Plan
Learning Intention: (20 words)
Outcomes connect to 1 or 2 outcomes. (not counted in word count) use the link to the illustrative maps VCAA https://www.vcaa.vic.edu.au/curriculum/earlyyears/veyldf/veyldf-illustrative-maps/Pages/Index.aspx
Who (10-20 words)
Where: (100 words) describe the environment for learning and provide an image in Wix. Will you be in the same place for the entire time? Where have you placed certain objects? What might occur in that space? What might the children move or be drawn to? How might the space change?
Materials: Up to 75-100 use dot points
Resources: Up to 75-100 use dot points
Procedure Provocations and prompts: The questions below are only prompts to engage your thinking they DO NOT have to be answered. You should be thinking about each one.
Tuning in/engaging with : (50 words)what will you be doing/saying? Where will you be? What materials will you handle or use? Where will they be? Where will the children be? What strategies will you use if children are not engaging? What strategies will you use to call or gather children?
Body /focus of engagement and interactions (150 200 words) what will you be doing/saying? Where will you be? What materials will you handle or use? What will happen to them during and after the experience? Where will they be? Where will the children be? What strategies will you use if children are not engaging? How are children using and responding to the objects? What are they imagining and how are they thinking with materials?
Closure: (50 words) what will you be doing/saying? Where will you be? What materials will you handle or use? Where will they be? What has happened and how have you observed this?
Differentiation strategies: (50 words) Apply an inclusive lens How might you adjust or adapt materials, time, surface?
Please only use images of children if you have permission.
Please insert images of the learning that relates to your plan or provides evidence of your engagement and learning in your website.
Reflection
Connection to Arts learning /Teaching Practice Focus: (50-100 words) reflecting on your own practice and making a connection to what the children and you are teaching/learning
Connection to Theories and Content (50-150) where did this come from? How does what you are learning and doing as a teacher, connect to what you have learned or are learning in the unit or as a teacher/learner/professional? What did you notice about the connection to theory or practice?
What connections can be made with other learning and development for the children?( 50-100) Are there areas of learning and development that are uniquely or specifically supported
Connecting the learning and development (50-100 )words- Where to next? What ideas and reflections do you have on where you could take this with the children? Speculate and imagine.
Images and audio files of your reflection section should be uploaded to WiX
You may make a link to this document rather than copy and paste the entire word document content
Plan
Learning Intention: Children are learning to manipulate drums and claves and tambourines in order to explore loud and soft sounds. Large sounds and small sounds
Outcomes connect to 1 or 2 outcomes. (not counted in word count may be copied and pasted into plan from documents. )
This supports development towards communication children are becoming effective communicators evident when children experiment with ways of expressing ideas and making meaning. They explore and imitate sounds, dynamics and tempo using, voice, movement, body percussion and/or instruments. And Learning – Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating manipulate objects and experiment with cause and effect, trial and error, and motion.
Who The learners are a small group of 4 year old children. They are able to manipulate and hold instruments well and have listened and responded to both loud and quiet music and also gradual changes in dynamics (crescendo and decrescendo)
Where: The learning will be experienced outside in a covered area so that the sound dissipates.
Materials & Resources:
Music that contains useful examples of loud and quiet and crescendo and decrescendo will be loaded onto playlist for playing. In The Hall of The Mountain King https://youtu.be/4nMUr8Rt2AI Haydns Surprise Symphony Listening Map https://youtu.be/YjVo0YTKVMs , William Tell Overture. By Rosinni https://youtu.be/q-vqyUH0quA
Instruments will be stored in baskets and available at a height that children can reach.
Resources: Video of how to play 15 percussion instruments for Teacher https://youtu.be/YZDHzZBiKXE
Procedure Provocations and prompts:
Tuning in: Teacher will play a piece of music for children to respond to with movement. Teacher will encourage children to listen and to the changes in the music BIG = loud and lots of energy and small = quiet les energy and smaller movements. Teacher will model and interact to encourage movements.
Body Teacher will invite children to obtain instruments and explore making loud and quiet sounds. Teacher will interact and model how to achieve loud and quiet sounds. Teacher will allow children to explore.
The teacher will model safe and proper use of the instruments and how to achieve changes and levels of dynamics. Teacher will invite children to sit in a group and put out a line of flash card symbols. p, f,<,>
If there are children who would prefer to move and dance rather than play teacher will encourage them to move in response to the playing of instruments by the other group.
Children will read and interpret the symbols and continue to explore loud and quiet sounds. Teacher will draw children together in a circle to share their sounds and symbols. The teacher will listen and observe and this might lead to the teacher telling a story with the children. The teacher will continue to model and support children in their playing and manipulation of the instruments.
Closure:Teacher will ask for instruments to be put away in the baskets and for the children to be ready for circle singing time.
Children and teacher will sing a known song quietly and loudly and gradually becoming louder and gradually becoming quieter.
Teacher will ask children which way they liked singing the song Loud? Quiet? Loud to soft or soft to Loud. Teacher will observe and make notes and record examples and instances of childrens work.
Differentiation strategies: Apply an inclusive lens For children who have difficulty manipulating instruments, smaller and easy to hold instruments will be provided. For children who are sensitive to sound, noise cancelling headphones will be offered. For children who have limited physical movement, some movement experiences will be offered that also limit other children for example moving in chairs.
Please only use images of children if you have permission.
Please insert images of the learning that relates to your plan or provides evidence of your engagement and learning in your website.
Reflection
Your Arts/Teaching Practice Focus:
The focus for my practice in this experience is to work on my interactions and questioning. Precisely, to work on the timing of my interactions whether verbal or non-verbal, and to improve my waiting and listening for childrens responses. I am also focusing on using this experience to deepen my understanding of how to provide experiences for young children that will nurture their knowledge and understanding of pitch and pattern and develop confidence in their voice,
Connection to Theories and Content
Educational Dimensions of CLIMER There are opportunities for children to CONNECT to the cultural world of Edvard Grieg in particular. How he used pitch and rhythms to effect emotional responses of relaxation and tension. This also links to opportunities for the LANGUAGE of Music to be explored. Specifically in this experience – pitch and rhythmic elements. There are opportunities for children to explore their own IDEAS of pattern and invent new melodic or rhythmic ones. MAKING opportunities are provided through the exploration and making of melodic phrases on the xylophones and rhythmic patterns in the GarageBand application. There are two opportunities to RESPOND to art works firstly the works of Edvard Grieg and Haydn and then their classmates.
(See Chapter 14 of Its Arts Play for clarification on these dimensions represented by the CLIMER acronym)
What connections can be made with other learning and development?
There are many opportunities for exploring the concept of pattern what makes a pattern, where does it begin to repeat? What is repeating? There are also opportunities for counting and one to one correspondence to occur. Partitioning of the beat into two parts might also be explored.
Connecting the learning and development – Where to next?
Providing the same materials but new provocations would deepen the learning and the concepts of Pattern and Pitch and Rhythm. It would also provide opportunities to stretch some children beyond their limitations. During the implementation of the first experience, many children did not take up the opportunity to write their pieces down or notate them. Including some recognition games in the warmup time and offering the flashcard materials and demonstrating alongside the children may provide opportunities for children who are interested, to develop the understanding of how notation works and is representative of sounds and silences and patterns.
Image of some of the rhythms I encountered with the children in the song Kangaroo Jirra Roo
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Outline of the experience OR provide a link to the learning plan you wrote up