Assessment 3- Compare and

Contrast

Student Name: Amna Alaa Al Bayraq

Course Code: ECE 2603
Course Name: Learning through the
Performing Arts
Course Teacher: Antoinette Wiseman
Due date: November 15, 2017
 Table of Content:
CLO 3
Introduction 4
Specific Aims for Project 5
How roles were assigned 6
Resources obtained 7
Suggestions and extension ideas 8
Evidence 9
Areas of Development 10
The movements 11
Evaluation 12
Extension Ideas 13
Compare and Contrast 14-15-16
Which methodology was used 17
References 18
 CLO

Comparing and contrasting.

 Introduction:
Performing art Topic Activity Students Duration Curriculum
project profile
Music & Sound /a/ Phonics - KG1A 5 minutes (UK EYFS
movements song -
performance Music and - Three to curriculum) :
movements four years - Imitate and

- Eleven create
students movement in
response to
music.

(Guide to the early years foundation stage ,2009, p.30,31)

How Roles Were Assigned?
Resources Obtained
How Performance Practiced ?

Playing the video

multiple times

Eventually Implemented

Collogue help Recording the

video
Evidence
Areas of Development
The movements:
 Evaluation

Success
Difficulties

Create their Long & slow

Students were Language
own (Song)
engaged
movements.

Achieved Wrong time

learning
objectives management
 Extension Ideas
Using musical instruments.

Choosing exciting song.

 Performing Arts Theorists

Suitable
environment

(1870-1952)
Maria Montessori (1782-1852)
Every child has musical
Froebel Imagination
potential and all children
Movement is
are able to learn and
imperative for
express themselves
young learners.
musically.
Expending
childrens
energy

(Burns, 2017) (Spielgaben, 2013).

 Behaviorism Theorists

(1904-1990)
B.F Skinner (1878-1958)
Positive reinforcement
strengthens a behavior by John B. Watson
providing a consequence Human behavior
an individual finds resulted from specific
rewarding. stimuli that elicited
certain responses.

(McLeod, 2015) (Standridge, n.d.).

 V
S Similarities
Maria Montessori & Froebel
(1870-1952) Learning
- Constructivism
B.F Skinner & John B. Watson experience
- Freedom
- Childrens desires - Behaviorism
- Conditioning the
students
Environmen
t

(Pound, p. 30, 2005) (Spielgaben, 2013) (McLeod, 2015)

(Standridge, n.d.).
 Which Methodology was Used & Why?

The Froebel
method

Creativity
Motor expression

Free self-
expression Social
participation

(Spielgaben, 2013).
 References:
Burns, S. (2017, February 15). Music education through a montessori lens: Every
child has musical potential. Retrieved November 11, 2017, from https://nafme.org/
music-education-montessori-lens-every-child-musical-potential/

Guide to the early years foundation stage in steiner waldorf early childhood
settings. (2009). Retrieved from https://www.foundationyears.org.uk/
files/2011/10/Guide_to_the_EYFS_in_Steiner_Wardorf_settings1.pdf

McLeod, S. (2015). Skinner - operant conditioning. Retrieved November 11, 2017,

from Simply Psychology website: https://www.simplypsychology.org/
operant-conditioning.html#positive

Pound, L., & Dawson Books. (2005;2012;). How children learn. Leamington Spa: Step Forward.

Spielgaben. (2013). Comparison among froebel, montessori, reggio emilia and

waldorf-steiner methods - part 1. Retrieved November 11, 2017, from
https://mylearn.hct.ac.ae/webapps/blackboard/content/
listContent.jsp?course_id=_105432_1&content_id=_7524725_1&mode=reset

Standridge, M. (n.d.). What is behaviorism? Retrieved November 11, 2017, from

http://epltt.coe.uga.edu/index.php?title=Behaviorism