EDU30007 Imagining The World Through The Arts Report 2 Sample

EDU30007 Imagining The World Through The Arts Report 2

Part A: Arts resources for inclusive practice (3 x 200 words, for 600 words total):

Throughout the unit, you've been collecting resources related to the disciplines of the Creative Arts: Dance, Drama, Music and Visual Arts.

For Part A of this assignment, you'll select three resources from your collection (linked to three different Arts subjects), to include in your folio.
The selection of learning experiences/resources is deliberatively open. Examples of resources you might select include physical objects such as a famous painting or a recycled artefact. They might also involve using a special piece of music, or an inspirational short video clip. They may even be learning experiences based on actions, such as demonstrating a particular movement sequence or a pattern of handclaps.

For each of these learning experiences/resources, discuss: the broad aim of using this learning experience/resource and how it links to one of the creative arts subjects how the choice of learning experience/resource promotes inclusive creative arts practice.

Part B: Detailed discussion of 3 resources (3 x 700 words, for 2100 words total):

Choose three more resources for detailed discussion (make sure that across Part A and B, you have covered each arts subject studied in the unit) and using the following points, explain how you'll incorporate the resource into a meaningful Creative Arts experience for children aged from birth to five years.

You'll need to include the following points in your discussion: a brief description of the context: the setting, the age and background of the children your learning experience/resource is designed for a description of the learning experience/resource and how you would intend children to experience it how your learning experience/resource fosters children’s creativity, imagination, self-expression and aesthetic awareness the creative arts skills and understandings that you intend children to learn and how they link to national/and or state learning frameworks an outline of some of the teaching strategies that you would use to support the learning experience/resource a brief analysis of how the learning experience/resource supports the development level and particular interests and skills of the children in your description.

Across Parts A and B you need to: provide at least one learning experience/resource for each of the creative arts subjects studied in the unit provide learning experience/resources for a range of age groups from birth to five.

Solution

Introduction

The purpose of this study is to examine the contribution of the creative arts in early childhood learning, especially in music, dance, and visual arts, on the developments of children’s creativity, motor, and social skills. It also explores the extent of relevance of these activities under national learning frameworks.
Part A: Arts resources for inclusive practice

Resource 1. Visual Arts: Vincent van Gogh’s "Starry Night" (Recycled Art Creation)

Zelazko, A. (2018). The Starry Night | History, Description, & Facts. In: Encyclopedia Britannica. [online] Available at: https://www.britannica.com/topic/The-Starry-Night.

Aim and Link to Visual Arts

The aim of teaching with the help of Vincent Van Gogh’s ‘Starry Night’ would in preaching important artistic pieces and nurturing children’s creativity while making them create their own interpretations on the paintings (Zelazko, 2018). This learning experience for MBA Assignment Expert relates to the Visual Arts because it involves methods such as color mixing, design identification, and texture formation (Khrismawan, & Widodo, 2023). Kids may be encouraged to scrutinize the aspect of the picture and focus on the vortices; contrasted with shades, and rough lines which give a sense of emotion and dynamism to the sky.

Children explain the media used in creating art as they use such materials as cardboard, bottleneck, and colored papers as tools in reproducing Van Gogh’s starry night painting, and this way, students learn that arts can be created from sustainable materials (Yu, 2022). This makes the children to learn that art does not strictly require the normal things that are usually get, this makes them to be creative and innovative.

Inclusive Creative Arts Practice

This learning experience is inclusive since children can make art through a utilization of recycled materials which are cheap for everyone regardless of their economic status. A teacher can incorporate natural objects and other easily accessible materials in the artwork and will not force children that come from humble backgrounds to buy very expensive art materials. Furthermore, the experience is for all learning types. For instance, visual students are able to learn when they are analyzing the famous painting while the groups that are kinesthetic benefits from constructing their artwork.

Resource 2. Music: Beethoven’s "Ode to Joy" (Rhythm and Musical Expression)

YouTube (2020). Beethoven 9 - Ode to Joy #beethovenforall. [online] www.youtube.com. Available at: https://www.youtube.com/watch?v=q0EjVVjJraA.

Aim and Link to Music

When teaching children, the goal of using the piece of music “Ode to Joy” by Beethoven is to familiarize children with classical music as well as yielding an understanding of musical rhythm, dynamics and emotion. This activity relates with theme Music, in aspects of listening, appreciation and response in terms of rhythm (Greene, 2022). When children are enjoying composed music, they are able to clap a rhythm, jingle a tambourine so that the kids can retain rhythm and learn to order themselves by the rhythm of the music being performed.

Inclusive Creative Arts Practice

This learning experience is comprehensive since the children are allowed to respond in the song in different ways. Whether children are induced to clap hands, use primitive drums or move their bodies, children with learning disabilities can join. Some children may get distressed when they hear certain sounds and a possibility to use different musical instruments such as bells or optical stimuli will be very helpful.

The concentration on rhythm rather than actual musical abilities guarantees that none of the children with musical abilities will be disadvantaged through lack of ability to play a musical instrument. This experience is inclusive because children are allowed to draw on formal and material types according to their comfort. It works towards creating a group performance where children can play the rhythm together, and while they may vary in their ability, they still work in a group and are in harmony, in this case.

Resource 3. Dance: Ballet Movements (Plié, Tendu, Relevé Demonstration)

Bayyat, M. (2020). Blended learning: a new approach to teach ballet technique for undergraduate students. Turkish Online Journal of Distance Education, 21(2), 69-86. https://doi.org/10.17718/tojde.727979

Aim and Link to Dance

The intention of utilizing motions as plié, tendu and relevé is to familiarize children with basic ballet and learn how body can move. This learning experience relates to Dance by encouraging children to gain an understanding of their bodies as well as acquire appropriate motor skills and movement sequences (Bayyat, 2020). Performing such choreography children stabilize their muscle coordination, spatial orientation, and tempo, which are basics of dancing.

Inclusive Creative Arts Practice

This learning experience can be deemed as that it can let all children enjoy the learning activity at their own proficiency level and ability status. Even when children are in wheelchairs, the movements could be modified i.e., performing the plié in practice while seated on the wheelchair. The primary emphasis on the performance of basic patterns and not gauche steps intricacies makes it easier for all the children in the classroom to benefit out of the lesson.

Part B: Detailed discussion of 3 resources

Resource 4

“Kookaburra Sits in the Old Gum Tree” : https://www.youtube.com/watch?v=9V8r52_uWhA

Description of the context

The learning resource “Kookaburra Sits in the Old Gum Tree” which is a music type of creative arts is designed for children from birth to 5 years within the early childhood education setting (Youtube, 2014). The music is mostly designed for children between the ages of 3 to 5 years in educational settings such as preschool or Kindergarten. The chosen group of children is at the development stage building literacy, motor along with creative expression. Children within the setting are from different backgrounds and the resource aims to introduce them to the native wildlife of Australia incorporated with music. This learning resource helps them to connect with the natural and cultural elements of the country. The classroom setting is ideal for group activities, such as posters in social interaction, where the educator engages the children with musical activities, imaginative play, and storytelling. This helps to keep the minds of the children engaged with an imaginative world.

Description of the learning resource

“Kookaburra Sits in the Old Gum Tree” is a traditional song for children from Australia that teaches the children about the Kookaburra. Kookaburra is a native word from Australia known for its distinct and laughing call (Fraser and Gray, 2019). The particular song has a repetitive structure and melody making it accessible for the chosen group of children. The learning resource involves teaching the children about the song and encouraging them to sing along with actions to mimic the sounds of the bird. Supporting instruments like drums, tambourines, and body percussion like tapping feet and clapping hands are also used supporting the children to make activities with the song rhythm.

How the learning resource fosters

The song-learning resource helps create creativity and imagination within the children and encourages them to visualize the Kookaburra sitting on the tree and making calls. The children, by imagining the behaviour and sound of the bird, are encouraged to explore nature beyond the literary meaning of the song. The introduction of role-play helps the children to express themselves by pretending themselves as Kookaburra or some of the animals present in Australia. This allows the children to develop the ability to think creatively and imaginatively extending their creative thinking. The rhythmic nature of the song has children exploring aesthetic awareness paying attention to sounds. The children become attuned to the flow of music, timing, and rhythm helping them to understand that music can be both an artistic and expressive form. The openness of the resource allows the children to engage with music promoting self-confidence in arts and expression.

The creative arts skills and understanding

The music resource aligns with the EYLF in Australia and emphasizes the importance of children being confident and involved learners along with effective communication. With participation in singing and playing instruments children learn to listen carefully to rhythm, melody, and pitch improving their auditory sense. Maintaining time with the beat here helps the children understand the basics of rhythm and improve their music and language development. According to the EYLF outcome, 5 children are effective communicators and through this resource, they will be able to express arts and language (ACECQA, 2023). The children performing the activity collectively in a group and playing instruments posters teamwork, social and collaborative skills linking to the EYLF outcome 2 where children are connected to the world for contributing to the world.

Teaching strategies

For this learning resource, the educators can start singing the song themselves, encouraging the children to immediately the sound and actions. They can use the call-and-response method Where the children hear the song and imitate the Kookaburra sound repeating the words, building listening and memories. The educators can use pictures of kookaburras and trees providing a visual aid. Kindergarten educators promote technological awareness in young children (Alotaibi, 2023). This will enhance the children's connection with the song's theme and the aesthetic wildlife. The educators along with the children use percussion instruments to help them to explore different rhythms and melodies. Interactive storytelling about Australian wildlife and other animals expands the children's imagination.

A brief analysis

The chosen music learning resource is justified for the interest and the development of the stage of the children from 3 to 5 years. The group of children is extensively curious regarding animals and the nature around them. Making the sounds of Kookaburra and other animals helps them engage with the topic. Physical movements like replicating the call of the bird and playing instruments help in the development of fine and gross motor skills which are crucial for this particular age.

Resource 5

“Possum Magic” by Mem Fox: https://christineknight.me/2014/11/mem-fox-story-behind-possum-magic-read-kids/

Description of the context

The learning resource “Possum Magic” by Mem Fox, a drama-like creative arts, is specially designed for children within the age range of 2 to 5 years who are in early childhood or primary school settings (Knight,2014). The chosen group of children is highly imaginative and has a liking for role play and storytelling. Role play and storytelling support cognitive and social development. Stories and social cognition are connected through evidence of neuroscience (Mar 2018). Within the setting, they are children from different cultural backgrounds and leads to language, creative and social interaction, and expression. The educational setting is a community center with access to multimedia tools like videos and a physical open space allowing free movement based on role-playing.

Description of the learning resource

“Possum Magic” by Mem Fox is a dramatic Australian children's storybook telling the story of Grandma Poss and her magical powers. Grandma Poss uses her magical powers to turn her grandchildren invisible, protecting them from danger (Millei& Lappalainen, 2020). The children, after watching a short video from the animated version of the story, engage in a role-playing activity. The children pretend to be different animals featured within the narrative. Using simple props like animal ears, face masks, and tails brings the characters to life. The children are encouraged to recreate part of the stories using their actions and dialogue. The educator guides the children throughout the role play helping them to stay within the character.

How the learning resource fosters

The chosen resource helps in developing creativity and imagination, alarming the children to immerse themselves in a magical world stepping into the roles of different animals in the country. The children pretending to be kangaroos and possums become imaginative and interpret the behaviors, actions, and emotions of the wildlife. Through movement, the children explore nature and wildlife in different ways and also experiment with self-expression. The aesthetic awareness is cultivated within the children as they are exported to different colors, designs, and movements to the animated visual for the story. The props and the costumes also encourage the art and aesthetics within children contributing to storytelling.

The creative arts skills and understanding

The chosen resource connects the national and state learning frameworks mostly the EYLF of the Australian curriculum which emphasizes creativity and social-emotional learning. The children taking part in different characters are encouraged to step into another perspective fostering empathy. The children learn about storytelling and narrative by retelling the story through role-play and building language development. Engaging in a character-driven role allows the children to express a wide range of emotions improving emotional development and the ability for communication. Role-playing activities help the children to have an understanding of dramatic arts along with experimentation and voice modulation improvising to portray characters and emotions. The Australian Curriculum for Arts also emphasizes the use of drama for the exploration and expression of ideas that support the resource (The Australian Curriculum, 2023).

Teaching strategies

For the learning resource, the educators can introduce the story and the characters showing the video clip building a level of excitement and curiosity among the children. The teachers can also have the children choose and assign characters within the role-play activity. They can also group the children in small teams helping to collaborate with each other by enacting different scenes from the story. Teaching strategies include holding a group discussion after the role-play session to reflect on the activity. The teacher can ask the children how they felt during the activity and imitate the roles of different animals. such personal reflection posters critical thinking and a deeper connection with the narrative.

A brief analysis

“Possum Magic” by Mem Fox being an animated video and role-play activity is appropriate for the chosen childhood. The children are in the stage of imaginative play through learning. The resource encourages the children to develop storytelling abilities and improve their literacy and communication skills. The activity also nurtures motor skills along with coordination and physically imitates different animals and their behaviors. The teamwork within the role-play activity promotes social development (Korochentseva, Krasnova&Moysova, 2020). Here the children negotiate roles, share space, and communicate with their peers. The integration of storytelling and role play resonates with the natural pure city and creativity of the children connecting to Australian literature and culture.

Resource 6

"Rock-A-Bye Your Bear" by the Wiggles : https://www.youtube.com/watch?v=yOUNwyumiUQ

Description of the context

The learning resource "Rock-A-Bye Your Bear" by the Wiggles is a dance video type of creative art designed for children aged from 2 to 5 years old within the early childhood setting for education (Youtube, 2017). The setting can be a daycare, playschool, and dance class. The particular age has been chosen as the children are rapidly developing motor skills, interaction with society, and language ability. Many children are from diverse cultural backgrounds and are exploring creative expressions through movement, dance play, and music. The dancing learning resource will take place in a spacious, open and safe place which allows movements for the group. The dance activity will encourage the chosen children to actively increase the learning process through dance and music.

Description of the learning resource

"Rock-A-Bye Your Bear” is a popular song by The Wiggles which features simple and repetitive movement along with the lyrics. Children through this learning resource are encouraged to follow the actions like clapping, rocking their arms, holding a beer, and putting it to sleep. The lyrics along with the combination of the music and other dance movements create an experience for different sense organs. This helps the children to develop coordination, and motor skills, within an ability to follow simple instructions. "Rock-A-Bye Your Bear” is a lively and funny song with a slow dance where children are prompted with the word “shh” which pretends that the bear is sleeping. The children will perceive this resource as a guided movement learning the actions within the song playfully and interactively. The children will engage in group participation and learn social development.

How the learning resource fosters

This music and dance resource will help to foster creativity as it encourages the children to imagine the care for an animal which is a bear and rocking gently to sleep. The children learn about natural resources like animals and plants. The imagination featured within the song helps the children to engage in playing which is essential for cognitive and social development. This resource increases aesthetic awareness by introducing some melodies of the music to children. The children by following the beats and dance steps learn to appreciate the nexus between sound and movements. Music and movement play a crucial role in the development of children (Purnamawati&Walojo, 2020). Dancing in this resource here allows the children to express themselves by interpreting the movements in their own way and developing confidence in self-expression.

Creative Arts Skills and Understandings Linked to Learning Frameworks

Children can learn the important creative arts skills as they play through this “Rock-A-Bye Your Bear” learning resource such as coordination, motor skills, rhythm and simple instructions. The activity relates to the EYLF’s Learning Outcome 4, which is Children being involved in learning confidently, and Learning Outcome 5, which is children navigating learning through communication. The resource also teaches the physical health through movement alongside with the national and state-based learning standards for early learning.

Teaching Strategies to Support the Learning Resource

To encourage the children’s learning, the use of modeling and demonstrating by miming the movements can be used acting out the sequence to the children. Repetition and verbal cues would therefore ensure that they reminded the kids of the lyrics and actions. Enacting children in pairs or small groups helps them to solve social skills while acting positively in front of other students would boost their morale.

How the Learning Resource Supports Development

This learning resource fits into the developmental-need level of developmentally appropriate children aged 2 to 5, especially where it promotes coordination of fine and gross motor movements learned through short, basic steps of dance. The song’s playful nature helps advocate for young kids because it motivates the kids to be creative as they sing (Purnamawati&Walojo, 2020). It also familiarizes the child with elementary forms of social activities, for instance, the bear as a sign of care for a companion, and group involvement, is essential for the social and emotional development of the child at that age.

Conclusion

According to the work discussion it can be concluded that Creative arts experiences are essential in improving the development skills of children along with promoting Creativity self expression and social competence. By effectively integrating arts based learning with educational framework educators are able to create inclusive content with engaging environment that support Holistic development in early childhood education

References

Alotaibi, M. S. (2023). Factors Influencing Early Childhood Educators’ Use of Digital Educational Aids: A Sequential Explanatory Study. SAGE Open, 13(4), 21582440231217727.https://journals.sagepub.com/doi/pdf/10.1177/21582440231217727

Bayyat, M. (2020). Blended learning: a new approach to teach ballet technique for undergraduate students. Turkish Online Journal of Distance Education, 21(2), 69-86. https://doi.org/10.17718/tojde.727979

Drama. (2023). Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/drama/.
Fraser, I., & Gray, J. (2019). Australian bird names: Origins and meanings. CSIRO PUBLISHING.https://books.google.co.in/books?hl=en&lr=&id=aTytDwAAQBAJ&oi=fnd&pg=PP1&dq=Fraser,+I.,+%26+Gray,+J.+(2019).+Australian+bird+names:+Origins+and+meanings.+CSIRO+PUBLISHING.&ots=KfVJhfej_M&sig=Vw96

w9gKl1CpXVbySoGUzznbU_E&redir_esc=y#v=onepage&q=Fraser%2C%20I.%2C%20%26%20Gray%2C%20J.

%20(2019).%20Australian%20bird%20names%3A%20Origins%20and%20meanings.%20CSIRO%20

PUBLISHING.&f=false

Greene, D. B. (2022). Religious Dimensions of Beethoven’s Ode “To Joy”: What Happens When Music Rewrites the Text. Religion and the Arts, 26(5), 635-659. https://brill.com/view/journals/rart/26/5/article-p635_3.xml

Khrismawan, B., & Widodo, H. W. (2023). Using YouTube Video Vincent Van Gogh’s the Starry Night: Great Art Explained in Teaching Art and Language Appreciation Classroom. In 20th AsiaTEFL-68th TEFLIN-5th iNELTAL Conference (ASIATEFL 2022) (pp. 70-81). https://doi.org/10.2991/978-2-38476-054-1_7
Knight, C. (2014). Mem Fox: The story behind Possum magic and why you should read to your kids. Retrieved from https://christineknight.me/2014/11/mem-fox-story-behind-possum-magic-read-kids/

Kookaburra – Nursery Rhyme with Karaoke. (2014). Retrieved from https://www.youtube.com/watch?v=9V8r52_uWhA

Korochentseva, A., Krasnova, E., &Moysova, O. (2020). Simulation role play as a contact work with students and its role in their communicative skills development. In E3S Web of Conferences (Vol. 210, p. 18087). EDP Sciences.https://www.e3s-conferences.org/articles/e3sconf/pdf/2020/70/e3sconf_itse2020_18087.pdf

Mar, R. A. (2018). Stories and the promotion of social cognition. Current Directions in Psychological Science, 27(4), 257-262.https://blogs.baruch.cuny.edu/literatureandthebrain2019/files/2019/02/Mar-2018_CDPS_Stories-and-the-promotion-of-social-cognition.pdf

Millei, Z., & Lappalainen, S. (2020). Learning nation in early childhood education: Multi-sited comparison between pedagogies of nation in Australia and Hungary. European Education, 52(1), 33-47.https://researchportal.tuni.fi/files/57746709/Learning_nation_.pdf

Purnamawati, S., &Walojo, H. D. (2020, August). Introducing English in Early Year’s Children through Dancing and Singing. In International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019) (pp. 220-223). Atlantis Press.https://www.atlantis-press.com/proceedings/ecep-19/125943180

Rock-A-Bye Your Bear The Wiggles Nursery Rhymes and Preschool Songs. (2017). Retrieved from https://www.youtube.com/watch?v=yOUNwyumiUQ

We Communicate (2023). Retrieved from https://www.acecqa.gov.au/sites/default/files/2020-12/ActivitySheet-Outcome5-WeCommunicate.pdf.

YouTube (2020). Beethoven 9 - Ode to Joy #beethovenforall. [online] www.youtube.com. Available at: https://www.youtube.com/watch?v=q0EjVVjJraA.

Yu, S., 2022. The Research on the Characteristics and Forms of Immersive Experience in Art Exhibitions—Take “Van Gogh—the Immersive Experience” as an Example. Journal of Education, Humanities and Social Sciences, 6, pp.154-159. https://doi.org/10.54097/ehss.v6i.4417

Zelazko, A. (2018). The Starry Night | History, Description, & Facts. In: Encyclopedia Britannica. [online] Available at: https://www.britannica.com/topic/The-Starry-Night.