Home – Week 10

There was no lecture this week, instead we had 3 integrated arts classes building on the concept of Home. Each lesson incorporated academics with the arts in different ways.

Drama

In Drama today we looked at Haiku Poems. We had to create our own poem through our thoughts on the words: Home, house and shelter and the strategy we used to show this was through the use of bodyscaping to match each description we gave. We created our poem with one line relating to one of the words. At first we struggled with this, so we then came to an overall approach of thinking of key words trying to portray this in the bodyscape and then create the line of the Haiku poem to match. When we had completed the full poem and completed the body scape, we then watched everyone else’s. This is a good strategy as it allowed us to see the different feelings words develop in other people and the different ways things can be depicted. Overall my group were very pleased with the presentation and I feel like I gained a lot of skills from today’s lesson. I am more confident in my literacy and poetic skills, while my drama experience has also further developed my confidence with performing and speaking to a lot of people which is useful practice for the classroom. I also feel like today gave me valuable skills to put in place when I am a teacher. Learning how to create poetry buy amalgamating it with drama made this process easier and I believe the children would find it very enjoyable and stimulating.

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Art

Today’s art lesson was also built around the basis of a poem about home. There were 3 sections carouseling between music art and drama, which meant 3 different groups were working on one piece of art. This allowed each group to see the vision of the previous group and try to complete it. Our poem was very descriptive, and was about the home of ocean animals, which meant that our piece of art was open to a variety of options. As a team, each person worked on something different and this allowed more to be done in the small amount of time we had. We added a lot of written words from the poem to the art which made certain poignant aspects stand out. We also added gold pins to create the image of ‘bullet round heads’, the gold emphasised the bullet aspect of the word. The carouseling around from groups I believe worked very well. It was an alternative approach to portraying a poem but it also showed us an alternative approach to teaching art. We were not limited with what we could do, and I believe this is vital. Teachers sometimes limit and guide children’s art in certain ways, whereas children actually benefit from freedom of mind, as said by Einstein, “Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand” (A. Einstein, ND, cited in K.Healy 2010). It is key for children to understand the power of imagination, Einstein is not saying that knowledge is invaluable compared to imagination, moreover he is saying that knowledge is a product of imagination and, thus imagination, should be thought of highly.

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Music

Carrying on from last week’s lesson, we used ‘Garage Band’ to produce music to go along with our Haiku poems we had created. We tried to think of the feelings these words evoked in us and how we could represent this through music. We found sad and slow songs to represent shelter, drumming to represent a house being built and then more upbeat and loving music to represent a home. When we listen to the music, read the poem and showed the bodyscape it all came together very well. Linking these two lessons together was very valuable as it showed us how you can use drama as your basis for creating music and vice versa. ‘Garage Band’ is very simple and easy to use, children would find it intriguing to learn in different ways and I would definitely apply this to my future classroom. By linking technology with the arts it allows children to stay enthused with their education and engrossed in the learning environment surrounding them (National Centre for Technology Innovation and Centre for Implementing Technology in Education, ND). By using technology pupils with learning difficulties also benefit, as we seen in a previous lesson with using figure notes to help children read music, technology can do the same for many different aspects.

Healy, K. (2010) The New Currency: Imagination – Why Artist Will Rule the Future     Available online at: http://www.theuncommonlife.com/blog/new-currency-imagination/   last accessed 25/11/15

National Centre for Technology Innovation and Centre for Implementing Technology in Education (ND) Integrating the Arts with Technology. Available online at:       http://www.ldonline.org/article/30245/     last accessed 25/11/15

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