It was time for us to gather at the Piazza, a gathering spot in the Early Years Centre where we come together to sing dance, listen and connect with others. This morning we began with the song and ended with a dramatic story. The teachers took videos and photographs of the Early Years gathering, to help the children reflect on the morning’s activities.
Next, the children were invited to draw what they saw, heard and felt while they were together as a community. We listened to the children’s ideas and wonderings. Some guiding questions encouraged the children to think about the purpose and ways we come together. We paid attention to common themes and ideas that the children presented through their drawings and discussions. When the children watched the video, they told the story of connection, fun and laughter.
We noticed that the children were beginning to talk about agreements and behaviours that would make the EY gathering a positive experience for everyone.
Some suggestions were:
Choose a good sitting spot for listening (respectful listening).
Sit in a circle, at the edge of the last circle (including everyone).
Talk and sing together (enjoyment, connection).
Listen to instructions so that everyone knows what to do (listening for information).
Use a speaking voice when we speak and a singing voice when singing.
We wonder…
In what ways do we come together with others?
How did we feel in different situations where people get together?
What makes something a good experience?
This led to a conversation about the different situations that bring us together.
The children explained that we come together to…
sing
dance
read
play games
talk
We documented our ideas on chart paper to help us think about the ‘purpose‘ and ‘ways‘ we come together. We decided to use photographs to document our thinking.
The storytellers drew their ideas for what the stage might look like. Ms. Heidi came in to show us one way to present using sound, props, musical instruments, costumes and a setting.
She invited the K2 storytellers to think about her performance piece and how some of the ideas she presented could be used in the K2 Showcase.
– What ideas could we use?
– What NEW ideas do we have?
We could:
make our own sound effects
make the sounds of the animals
use our own voices to make sound effects
be the animal characters
3 people can make the sounds and one person can show the puppets
divide the jobs
make puppets in our group and have a group sing a song
make our own props
make our own backdrops or settings
make the stage look like the setting
use props and fabric to tell the story
use puppets and plastic animals
Two groups presented their storyboard 2 ideas to Ms. Heidi. She gave them feedback and made some suggestions.
Together, they brainstormed ideas for the:
cast
props
sound effects
backdrop
and decided how they wanted to narrate or ‘tell’ the story.
We are excited to see the different ideas the storytellers have thought about as they use the Performing Arts Creative Cycleof planning, practicing, polishing and performing to help them create and present their K2 Showcase.
In Performing Arts, the children worked on the second half of the Performing Arts Creative Cycle of planning, practicing, polishing and performing. They polished and performed their stick puppet shows based on their ‘own’ stories inspired by the story ‘Rosie’s Walk‘.
The children completed the sound recordings of the sound effects. Then, they made the second sound effects by selecting percussion instruments related to what happened in the stories.
They also recorded their ‘narration‘ of the journey that our stick puppet animals went on. Finally, the children used these sound recordings to perform the puppet shows.
We have been exploring how we can enjoy, learn and express ourselves through the arts. The K2 storytellers have been working in groups, creating maps and characters to tell their own stories. While creating art, the children made choices to construct meaning about the world around them. We observed this as they used positional language and familiar places in the environment to decide how their characters will travel as they tell the story. Some of the maps included the school, their homes, bridges, and waterways. We noticed that the stories were inspired by their experiences and imagination.
It was time to ‘tell’ the story. Ms. Heidi came in to help the storytellers explore different ways to tell stories. First, they revisited the story ‘Rosie’s Walk’ and watched the video where they retold the story in the Performing Arts room.
Then, the storytellers showed Ms. Heidi their maps and characters. Ms. Heidi invited the storytellers to explore different ways to tell stories.
The options included using the overhead projector and the white curtain, using the light-box or the class projector and screen.
The storytellers discussed their options, and then went off the practice their storytelling. Ms. Heidi reminded the storytellers that feelings, moods and ideas can be expressed creatively using vocal sounds and dramatic expression.
Through this experience they engaged in a creative process that involves joining in, exploring and taking risks.
In the next few days, the storytellers will practice and refine their stories, and decide who they would like to have as an audience.
The students have been working in groups to find and document what they know about powerful words. They have written descriptions, provided explanations and presented their words to the class. But which of these words are the most powerful?
To help the students explore this further, we asked them to rank the words from the ‘most powerful’ to the ‘least powerful’ through an activity called Diamond Ranking.
The Diamond Nine is an oral language strategy that challenges students to work together to evaluate and collectively prioritise nine ideas, opinions, or pieces of information into what they consider highest to lowest importance.
We noticed how the students engaged in rich focused discussions as they tried to reach a consensus on the placement of the words. Justifying their choices and listening to others’ perspectives helped the students negotiate and decide on the final ranking.
They had opportunities to manage information, communicate with each other and learn to prioritise information.
Then, each team explored how they might show their most powerful words through performance and dance. They had opportunities to be imaginative and use their bodies and a range of materials to express their ideas creatively.
Two groups of students read interesting fictional stories that included animal characters. We decided to share these stories with the rest of the class.
The students had to decide who would be involved and what role they would play. Some decided that they would be part of the props team, helping to create the setting and the props for the story. The students had to cooperate, find ways to work together and listen to each other’s ideas.
The Setting
The Characters and Props
We reminded ourselves of what a good audience might look like. We had to plan, prepare the props, run through a practice and then perform for others in just 50 minutes!
Notice how the pictures are illustrated. There are lines, patterns and shapes on the different characters and the environment.
Inquiry Invitation #1
You might want to act out the story using your own animals or props. You can even use boxes, cushions and blankets and any other suitable props to create a farmyard to go on your own walk. You can go across, around, over, past, through, andunder. Your own story can be in a different place such as a forest, an island or even a city. You might want to act out your story in the park or on the playground!
Inquiry Invitation #2
Rosie loves to go for a walk across the farmyard. Here is a map to help her on her way.
If you were to create your own maps, what would you include?
We would love to hear about your adventures, see your maps and creations!
Approaches to Learning (ATL’s)
record observations and ideas through drawings and maps
use mark-marking to convey meaning
use words and sentences to express ideas
take on pretend roles and situations
use imagination and original ideas to explore familiar roles, themes and stories musically and dramatically
engage with, and enjoy a variety of visual arts experiences
use their imagination and experiences to inform their art making
use everyday language to describe position, direction and movement of self and objects in relation to others
Leming approached the table that had bricks and wooden strips.
He began to create with the material. Leming noticed that each time he placed a piece of green wood across the two ends, it would fall inwards.
He decided to use bricks as a base, to hold up the falling wooden beams. He was able to solve this problem through experimentation. He explained that he was creating a house for a pig.
He gently placed the wooden beams, careful with his movements.
The last piece.
We wonder what Leming is thinking as he creates. What is his plan?
Leming explains that he has made the brick house, pointing to the props and the story we read. The pig is in the brick house and the green section is the fireplace.
We noticed how Leming has been thinking about the different houses as he built his own. He understood that the brick house had different spaces that were part of the story.
Leming is sharing his creativity through the use of props and stories.
Learning Outcomes:
use imagination and original ideas to create
explore and retell familiar stories dramatically
select tools, materials and processes for specific purposes
Related Concepts: gesture, movement, voice, communication, self-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 ‘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.
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 gamesand 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.
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.
Next, we worked on the invitations. The students took turns to copy write the information that would be included in the card.
Our cards are ready to go home!
Ms. Angie came in to help us practice our different performance pieces. First, we needed to collect the mats for our gymnastics performance. The students went over to the storage room and helped carry them into the Early Years Centre.
Charlotte “I am strong because I eat vegetables and meat!” (in Mandarin)
What about the MUSIC?
A group of students went with Ms. Angie to see Ms. Shanshan. She works in the office across from Mr. Dodge. She may be able to help us get some speakers. Why?
Ruby “Because we want to make the music loud and then we can dance and all the big people can clap!”
Ms. Shanshan told the students that they needed to put in a yellow form and make a request.The students then went over to fill in the form. Ms. Angie helped with the writing.
Ruby “We had to find the paper to know where is the speaker.”
“We are getting the yellow paper.”
Now we are ready to practice our performance. We had to remember to be safe.
Nicolas “I don’t think that will work because when people do it (cartwheel) they will fall down.” [Nicolas was explaining how we may fall off the side of the stage if we are not careful]
The students began to create their designs. They included Spiderman, rainbows and stripes. Here are a few of our ideas.
Update!
4th December, 2018
A group of students went on a tour to deliver the invitations tothe performance. We have been working through the different tasks to organise the event.
First, we went over to meet Mr. Dodge, and Ms. Mad to tell them all about the show.
We have been working with Ms. Angie and Ms. Tina to perfect our Ribbon Dance. We are excited about being able to use the ‘rainbow ribbons’ for our actual performance.
Our next step was to decide where we will perform. Ms. Angie told us that the Green Gym was not available for us. The students then decided that the stage in the ‘piazza’ was the next best space. A group of students gathered on the stage to discuss the details of the performance.
What else do we need to consider?
We decide that we need music. Ruby suggested that we get the “big black things to hear the music” (sound system). She explains that it needs to be placed close to the pillars on the stage.
Amber wonders if we can have food for the audience. Ethan suggests we have ‘candy’ and Nicolas says we may want to offer ‘popcorn’ and ‘water’. We wondered if it was a good idea to have food out in the gym. How messy will it get? How can we manage it?
This leads to a discussion about where the audience will sit. we decide that adults may not want to sit on the floor. The students suggest using the benches. We bring them over to give them a try. Ms. Shemo and Ms. Tina try them out. It feels comfortable. Our next decision is about communication. How will we inform people about the performance. We talk about letters and then decide on making invitations. The students create their own invitations. They decide to draw pictures of the different performances that will be showcased.
The Invitations
We are wondering if we can have face paints. Who will help us?
What else do we need to consider?
Our inquiry continues…
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
The students have been preparing for their ‘Early Years Arts Showcase’. We have been practicing the songs, working on the choreography, and deciding what the costumes may look like.
Fist we wanted to know more about ladybugs. We found some ladybugs during our walk to the garden plots!
We read some books about ladybugs to learn more about them. We like the story of the ‘Grouchy Ladybug’ by Eric Carle. This is a story about a grouchy, bad-tempered bug who won’t say “please” or “thank you,” won’t share, and thinks she is bigger and better than anyone else. The story focuses on the benefits of friendship and good manners. We followed the Grouchy Ladybug on her journey, which also included concepts of time, size, and shape.
While reading through some of the non-fiction books, we found out that some ladybugs have white spots!
Next, we needed to plan how to create our costumes for the showcase. We decided that we could have red, yellow and orange costumes.
SLO’s
engage with, and enjoy a variety of visual arts experiences
select tools, materials and processes for specific purposes
use their imagination and experiences to inform their art making
use their imagination and original ideas to write and create music, dance and drama pieces to express feelings and moods
participate in performing and creating performing arts pieces both individually and collectively
create roles in response to music using instruments, props, sets and costume
explore basic bodily movements and the use of space
Ms. Heidi came in to launch the Early Years Arts Showcase!
First we listened to the soundtrack. We loved the seasons song!
Next, we listened to Ms. Heidi read the script. It is a story about rabbits in a garden.
Then, we brainstormed ideas for the showcase.
Kai “I love ladybugs.”
Faye “I like the costumes.”
Franz “I like fireflies.”
Cornelis “Lots of action.”
Reggie “I like the props.”
Everyone “SONGS!”
The students decided that they should be able to include movements all around the stage. They asked to have materials and ribbons. One student suggested that we make them like the seaweed ribbons from last years production.
One student from each class pulled out the class characters from a hat.
The students listened to the story ‘Rosie’s Walk’ by Pat Hutchins. In this story, Rosie the hen is being followed by a sly fox, while she enjoys a leisurely walk around the farm. Rosie’s walk is quiet, uneventful, and eventually leads her back to the coop. She is blissfully unaware of the fox’s struggles as he tries, unsuccessfully, to navigate the obstacle course that Rosie has led him through!
The students enjoyed retelling the story using the magnetic pictures.
They listened to the story again. This time they created an obstacle course in the classroom. They used positional vocabulary words such as across, around, over, past, between and under while dramatizing the sequence of events.
across
around
over
next to
between
under
This activity deepened the children’s understanding of spatial relationships by connecting words and actions.
The students listened to the storyteller Grethe Mangala Jensen who works for the company Panawakke. The students enjoyed listening and participating in her version of ‘The Little Red Hen‘. They followed the actions and joined in the repeated refrains.
The students have been listening to the story ‘The Enormous Turnip‘ over a period of weeks. They have retold, dramatised and sung the story in Chinese.
Next, they created their own story of the ‘Enormous Turnip’. They first coloured, cut and glued the story in sequence. They were invited to include more characters in their story. The students shared their story with their peers.
The students have been writing and creating stories with Ms.@heididean666. They discussed what a beginning, middle and end of a story should have using a story board.
Daniel “What is a character?”
Ms. Dean explained who a character is. The students worked in groups to create a short story which they will present to the other classes. They discussed details about the different elements of their story, the setting, props, characters and costumes. They performed for their friends and requested feedback for improvement.
One group of students retold the story ‘The Little Red Riding Hood‘. They created the props, costumes, script and character roles and presented their story to their friends in Mandarin.
The students have been writing and creating their own ‘teaching books’ and ‘stories’ during Writers Workshop. They brainstormed ideas for creating books. “What do writers write about?”
We discussed how we can use what we already know about a topic to help us make new books. Some of the students chose to continue working on books they have made previously while others started a new book.
During Performing Arts, the students learned how to create story baskets using resources they have around them. They used the story ‘The Three Little Pigs‘ to help them think about what they need to retell the story. They began to explore how they can make their own story baskets.
The students listened to two stories ‘The Very Cranky Bear‘ byNick Bland. In this story four friends encounter a cranky bear, Moose, Lion and Zebra all think they know how to cheer him up. But it is plain, boring Sheep who has the answer. The second book we read was ‘Stuck in the Mud‘ by Jane Clarke, Garry Parsons(Illustrator). In this story a new day was dawning down on the farm. . . until Hen discovers that one of her chicks is stuck in the mud!
The students began to create the background and puppets for the puppet show.
A group of students decided to create their own ‘Pirate Story’. They wrote the script together, created the props, decided on the characters and actors, and performed for their peers. They had to work together, negotiate and solve problems as they practiced.
Agency: When students are actively engaged in various stages of learning, including: thinking about, planning, modifying and creating. When students apply their understanding of concepts through the construction of their projects/play.
The students have been working hard to put on a puppet show for their friends in K2B. They performed the sound story ‘The Very Cranky Bear’. They previously made the puppets and setting and have been practicing during their Music and Drama classes with Ms. Heidi.
The students have been reading a number of stores with animal characters in them. In Music and Drama, they have been focusing on expressing themselves and retelling stories through puppetry. They watched the teacher retell a story using stick puppets.
The students then created the background and puppets for two other stories they have read in the classroom. Collaborating with others was a focus during the activities.
A group of students created the settings/ backgrounds for two stories. The fist story was ‘Stuck in the Mud‘ by Jane Clarke and the second ‘The Very Cranky Bear‘ by Nick Bland.
They drew and laminated the puppets they needed for the story. Here are some pictures of the process.
The students have been creating story boards with Ms.Heidi during Music and Drama lessons. They have also been adding ‘Freeze Frames’ to express feelings and emotions. The students enjoyed watching their freeze frames and listening to the story about the shark (played by Ms. Heidi)!!
Our Freeze Frames in a short story ‘A Day At The Beach!’
The students went on to create a new story. They shared many ideas and finally decided an interesting beginning, exciting plot and happy ending.
Then they needed some pictures to create the freeze frames. The students created their own story boards and Ms. Heidi chose the best pictures to create our K2A story!
The children explained that we come together to…
