First entering the class, I was a bit nervous but eager to learn. I also have experience in and enjoy the arts so I was looking forward to this class. The icebreaker games offered a good opportunity to get to know to some of my new classmates. I had fun participating in the activities.

At first I was apprehensive to present or perform in front of the class. Especially because I had not met any of my classmates before. However over the progression of the class this changed and I became more comfortable. 

I enjoyed having the opportunity to interact with my classmates and build connections while participating in the various drama activities. This was a great opportunity to get to know my new classmates. I also enjoyed collaborating with different people to accomplish a task or goal. 

I was nervous at first, which meant I didn't feel very interested in sharing my ideas with group members or the class. However as the class progressed I became more comfortable with my peers and felt more confident. This meant I felt more eager to share any ideas I had with my peers when we did group activities, and I was more comfortable sharing with the class. 

I discovered that I highly enjoy learning with other people and collaborating with others. I also enjoy learning through practical experiences and activities as I appreciated participating in the drama games and activities as opposed to writing down notes. 

Primary students can learn a lot through drama, particularly in terms of building confidence and fostering creativity. Drama provides a safe and supportive environment for students to step out of their comfort zones, take on different roles, and express themselves in imaginative ways. By participating in dramatic activities, such as improvisation, students can develop their communication skills, enhance creativity, and gain confidence in speaking in front of others. Additionally, drama encourages collaboration and teamwork, as students often work together to create and perform scenes or plays. 

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One strategy I intend to apply is making sure I stay ahead of tasks and assignments to avoid cramming and leaving tasks to the last minute. The key way to do this is to stay organised. To do this I use a calendar and to-do lists that sync to my phone for easy access. I also have an assessment checklist that is organised and has due dates and information about all my upcoming assessments. This means that I have a visual display that clearly lays out everything I have to do, allowing me to plan my time more effectively. I have found that this strategy has been working very effectively for me so far this semester. I particularly like how I have it synced to my phone as well as my computer, so I can check my progress easily in the mornings or even on the bus to uni. 

One advantage of digital storytelling is that it develops a strong foundation of skills needed when children learn to write. This process of digital storytelling is accessible to students of all writing abilities, even those who aren't yet strong readers or new to the English language. There are several features of digital storytelling programs that make it easier for these learners. For example, various digital storytelling tools feature a storyboard layout that allows students to observe the organization and order of their writing and easily modify the sequence of their events and ideas. They can also present an entire story without having to write anything, as most programs can record audio and students can draw pictures, making it easy for younger children. These programs also allow students to add pictures to their stories, which can prompt more descriptive writing.  Students also need to constantly edit their projects, building another essential writing skill.

Another benefit of using digital storytelling tools is that it shows young learners how their skills can connect with the world around them. It is also enjoyable and exiting for most students, which means that it will increase their engagement in the task and their learning. 

There are many types of writing that the article suggests students can create. First is original stories, where students create an original narrative. Another is pattern stories, where students complete a pattern or retell a story. Students can also write how-to instructions for fun activities like making slime or a sandwich. The final form of writing the article suggests is passion projects. This is where students create a project on something that they are interested in and share their knowledge,

It lets students know that their work is important. If students feel that their work is valued they are more likely to put effort into and be proud of their digital storytelling.

Reference-

The practical activities and unit information have played a crucial role in informing my personal understanding of the use of dance as an expressive learning process for facilitating creativity in primary students. Firstly, engaging in the activities practically as opposed to just reading and writing about them has allowed me to place myself in the shoes of a primary student participating in dance. I enjoyed being able to create dances with my classmates. I feel that by doing this, primary students would be engaging in movement to embody various concepts, enabling them to communicate their thoughts, emotions, and ideas in a unique and nonverbal manner. I also feel that it is a great creative outlet, as students have to think outside the box and use their imagination to choreograph movement. This would be especially true when they are asked to add meaning to their dances, as they have to think of creative ways to convey a story and/or feelings with their bodies.

Overall I found that this article really broadened by understanding of the benefits of implementing dance in not only a languages classroom, but across the curriculum, as it can deepen students' understanding of culture.