EDUC1070 Foundation of Creative Arts for Early Childhood and Primary Teachers

The movement of the earth is constant and affects life.

The rotation of the earth on its axis is a continuous process and we barely feel it. The rotational speed is given at 1600kilometers per hour.  The movement of the earth can be denoted as the sun rises from the east. This explains that the earth rotates once each day on its axis and the sun’s position is constant. The constant spinning of the earth is unrecognizable as we move with the movement of the earth. This explains why it is difficult to feel the rotation of the earth.

Change is a wonderful thing as it is denotes growth and change of preferences. As the earth rotates, so does time and growth. Change happens constantly as we grow by discovering different preferences in life (Potter 2013, p. 12). Spinning of the earth makes me think of waking up in different regions of the world. Ideally, the spinning of earth is a constant process that is unlikely to come to an end. Inertia force makes the earth to constantly spin on its axis.

As the earth rotates to the east, the earth surface is lit with rays from the sun. The light rays travel through the atmosphere illuminating the earth and bringing warmth. Plants utilize sunlight to manufacture their food in a process called photosynthesis. This process is essential as it enables growth. Humans obtain vitamin D from sunlight and it’s essential in promoting healthy growth.  Rotational of the earth enables movement as we change with differences brought about by its rotation.   

Dance.

Dance entails motions conforming to a particular form with a motive. Learners use dance as a form of communication using the body to depict their emotional, personal, physical, and spiritual feelings (Needham-Beck and Aujla 2020, p. 2). Dance motivates learners to develop their potential by engaging and inspiring their peers through creativity and communicative ability. Learners learn to make moves by understanding the dance elements through imagination and self-actualization. Dancing can be done either individually or as a group. When dancing is done as a group, learners will practice and rehearse to develop a good choreograph. A well-choreographed dance will entail skillful expression of moves that can be compositional or technical (Potter 2013, p. 12).

Learning in Dance

Through choreography, discernment, and performance of dance, learners delve into the process and acquire the desired skills. The body is utilized as a vessel of communication through movements of body parts in a particular expression. While dancing, space is essential in achieving a well-choreographed dance. Space entails the area occupied either as an individual or as a group. These can be pathways or spaces for performance.  Time is an essential component in executing a dance. The time taken denotes how long the process took in correspondence to rhymes, beats, tempo, and momentum (Risner 2019, p. 17). Dynamics in dance enables learners to determine how a particular dance was performed through observation of the moves, energy, and force during the dance. A proper relationship in dance illustrates how various components of the dance were interrelated. This can be how two dancers relate in unison as they rhyme to the beats or tempo.

Part C.

My brainstorm was very effective as I was able to make all learners participate in the exercise. They were able to appreciate the various elements of art as they chose which group they were comfortable with. Learners used their creativity to determine the various components required by them through brainstorming and discussions.

I was able to utilize the TfEL as we developed our pedagogy during the brainstorm. This was an important aspect as it enabled me to determine whether all learners were understanding the concepts. The learning design was useful as it enabled learners to study systematically. This gave us a framework during the brainstorming exercise. I learned that dance is an important way to express one's feelings and emotions. Through dance, we can accommodate each other’s cultural diversity and respect for each other. Dance is a form of exercise that freshens up the mind. Inquiry-based learning relates to art education as it prioritizes the learner to develop various guides through brainstorming. The approach is appropriate as it is student-centered rather than teacher-centered. Learners can acquire relevant skills using inquiry-based learning. This is achieved as learners own the learning process through the creation of engagements with dance.

The utilization of physical and verbal communication is important in developing a good dance. Social inclusion is achieved through active participation and constant rehearsals to develop perfect moves.  Active participation promotes physical wellbeing and mental relaxation. Cultural identity is achieved by embracing dance as a learning tool (Potter 2013, p. 31). This brings about understanding of our diversity and brings about individual and social inclusivity.  

The aim of ART (dance) is to motivate learners to acquire their potential. This includes:

• Acquire effective communication by using technical and appealing moves to promote assurance, ability, and tidings.
• Develop well-choreographed moves through active participation and constant rehearsals as they embrace each other’s moves.
• Bringing out their artistic potential at an early age. It is achieved by learning the past and current trends in dance through performing and being an audience. This facilitates the inclusivity of cultural differences.
• Embracing various duties that are utilized in dance. This motivates learners to develop adequate knowledge of various cultures as they learn their histories through participation (mi young Lee 2011, p. 7).

Incorporating various dance cultures in the learning process. This can be achieved by utilizing YouTube and engaging learners to learn about other cultures. Adoption of inquiry-based learning as the basic form of teaching to engage all learners during the learning process.

Description of Foundation to year 2 Dance

The curriculum of dance is based on two aspects which are responding to rhyme, tempo, and the making of dance moves. These aspects are important during teaching and learning as learners acquire the necessary knowledge to better their dance skills. The making of dance moves is essential in widening the scope of study through complexity and exploration of various options of dance (Bond and Morrish 2012, p. 15). 

This guideline will enable learners to autonomously acquire dance moves as they rehearse with fellow learners guided by the teacher. Usage of pictures and images to illustrate the various dances learners can adopt dance moves which they will perform (Waddington 2010, p. 24). Learners are also able to learn various dance moves from their fellow learners and they learn to appreciate and accommodate each other’s cultural diversity.

The mind map is given in the following diagram;

Conclusion.

Dance entails motions conforming to a particular form with a motive. Learners use dance as a form of communication using the body to depict their emotional, personal, physical, and spiritual feelings. Social inclusion is achieved through active participation and constant rehearsals to develop perfect moves.  Active participation promotes physical wellbeing and mental relaxation. Dance is a form of workout enabling their muscles to relax and freshen up after a rigorous rehearsal. The scarecrow dance acquires improvisation thus enabling learners to make safe moves as they glide to the type of music they are listening to.

References

Bond, K. and Morrish, A., 2012. Dance Research in Australia: Portrayal of a Landscape. Dance Research Journal, 27(2),.

Ewing, R., 2020. The Australian Curriculum: The Arts. A critical opportunity. Curriculum Perspectives, 40(1).

Gingrasso, S., 2019. Practical Resources for Dance Educators! Digital Technologies for Dance as an Art Form. Dance Education in Practice, 5(1).

Mi Young Lee, 2011. The Prospect of Dancing as a Form of Multifaceted Performing Art. The Journal of Korean Dance, 29(3).

Needham-Beck, S. and Aujla, I., 2020. Development of a performance evaluation tool to track progress in an inclusive dance syllabus. Research in Dance Education, pp.1-9.

Potter, M., 2013. Archives of the Dance (19(: Documenting Australian Dance ‐ The Peggy van Praagh Collection in The National Library of Australia. Dance Research, 18(2).

Risner, D., 2019. Activities for Humanizing Dance Pedagogy: Immersive Learning in Practice. Journal of Dance Education, pp.1-7.

Waddington, S., 2010. Syllabus change, student learning and teacher experiences. New Zealand Geographer, 66(3).

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