Musicking, Moving, and Storying with Young Children
Answer ALL questions.
Part 1 Situational Analysis
Prepare an analysis of the setting in which you are teaching. Address essential contextual data about the particular setting such as the following:
philosophical/ideological information about the existing program
demographic information about the group/class
physical and human resources available
Provide a full picture of all relevant background information and demonstrate that you are approaching planning from an informed, sociocultural perspective.
Part 2 Drama Planning and Reflecting .
Implement your experience with children to enable you to fully complete your reflection. Examine the role of drama learning, analyse what you have observed and apply strategies that would suitably scaffold children’s learning in drama.
a) Rationale
Account for or rationalise your proposed experience. Record your observations of the children using an appropriate method that is acceptable to the setting. Include complete observations/interpretations, or you may choose to include a summary of the important aspects of these.
b) Aim(s)
State your aim(s) for the proposed learning experience.
c) Procedure
Outline the procedure you will carry out with the children. Consider how you will engage the children, utilise any drama materials, apply any pedagogical strategies that you intend to use and so on. Choose the most appropriate way to do this bearing in mind the word count.
d) Reflection
Critically reflect on the outcomes of the learning experience. Focus on moving beyond technical descriptions of what occurred and cast a critical eye over your decisions and actions related to planning and implementing.
Part 3 Music and Movement Planning and Reflecting
Implement your experience with children to enable you to fully complete your reflection. Examine the role of music learning, analyse what you have observed and apply strategies that would suitably scaffold children’s learning in music and movement.
a) Rationale
Account for or rationalise your proposed experience. This will involve describing what you have observed and interpreting these data. Record your observations of the children using an appropriate method that is acceptable to the setting. You may include complete observations/interpretations, or you may choose to include a summary of the important aspects of these. Be guided by the word count and the way you express things. Your observations and interpretations should be supplemented with additional data such as discussions with teaching colleagues and/or parents, and so on as appropriate. It is likely that summaries of these data are more appropriate than the data themselves.
b) Aim(s)
State your aim(s) for the proposed learning experience. Aims should link to your rationale and be guided by your knowledge of children’s development in music. The number of aims will depend on the data you gathered and the context in which you are teaching. Note the word limit is not per aim, but for all of section b.
c) Procedure
Outline the procedure you will carry out with the children. Consider how you will engage the children, utilise any music materials, apply any pedagogical strategies that you intend to use and so on. Choose the most appropriate way to do this bearing in mind the word count.
d) Reflection
Critically reflect on the outcomes of the learning experience. Focus on moving beyond technical descriptions of what occurred and cast a critical eye over your decisions and actions related to planning and implementing.
Word equivalent: 2,020 – 3,050 words
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