Launch – The Early Years Gathering

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. 

Early Years Gathering

Every Friday afternoon, the adults and children gather on the green doughnut to sing, dance and be with each other. We took some time to reflect on the time we spend together.

  • What do we do during our EY gathering?
  • What behaviours help us have fun together?

The children discussed their ideas and then made their thinking and ideas visible on paper.

As a class, we took time to reflect on what the children said. We documented these ideas on chart paper. Next, we discussed suggestions for the EY gathering.

What would YOU like to do more of during this time?

  • Make things with paper
  • Plant seeds and plants
  • Show different things to the EY community
  • Share how we do things
  • Draw
  • Read books
  • Play with balls
  • Build things

Going forward, we wonder how we might use some of these suggestions to make our EY Gathering an exciting, fun learning experience.

Patterns in Nature, Patterns in Sounds

What might patterns look, sound and feel like? 

We have been creating patterns with pattern blocks, sounds and actions. As the children were showing an interest in nature, we decided to go outdoors to see if we can create patterns in nature. The children used leaves, sticks and stones to make their patterns.

How else can we represent our patterns?

The children have been using musical instruments to explore concepts such as sound, rhythm, melody, tempo and composition during their time with Ms. Heidi. We decided to provide the children with opportunities to explore the connection between patterns, composition and music.

We wonder where else we see patterns…

Diamond Ranking Powerful Words

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.

Protect

Fight

Fight

Sound Patterns

Online Learning

Skills: Research Skills, Thinking Skills

You have been using musical instruments to create sounds with Ms. Heidi.
Ms. Shemo has been using objects around her house to create different sounds.

Each object has its own colour. 

Listen and watch to see if you can hear the sounds

repeating in a pattern‘.

  • What objects can you use in your environment to create different sounds?
  • How might you create your own sound patterns?

Here are a few pattern cards to help you as you create your own sound patterns!!! 

Through these experience, children will have opportunities to:

  • use their senses to explore everyday objects
  • to use everyday objects to create sound
  • describe, model and extend simple patterns with shape, colour and real objects

 

Showing our creativity in different ways through Performing Arts

Focus: We can express our thoughts, ideas and feelings through music.

Task: Find an item, or items, in your environment that you can make different sounds with.

  • 1st – Items that you ‘shake‘ to make a sound
  • 2nd – Items that you ‘scrape‘ to make a sound 
  • 3rd – Items that you ‘tap‘ to make a sound 

Here are the sound materials and pattern documented. Can you see and hear the pattern?

The Skeleton

PreK-K1B had a skeleton in their classroom. @F went over to take a closer look.

Then we brought the skeleton back to class.

  • Charlotte “I think so eyes. Over there. look. I see hands, take it (used to hold things). And tummy over there. The foods.”
  • Yoochan “Man!”
  • Sarah “Is it a boy? Where is his hair?”
  • Felix “People have feet. And these looks funny (feet) Because they look like trees (roots).

  • Tyson “Tummy yummy. And it’s fruit.”
  • Sarah “A mouth and his nose. Funny.”

Sewon stood up and showed the children her arm and the skeleton’s arm.

Sarah did the same for the leg.

The children looked closely at the skeleton.  They compared Ms. Shemo and the skeleton. They were the same height!

What else was the same and different? What do we notice? What do we know?

They observed the metal wires holding the bones together.

Ms. Shemo had skin and flesh on her bones and the skeleton did not.

Ms. Shemo had hair, eyes, eyebrows and lips and the skeleton did not.

Next, we danced to the ‘Skeleton Dance’. It was fun!

We wonder where our inquiry will take us next…

Approaches to Learning (ATL’s)

Research Skills

Formulating and planning

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

Data gathering and documenting

• Use all senses to observe and notice details.

The Showcase

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.

https://twitter.com/NISPreKK1/status/1118117868334243840

https://twitter.com/NISPreKK1/status/1118117402443534336

 

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

https://twitter.com/NISPreKK1/status/1109034660724531201

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

https://twitter.com/NISPreKK1/status/1118121876130189312

  • 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.

https://twitter.com/NISPreKK1/status/1119101429715619840

https://twitter.com/NISPreKK1/status/1119102317603639297

https://twitter.com/NISPreKK1/status/1119101186638901248

https://twitter.com/NISPreKK1/status/1119081846925447168

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)

The Showcase

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!

Chinese New Year Celebrations

The students have been singing and exploring culture through music during their regular Mandarin classes. As the Chinese New Year celebrations commenced, the students gathered on the Early Years stage, to sing their favourite Chinese New Year songs to the parent community.

After the performance, the students and parents gathered to create lanterns and make Baozi. The students worked the dough and created 2 delicate buns. Then they were sent off to the cafeteria to be steamed. The students enjoyed their delicious Baozi! 

Another group of students joined Ms. Cherry to create Chinese lanterns. They used letter shapes, Chinese characters, sequins and other decorative material to create their lanterns. The parents joined in, to help their children create these beautiful pieces of art. 

https://twitter.com/NISPreKK1/status/1088775527039524864

SLO’s

  • know that Chinese New Year as an important Chinese celebration
  • know that Mandarin as the main language of China
  • use their imagination and experiences to inform their art making
  • explore the important traditions and practices of their own family and community
  • know that there are people with more than one cultural identity/nationality
  • know why a particular celebration is important in his/ her life
  • explore how rituals and traditions contribute to own and others’ cultural identity
  • develop their sense of identity and self-worth
  • positive acceptance of diversity
  • open-mindedness
  • participate in performing and creating performing arts pieces both individually and collectively

THE SHOW!

The students were excited about the show they have been practicing their different acts and we now ready to perform for an audience. Our final show would include the students sharing the following items:

  1. Gymnastics – Tumbling on the incline mat and wedge ramp
  2. Bridge
  3. Splits
  4. Gymnastics – Rolling 
  5. Cartwheels
  6. An introduction to yoga followed by partner balances
  7. Ribbon dance

The students were particular about the music they wanted. ‘Waka Waka’ by Shakira and ‘Axel F’ by Crazy Frog originally performed by Harold Faltermeyer, and ‘See You Again’ a wonderful Chinese instrumental by Guzheng were chosen for the final show.

A group of students made tickets for the audience. 

The students arrived with their parents, excited to share what they have been working on. Their first job was to put on their face paints.

They gathered together, parents helping their own child, while supporting others students.  

A group of students placed tags on the carpets to let the audience know where they need to sit. They have tags for ‘Parents, PreK-K1A, PreK-K1B and K2.

Next, a group of students handed out the tickets they had made. Each person needed a ticket to watch the show. 

 

A student from K2 acted as MC and welcomed the audience.

Welcome to the PreK-K1show. We hope you enjoy the performance!”  

And the show began…

https://twitter.com/NISPreKK1/status/1070858715027275777

At the end of the show, the K2 student thanked the audience for coming in to see the show. Ms. Angie explained to the parents how the show was a student driven process.

Some of the K2 students came in to share the ‘Thank You’ cards they had made for the students in PreK-K1C.

SLO’s

Movement Composition 

  • explore different ways of moving on the floor and on apparatus

Planning a Performance

A learning story as it unfolds…

November 16

The students in PreK-K1C were excited to see the PE Assembly. They were amazed by the different skills and acts presented.

A group of students asked, “Can we have our own show?”

Teacher “If you can plan your own show, then we can present it.”

The students began to put their thoughts down on paper. They communicated their ideas through detailed pictures and words.

They discussed their initial ideas with each other. They edited their pictures based on the feedback they received from others.

They presented their ideas and initial planning to their teachers.

Next, we brought our ideas together.

Nicolas suggested that we should have the ‘ribbon dance’. He wanted to use face paint and glitter on the ribbons.

“Ribbon Dance.”

Another ideas was to include the ‘hot-wheels’, another name for cartwheels. We wondered, what might we do to ‘be safe’ while presenting these different performances.

Alejandra suggested that we should include ‘the splits’ and ‘the bridge’. She also suggested we add some ‘Ballet’ and ‘Taekwondo’. She explained that we need to have the right costumes for that.

Nicolas suggested that we eat well before the performance. We need to eat plenty of broccoli and drink lots of water.

“The food you need to eat.”

“You are strong.”

Nicolas suggested a piece of music. He hummed the tune. “Do you know that one?” he asked. We decided to share the tune with Ms. Angie and ask her if she knew the song.

Where shall we have this performance? We had two options. The stage in the Early Years or the Green Gym. We needed to check with Ms. Angie and see if the gym was available to us.

Who will be our audience? Who shall we invite?

The students decided that we would invite the parents, siblings, grandparents, Ayi’s K2 and all PreK-K1 classes.

Alejandra explained that she will be happy to create the invitations for the performance.

We gathered to see what resources we already have. We found lots of ribbon!

We wonder where we can find the costumes, the music and other resources we need for our performance…

November 19

We spoke to Ms. Angie about our ideas for the performance.

https://twitter.com/NISPreKK1/status/1064437470245220352

We wondered if all the students wanted to take part in the performance. A few students went over to talk to everyone, to find out if they also wanted to join in. Nicolas asked Ms. Tina to help him translate but Alejandra offered to help with translating. Most of the students decided that they wanted to join.

Three students went over to the costume cupboard with Ms. Angie to see what costumes were available. We needed to ask permission before we took the costumes. What about face paints? We needed some designs! 

We also wondered when we can have the performance. We looked at the school calendar to find a suitable date. Ms. Angie helped us look for a ‘special day’. 

We decided to have a sign-up sheet to help the students choose what they would like to perform.

November 21

The students voted on their performance choice. 

Approaches to Learning (ATL’s)

Thinking Skills

Evaluating

• Organize information.

Considering new perspectives

• Seek information.

• Practise some “visible thinking” routines.

Research Skills

Formulating and planning

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

Data gathering and documenting (audio recording, drawing, photographing)

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

Communication Skills

Listening

• Listen to information.

• Listen actively and respectfully to others’ ideas.

Speaking

• Participate in conversations.

• Negotiate ideas and knowledge with peers and teachers.

Reading, writing and mathematics

• Use mark-marking to convey meaning.

Making Music

The students brought in bottles, empty toilet rolls, tissue boxes, empty cereal boxes, metal tins and dried rice. They were invited to create their own musical instruments with the recycled materials. They used coloured paper, markers, sequins, foam shapes and other materials to decorate their creations.

https://twitter.com/NISPreKK1/status/936466781698269184

SLO’s

  • use their imagination and original ideas to 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
  • 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
  • create artwork in response to a range of stimuli

Yoga & Rest

The students have been coming in a little earlier after lunch to join in some movement and yoga or simply to have some quiet reading or rest time. Click here to access a list of their favourite yoga videos. This change has helped the students settle down after play and has also encouraged them to listen and follow instructions while having fun.

https://twitter.com/NISKinder2/status/702375446659383296

https://twitter.com/NISKinder2/status/704276498610401280

https://twitter.com/NISKinder2/status/696247434389749760