INSTITUT PENDIDIKAN GURU

KEMENTERIAN PENDIDIKAN MALAYSIA

KAMPUS IPOH, 31150 HULU KINTA
PERAK DARUL RIDZUAN

TSLB 3052
ARTS IN EDUCATION -TASK 4
Name : NATASHA BINTI ROSLAN
I/C No. : 010803070678
Index number : 2020242340188
Program : PISMP
Intake : JUNE 2020
Unit : V10
Lecturer’s Name : SIR AHMAD MASDIL
FAZLI B MOHAMED
Submission Date : 7 APRIL 2021

STUDENT’S RECOGNITION
I admit that this EXAMINER
course work is my own work VALIDATION
STUDENT’S
MODERATOR
except for the excerpts and summaries of
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which I have explained the source. Marks
I confirm that the feedback given by the lecturers has been helpful and understandable.
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TASK IV. Reflective Report (20%) Individual task

Individually, you are required to write a 750-word reflective report on how the visual arts,
music and movement which you have integrated in your storytelling performance can help
the process of English language learning among pupils in the primary ESL classrooms.
 Reflective Report

Throughout the storytelling performance I found it fun, interesting and there are so
much to learn from starting with the production of the performance kit until the storytelling
session. For the storytelling session, my partner and I, we have decided to use her
performance kit as well as the storyline. The story entitled “Over the Moon: Let Love In”. The
storytelling integrates three essential elements in storytelling which are visual arts, music
and movements. Art does matter in the classroom, delivering a wide range of advantages for
students. This is to foster students to develop their senses through creative learning and
exploration. It is hard to imagine a child to become creative without having art skills.
Although art may look like a dull activity, yet it has no parallel when it comes to becoming
more creative.

Language education and the arts have closely linked in Malaysian language
classrooms. One of the key elements of the visual arts is creation. Creativity is certainly an
important aspect of learning that needs to be focused on by the teachers. The visual arts
used in the storytelling performance are flashcards with pictures of the story and the
dialogues, the doll Chang-E, glow in the dark sticks, character sticks and love cards. Without
visual arts, it is difficult for the students to picture the storyline. Moreover, using props in
storytelling performance can really enrich the experience and encourage involvement with
books and stories for students. It can help drawing students’ attentions into the stories and
enrich their understanding of the story. Visual storytelling can help make complex stories
easier to understand and as a result, deliver a more impactful messages for the students
especially students who are in lower grade. Dr. Kerry Freedman, Head of Art and Design
Education at Northern Illinois University says, Children need to know more about the world
than just what they can learn through text and numbers. Art education teaches students how
to interpret, criticize, and use visual information, and how to make choices based on it.

The best story engages all human senses. The ultimate achievement is when the
students are able to recall the storyline. Music is one of the important aspects in helping the
students learning English Language especially during storytelling. Neurologist have
discovered that music activates many unexpected areas of the brain especially memory.
Music also incorporates aspects of social and emotional learning. In addition to create a
realistic scene, sound designs can make the students feel happy, sad and scared based on
the instrumental. There are a total of three songs played during the storytelling performance.
The students are also asked to sing along. Thus, they can also improve their pronunciation
while they are singing. Students get bored easily if there is no music enlighten the mood. In
brief, background music helps boosting students’ mood. It is as if bringing the story to life.
Singing while listening to the music will definitely help the process.

Movements and gestures play a very important roles in English language learning
process as well as in storytelling session. During the storytelling, I use body language to
represents story character. For example, when I was reading Fei Fei’s line, the main
character of the story, I used facial expressions such as sad, angry or happy to brings out
the inner side of the character. Nonetheless, throughout the storytelling, the students will be
given activity such as colouring, waving the glow in the dark sticks and folding the craft
paper into the shape of mooncakes. Thus, students will not feel boring that they only have to
listen to the storytelling. Throughout the activities, the students can stimulate their body and
their mind. It makes lessons more engaging and memorable. It also helps students focus. As
persevere through painting or singing or learning a part in a play, focus is imperative.
Certainly, focus is vital for studying and learning in class as well as doing a job later in life.
For example, when they are folding the craft paper into a shape of mooncakes, they will
understand and know the shape of mooncakes rather than only get to know through
description.

In conclusion, these three elements are very helpful for the students during the
process of learning English language in ESL primary classrooms. These elements are vital
to create interesting and interactive lesson for the students. Providing learning environments
through these elements are crucial to develop the creativity of the students. Arts instruction
can helps children with the development of motor skills, language skills and social skills.
Moreover, it also helps to improve motivation, concentration and confidence among
students.

REFERENCES

Almodovar, M. (2021). Integrating Music, Drama, and the Visual Arts in the Early Childhood
Curriculum: A Study of Early Childhood Teachers in a Metropolitan Area of Puerto
Rico. ScholarWorks@UMass Amherst.
https://scholarworks.umass.edu/open_access_dissertations/195/
Florida. (2020, July 19). The Importance of Art Education in the Classroom. Online Master’s
in Art Education Program at UF; The University of Florida.
https://arteducationmasters.arts.ufl.edu/articles/importance-of-art-education/

Larson, S. (2020, May). Arts Integration in School. We Heart; We Heart. https://www.we-

heart.com/2020/05/01/arts-integration-in-school-10-reasons-why-its-important/

‌Malachi Edwin Vethamani. (2016, May 16). Visual arts education: A rethink on creativity.
NST Online; New Straits Times. https://www.nst.com.my/news/2017/03/145985/visual-
arts- education-rethink-creativity

Movement through Storytelling – Makers of Imaginary Worlds. (2021).

Makersofimaginaryworlds.co.uk.https://makersofimaginaryworlds.co.uk/thegift/move
ment-through-storytelling/

‌Wentz, A. (2013, February 13). The Power of Music in Storytelling | Centerline Digital.
Centerline Digital. https://www.centerline.net/blog/the-power-of-music-in-
storytelling/#:~:text=%E2%80%9C%5BMusic%5D%20can%20propel%20narrative,all
%20into%20one%20single%20experience.%E2%80%9D&text=The%20best%20stori
es%20engage%20all%20of%20the%20senses.