Running head: IMAGINING THE WORLD THROUGH THE ART 1

Imagining the World through the Art

Student’s Name

Institution
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PART A:

Resource 1: Music

Boom Chicka Boom Song - https://www.youtube.com/watch?v=F2XVfTzel8E

(The Learning Station, 2011)

How does this resource promote inclusive practice?

The song Boom Chicka Boom allows children to interact and respond to music in a fun and

inclusive way. The teacher leads the students, utilising respectful and inclusive language, and

encourages them to join in. The children are also able to use their imagination to come up with

new ways in which to sing the verse, experimenting with different words and actions. The beauty

of this repeat after me song is that there are no requirements to sing in tune, no lengthy verses
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and choruses to memorise, actions can be adapted to suit a range of physical needs and students

gain an understanding of timing, rhythm and lyric choice.

Resource 2: Music

Music: paint what you feel or hear - http://sugarspiceandglitter.com/how-to-paint-to-music/

How does this resource promote inclusive practice?

Paints are used to create a physical representation of each child’s thoughts and feelings that are

evoked when listening to different genres of music. The students take time to focus on

themselves while the teacher provides an environment in which they are supported and

encouraged to express what they hear and feel. Through this process teachers scaffold learning

and prompt their student’s exploration using open ended questions. This allows the students an
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opportunity to develop emotional intelligence and emotional regulation skills whilst also gaining

an understanding that we can all have different points of view and that’s ok.

PART B: Reflection

Activity:

Music: Paint what you feel or hear

Age:

Grade 2 (7-8 years)

Number of students:

Twelve

Setting:

Schools designated art space

Resources:

- Plain white A3 paper

- Primary colour paints

- Painting tools – brushes of different sizes and stiffness, sponges, rollers etc.

- Paint tubs

- Art smocks

- Easels

- Music player

- 4 pieces of music from different genres

Preparation:

- Arrange the art space

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- Select four pieces of music from different genres, with varying tempos etc. that are likely to

elicit different thoughts, feelings and emotions from the children

- Set up the music player and ensure that it is working

Presentation:

To begin the teacher will discuss music and its effect on us with the students using open ended

questions such as:

- Can you name a piece of music that makes you happy, sad etc.?

- Is there a piece of music that conjures up special memories for you?

Students are then encouraged to brainstorm ideas of how different sounds could be represented in

movement. For example, slow flowing music may be long, soft movements with a roller where

as fast sharp music may be hard, jabbing motions with a paintbrush. The teacher will then

explain the activity, advising the students that they will be painting what they hear, see or feel

whilst listening to a certain piece of music. Students will be made aware that they are not

painting an object but rather moving the painting tools in time with the music to represent what

the music means to them. On completion encourage reflection by asking some follow up

questions:

- What were you feeling when you painted this?

- Why did you choose these colours for this piece?

Aims:

- Gain an understanding of basic music terms such as tempo, rhythm and pitch.

- Better understand how music can be used to evoke a certain emotion or set a mood.

- Appreciate the way in which music can be interpreted differently by each of us and that there

is no one right or wrong response.

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- Meet the following requirements of the Australian Curriculum:

1. Elements of music

2. Discriminating between sound and silence

3. Moving and performing with an understanding of beat and tempo

4. Discriminating between loud and soft, long and short, high and low

Teaching strategies:

- Encourage and promote self-directed learning

- Provide a safe, supportive environment in which students can explore their creativity

- Implement the use of open ended questions

- Allocate time for reflection and feedback

Inclusive practices:

- Use language that is appropriate to the age group

- Select music that is relevant to the cultural diversity of the class

- Encourage discussion about how each student’s artwork is similar and different

- Provide tools and equipment relevant to the students age and experience level

- Provide encouragement and support throughout the activity

- Plan for hearing impaired students to allow them to participate e.g. allowing the use of

headphones or standing closest to the music source

Resource 3: Drama

Role play space - http://www.sparklebox.co.uk/gallery/roleplay/#.Wcn5eLpuLIX

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How does this resource promote inclusive practice?

Role play areas within the early learning environment provide children with meaningful, shared

learning experiences. Children have the opporunity to communicate, collaborate, use

imagination, recreate personal experiences and develop confidence and self awareness. The

children are also able to build conncetions between each others stories and experiences as they

compare them to their own. During this process teachers observe the students and strive to

provide them with a variety of role play scenarios based on their interests and suggestions. This

supports the childrens creative thinking, allows them to be engaged and enthusiastic learners and

takes into account the needs of the class.

Resource 4: Drama
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Puppets - http://www.scootle.edu.au/ec/viewing/S6439/activity1.3.html

How does this resource promote inclusive practice?

Puppet play has been shown to be a successful way in which to encourage quiet or shy students

to perform in front of an audience. It also allows students to use their creative thinking,

imagination and story telling skills to come up with scenarios to act out through the puppets.

This results in puppet play being an activity that caters to the strengths and needs of a variety of

students. Throughout the process teachers utilise open ended questions and scaffold students

learning. They are also responsible for creating a space that is safe, encouraging and supportive

of all students and their learning styles.

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PART B:

Activity:

Puppets

Age:

Grade 1 (6-7 years)

Number of students:

Whole class working in small groups

Setting:

Classroom

Resources:

- Old, tattered teddy bear

- Tables

- Chairs

- Puppets (hand, finger or toys that can be used as puppets)

- Paper

- Pencils, crayons, textas

Preparation:

- Arrange tables and chairs to allow for small group work

- Ensure puppets and props are accessible and age appropriate

- Develop a back story of where you located the old tattered teddy bear and consider some

questions you might pose to the class

Presentation:
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The teacher will show the students the bear and tell them that they found it outside their

classroom this morning with a note attached. They will then read the following note, as written

by Education Services Australia Ltd, out to the class:

‘I found this bear on my walk this morning, I didn’t know what to do with it so I have left it

outside your class room; maybe you can find out where it belongs and how it got here?!’.

From here small group discussions will take place where the students are encouraged to

speculate using some basic who, what, where, when and how questions that the teacher may

pose. Once the groups have had sufficient time to brainstorm their ideas explain to them that they

will now use those ideas to create a short puppet play about the teddy bear to share with the

class. The teacher will help to guide the groups through drawing a storyline on the paper

provided, ensuring each group has thought of a beginning, a problem and a solution and all

member have a part to play. Students are then given the opportunity to choose their required

puppets and rehearse their plays. Once ready the groups will take it in turn to perform their play

to the class before allowing the students to reflect upon what they have just seen.

Aims:

- Create, rehearse, perform and respond

- Work collaboratively in small groups

- Increase confidence

- Explore imagination and take risks through story telling

- Understand and respect the differing views of the group members

- Meet the following requirements of the Australian Curriculum:

1. Elements of drama – role, character and relationships

2. Voice and movement – using voice, body language and identifying the main idea of the drama
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3. Audience – recognise the purpose of drama as a means of communication

Teaching strategies:

- Support the student’s ability to express themselves through art and respond to artworks

- Engage student’s in the process of creating

- Promote learning through doing

- Use supportive and encouraging language

- Allow time for reflection and feedback

- Use open ended questions

Inclusive practices:

- Utilise small group work to allow quieter students to have their ideas heard

- The use of puppets allows shy students to perform without being the centre of attention

- The verbal and non-verbal components allow for different learning styles

- Provide encouragement and support during the activity

- All students are involved and have a role to play

- Imagination and creativity is encouraged

Resource 5: Visual Arts

Clay - http://splash.abc.net.au/home#!/media/2581358/playing-with-clay
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How does this resource promote inclusive practice?

Clay allows children to manipulate, shape and create a variety of objects and sculptures to

express their thoughts and emotions in a tactile, non-verbal way. It provides opportunities for

them to invent, explore, problem solve, imagine and create using both their bare hands and

various tools (Sinclair et al., 2012). As the students express themselves through sculpting with

clay, teachers provide coaching on the use of specific tools, encourage reflective thinking about

the process of creating and provide positive feedback about their work.

Resource 6: Visual Arts

Art gallery tour - http://www.bendigoartgallery.com.au/Education/Tailored_Education_Programs

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How does this resource promote inclusive practice?

Many art galleries provide tailored programs to preschool students that allow them to explore,

experience and enjoy the visual arts. To ensure all physical needs are met many galleries offer

wheelchair access, are guide dog friendly, provide hearing loops, accept companion cards and

even have wheelchairs available to borrow. The different exhibits cater to the childrens varying

interests and also cultural backgrounds meaning everyone can feel included, supported and

connected to their community. During the excursion teachers support and encourage their

students to explore, ask questions and become inspired by the art they see so their experience at

the gallery can become the basis for creating their own art.

PART B:

Activity:

Clay

Age:
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Childcare (3-4 years)

Number of students:

Eight

Setting:

Designated art space within classroom

Resources:

- Air dry clay

- Art smocks

- Tubs of water

- Tools for rolling, shaping and cutting

- Table

- Chairs

Preparation:

Set up the art space with the equipment required and consider some questions or statements that

may promote deeper thought and learning.

Presentation:

Have the clay area set up and ready for when the children arrive in the morning. Allow them to

come and go as they please, taking as much or as little time as they wish to interact with and

explore the clay. Ensure that there is an educator present to interact with the students, showing

them different ways in which they may be able to utilise the different tools and prompting

learning through small group discussions and the use of open ended questions.

Aims:

- Allow the children to explore and interact with the clay

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- Promote learning through play

- Utilise and build on children’s creativity and imagination

- Create a sculpture or object that has personal meaning

- Promote sharing of not only tools but also thoughts, ideas and emotions

- Establish a personal aesthetic

- Cover many elements from the following outcomes in the Early Years Learning Framework:

1. Outcome 1: Children have a strong sense of identity

2. Outcome 2: Children are connected with and contribute to their world

3. Outcome 3: Children have a strong sense of wellbeing

4. Outcome 4: Children are confident and involved learners

5. Outcome 5: Children are effective communicators

Teaching strategies:

- Promote the sharing of thoughts, ideas and questions

- Encourage self-expression

- Provide a safe, supportive environment in which the children can be creative and imaginative

- Allow the children to guide the discussion and set the pace

- Use age appropriate language when interacting with the children

- Ask open ended questions to promote deeper thinking and learning

Inclusive practices:

- Clay is a medium utilised in everyday life by all different cultures making it a medium that is

inclusive of children from all backgrounds

- Caters to active and hands on learners who may struggle to sit quietly and listen when

learning
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- The children lead the activity and their learning making it more meaningful to them and

allows them to be enthusiastic and engaged learners

- The activity is not based around a set of instructions leading to the same result for all, rather it

allows the

- children to express their own views, thoughts, ideas and culture as they create their sculptures

Resource 7: Dance

Dinosaur Dance - https://www.australiancurriculumlessons.com.au/2014/02/23/dinosaur-dance-

a-themed-dance-lesson-for-foundation-to-year-2/

How does this resource promote inclusive practice?

Using the theme of dinosaur’s, teachers can engage students who may not normally be excited

about learning to dance and allows for self-expression as students use their creative thinking
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skills to come up with different movements. This makes the activity inclusive of all abilities as

movements can be chosen or adapted based on the needs of the children in the class. It is also a

great way for introverted students to take part as the whole class is involved and it is about

copying movements rather than the need to perform a set routine. During the class, the teacher

can prompt the students, scaffold learning and make suggestions, yet it is the children who are

the ones leading the learning and sharing their thoughts and ideas about movement with the

class.

Resource 8: Dance

Dance teachers

How does this resource promote inclusive practice?

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Utilising professional dance instructors from your local community is a great way to introduce

dance and provide a safe, supportive environment in which children can have fun, learn and be

creative. Programs can be tailored to your classes needs so all levels and physical abilities are

considered and extra assistance can be provided as required. Through the inclusion of different

cultural dance styles teachers can help support the varying interests, backgrounds and needs of

their students. It is important for teachers to also provide their students with an environment that

is safe, non-competitive and non-judgemental so each child feels supported as they explore the

concept of movement.

PART B:

Activity:

Dinosaur Dance

Age:

Kindergarten (4-5 years)

Number of students:

Whole class

Setting:

Classroom or outdoors

Resources:

- A selection of age appropriate songs

- Music player

Preparation:

- Read books and sing songs about dinosaurs in the days leading up to the activity

- Select a variety of music with different beats and tempos

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- Set up the music player and ensure it works

- Clear a space large enough for all students and educators to comfortably stand in a circle

Presentation:

Children stand in a circle and follow the educator in stretching while talking about safe

movement and dancing. They are made aware that this activity isn't about being the best dancer

but about having fun and moving their bodies in a way that makes sense to them. The teacher

will then ask the children what dinosaurs would normally do each day, prompting with

suggestions as required. The group will then discuss how the movement might be portrayed e.g.

stomping - hard or flying -soft. The educator will start by doing a dinosaur action to music, with

the students following their lead. Each student will then take a turn coming up with a movement

associate with dinosaurs, if students are struggling to come up with ideas educators may provide

suggestions. After all children have had a turn stretch to cool down before sitting together and

talking about the activity. Be sure to use open ended questions such as:

- what was their favourite movement?

- what body parts did they use?

- Did they like fast/slow or hard/soft movements the most?

Aims:

- To foster imagination and creativity

- To promote self-expression

- Provide an understanding of how our movements can portray a message

- Allow children to use their bodies to communicate

- Increase confidence

- Use and build upon the children’s communication and collaboration skills
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- Cover many elements from the following outcomes in the Early Years Learning Framework:

6. Outcome 1: Children have a strong sense of identity

7. Outcome 2: Children are connected with and contribute to their world

8. Outcome 3: Children have a strong sense of wellbeing

9. Outcome 4: Children are confident and involved learners

10. Outcome 5: Children are effective communicators

Teaching strategies:

- Create a fun, exciting and supportive environment

- Scaffold learning

- Lead by example with a bright and bubbly attitude

- Learn by doing

Inclusive practices:

- Provides children with the freedom to move and interact in a way that comes naturally to

them

- Allows for self-expression and the incorporation of cultural dance movements

- Children can express themselves and their thoughts non-verbally

- All children are provided with an opportunity to participate in and lead the group

- Age appropriate, supportive and encouraging language is utilised

- All physical abilities and learning levels can be catered to