overall mental mathematics capability. The user is challenged with a series of sums; then, they are required to answer the problem by handwriting the correct number on the screen. The app recognises the handwritten number and provides the user with feedback. I chose this app as it uses effective feedback for the user by keeping track of their mathematical progress with each activity. Also, this app offers differentiation as it increases the level of difficulty to suit the user's capability. It is available free of charge on the app store, and it is quick and easy to use).

• Music for Choreography in Primary School (We were asked to research a piece of music that would be suitable for primary students and as a starting point in choreographing a dance. I chose the piece of music entitled Monster Mash. Although there are already some known versions of dance routines to this song (great video examples for transcribing dance through teacher directed choreography), the rhythm, beat and lyrics still provide an opportunity for the viewer to create their own variety of movements according to their interpretation of the music and story. I think this would be a fun and friendly piece of music to use in the classroom).
• Create a Dance with Everyday Movements (We watched a film about  Australian choreographer Meryl Tankard. Tankard explains how she incorporates everyday movements into her dance. We were then asked top create our own dance using ONLY everyday movements. We put together 6 moves with a start & finish pose. I really enjoyed this activity because I knew how to do the moves! I'm hopeless when it comes to dance, but when I was asked to do simple moves such as washing dishes, walking, folding laundry, I didn't need any practice. I'm sure there's lots of people who feel the same as I do; that's why this activity would be perfect for the classroom. This shows students that they don't need any dance background to do well in this field, and that simple moves can be incredibly effective. By incorporating something they are familiar with into the lesson, such as everyday movement, this provides students with meaningful learning).