The Showcase

22 March, 2019

We remember planning a show for our community. It took us a long time. We had so many jobs that needed to get done. It was so much fun.

Soon, we will have another opportunity to be on stage. This is for our PreK-K1 Showcase. We gathered together to talk about the experiences we have had so far.

We remember taking part in the Chinese New Year celebrations, learning more about China, appreciating the culture, language and traditions.

We created our own story ‘Not A Stick’, using our pictures as a way to express our ideas.

We used small world toys to express ourselves through storytelling

We shared our stories through the creation of games and drew Zentangle pictures to express our feelings.

We also reflected on how we created stories and shared important messages through our photographs.

We enjoyed going on journeys to other countries through dance, song and food.

Some of us even expressed ourselves while creating flower arrangements!

As we continued to map out our experiences on how people express themselves and their diversity in many different ways, we wondered how we can share some of these experiences with our community. We looked at a picture of the stage in the PAC to help us plan our ideas.  

It was a big space. What should we choose to showcase?

We talked about some of our favourite ideas. After many discussions, the students began to narrow their ideas down. We had 6 options. We listened to the music track of each item to make our choices. It was hard.

Stay tuned to hear more about our next steps! 

 

18 April, 2019

Central Idea: 

People can express themselves in different ways.

Lines of Inquiry:

  • ways we can express ourselves
  • accepting our diversity

Key Concepts: form, perspective

Related Concepts: gesture, movement, voice, communicationself-expression, creativity

The time has come to plan our ‘Showcase. How will we choose to share our expressions, feelings and ideas? The students sat down to discuss the choices they wanted to include in the Showcase. They decided on 6 different acts.

The groups joined an expert to help them learn more about the different ways we can express ourselves.

The Sri Lankan dance group joined Ms. Shemo to plan the performance. There were 6 students who wanted to choose this form of expression. We decided to call it the ‘Asian Dance’ but then changed the name to ‘Sri Lankan Dance‘. We gathered to talk and document our thinking and ideas on chart paper. 

The students decided that they need to think about the following points:

  • costumes
  • bindi’s
  • candles
  • makeup
  • dance routines

The students decided that they need six bindi’s (1 for each of them) and 1 for the teacher. They wanted big ones ‘just like Ms. Shemo wore’ during the Sri Lankan dance performance. They also wanted to wear a saree and have nice makeup.

The students wanted to think about the different dance moves. They began to draw the different moves and then showed the moves using their bodies.

Next, they stitched their costumes using a sewing machine.

 

The ‘Hip-hop‘ dance group were inspired by the X-Block students who came in to perform on the Early Years stage.

The Hip-hop dance group of 4 students joined Ms. Tina to discuss their thoughts and plan their performance piece for the ‘Showcase’.

Together they:

  • went to the costume cupboard to see if they can find the costumes they had planned to wear.
  • Designed and/or created their own costumes. One student wanted to be a fairy hip-hop dancer, another a boxer and two students decided to be skeletons.
  • Dyed or painted their costumes

  • Sketched ideas for their face paints
  • Provided feedback on the different dance moves
  • Practiced the steps for the performance

 

The ‘Cat Song‘ group started with a group of 14 students. They planned their performance with Ms. Hannah. 

  • Jessica suggested having some dancers as well as singers.
  • Michelle suggested that the dancers could sing and dance at the same time.

The group members all agreed with the decisions. The children decided on the costumes and designed makeup for the Showcase.

 

Yet another group of students joined Mr. Cal to explore sound, rhythm and beat using drums. They were curious about the different sounds they can make with the different drums.

They decided on a song they would like to play while they performed in ‘The Band. The group practiced with Mr. Cal to the song ‘Wavin’ Flag’.

Two students decided to join the ‘Taekwondo‘ group with Ms. Victoria. After a discussion they decided on the:

  • costumes
  • soundtrack
  • lead (person the lead the group)
  • Taekwondo moves

They needed costumes and a ‘cool’ soundtrack. They decided to use the song ‘Kung fu fighting’!

The costume for the performance.

One student decided to teach and lead the dance group.

Ruby and Freida decided to express themselves through paints. Ms. Pam led the ‘Painting‘ group as they prepared for their showcase.

Ruby decided that purple hairspray would be a wonderful addition!

The Exhibition

The students eagerly practiced for the showcase. They wheeled the display boards through the gym to the foyer near the Library. The decided where to place the boards and tables that would display their learning journey.

Approaches to Learning (ATL’s)

Thinking Skills

• Identify strengths and areas for improvement.

Research Skills

• Ask or express through play questions that can be researched.

• Select information sources and digital tools.

• Gather information from a variety of sources (people, places, materials, literature).

Communication Skills

Listening

• Listen to information.

• Listen actively and respectfully to others’ ideas.

• Ask for clarifications.

Speaking

• Express oneself using words and sentences.

• Participate in conversations.

• Negotiate ideas and knowledge with peers and teachers.

Reading, writing and mathematics

• Understand that mark-making carries meaning.

• Use mark-marking to convey meaning.

Social Skills

Interpersonal relationships

• Practise empathy and care for others.

• Listen closely to others.

• Be respectful to others.

• Play cooperatively in a group: sharing, taking turns.

• Help others.

Social and emotional intelligence

• Be aware of own and others’ impact as a member of a learning group.

Self-management Skills

• Choose and complete tasks independently.

• Follow the directions of others.

• Share responsibility for decision-making.

Mindfulness

• Take responsibility for own well-being.

• Be aware of body–mind connections.

Perseverance

• Demonstrate persistence in tasks.

Resilience

• Show ability to adjust to new situations.

 

Agency: When learners:

  • are actively engaged in various stages of learning, including: thinking about, planning, modifying and creating
  • are actively involved in discussion, questioning and by being self-directed in their creating (as opposed to passive receiving)
  • apply their understanding of concepts through the construction of their projects/play
  • make connections to the real world by taking past experiences into their play worlds
  • have an active voice and stake in the classroom/community
  • face challenges and are given the freedom to independently overcome these or fail through trial and error or experimentation
  • are risk-takers
  • express their theories of the world and these are honoured in the environment

(IBO, 2018)