Name: Edith Blackwood
Course: Integrating Expressive Arts in Early Childhood
Instructor: Andrew Aprile
Assignment: Class Reflections
06/04/15
The class began with an icebreaker song modeled by the instructor. First he sang the words, wrote them on the board then added dance movements.
Ghanaian children’s Song: Kofi bra yendi, agro, agro, yede (repeat
Titi kro kro, ho yah (repeat)
Kofi bra yendi a groro (repeat) to tune of

The class members stood in a circle and with apprehension sang along and followed the movements. The instructor encouraged each one to participate even though the words were strange to us and the rhythm was unfamiliar. He asked how we felt about learning the song, the response varied from not knowing the words or tune and having to do movements which made it a bit difficult. The take away from this activity was that even though it was new, with the instructor modeling, and encouragement we eventually got the movements. We discussed further what we learned by singing the song which included using our senses of sight, hearing, developing gross motor skills in movement, collaboration, listening and using rhymes and rhythm.
Our next activity was to create a short rhythmic pattern to introduce our name. This was rather interesting as it speaks to our spontaneous response to create music and the outcome was successful and amazing. My rhythm was- My name, my name, my name is Edith, clap, clap, We then integrated our rhythm with a partner and sang it to the group. This activity allows us to display our creativity, self-confidence, cooperation and teamwork.
We relocated to another classroom where we created individual flags to express our goals to reach the children we teach and shared our perspectives with the class. Finally the instructor informed us of the course requirements and discussed ways in which the expressive arts can be integrated in our classrooms. The class was focused, motivating, engaging, interesting and got you thinking.
06/11/15
After each student was welcomed with a sing your name song, the instructor displayed his magic bag and asked students to make a guess to tell what was in the bag. The most likely response was that it was an instrument, a drum, which was correct as it turned out to be a cylindrical shape drum. When the drum was fully displayed students were asked to identify shapes within the structure. Each student tells of their favorite animal and the instructor play a rhythm to correlate with the sound the animal makes.
Next, students then explore body movement of different animals by moving around. For example hopping like a kangaroo. Instructor advise us to keep in personal space while we move to avoid bumping into each other. This is important to set parameters for children when engaging in movement or any activity that requires physical space. We then discussed some songs that can be used for different activities during the school day such as :
• Morning greeting songs- Hello everybody, so glad to see you
• Direction/Transition- Its cleanup time everybody
• Content songs- Days of the week to tune of The Adams Family
• Songs to encourage large movements- Simon Says, Freeze Dance
• Songs for Small movement/Finger plays- Itsy Bitsy Spider
Some instruments that can be used to accompany songs are bells, shakers, drums, triangles, rhythm sticks, ribbons, and bean bags. Students were advised to change schema of songs every six months to widen children’s repertoire and break monotony. Instructor advise to avoid using too many songs done in a child’s voice but to vary the choice so that children get used to different range of music. When planning a music lesson , teacher should focus on musical skill procedure to include specific direction, musical component and an awareness of, steady beat, synchronize rhythm, fast/slow tempo, singing together harmonizing, volume loud/soft, pitch high/low.

06/18/15
This lesson focused educator’s attention on different aspects of the visual arts and how it can be used effectively in early learning experiences. The Visual Arts include painting, drawing, coloring, working in clay, sculpture, photography, film and collage. Some ways in which young children benefit from exploring through the visual arts are;
• the development of fine motor skills
• making inter/intrapersonal connections between art and self and art and others
• development of language skills through expressing feelings, telling story, connecting to prior knowledge.
• Science by experimenting with mixing colors, examining texture.
• Math by identifying geometric shapes in designs and using shapes to create own works of art

The instructor shared a creative way to draw a face using the numbers 6 and 4 this was very interesting to introduce drawing to students especially those who are doubtful of their ability to draw a face. Another student modeled how she was taught by her father to use the letters EMSWW to draw a pig; this was so practical for both teachers and students to use. We looked at ways to track children’s development in art through their attempts at self-portrait, finger calisthenics, model and mirror, pincher grip and scaffolding. Reference was made to Viktor Lowenfeld 5 stages of artistic development.
Following the discussion instructor read the book, the Color of Purple by Karen Katz. This was about a little girl who discovered different complexion of relatives and other people around her and associated their color with a shade of brown; each shade was relatable as it was associated with the taste of chocolate. Our final activity was engaging and creative as we all experiment with mixing the colors red, blue and yellow paints to come up with different shades of brown to represent our color in a self-portrait.
06/23/15
The session was directed by Robyn Herman an occupational therapist who fed us information on the importance of relaxation to get our mind and body up and ready. By applying pressure to different parts of the body we stimulate blood vessels and muscle movement to provide relaxation. Nobody wakes up ready to go, so before you start any learning activity it is essential to wake up your body and your brain. She modeled activities with students as well as provided internet resources where teachers can access videos.
She explained that occupational therapy is the art and science of enabling people to become engaged in everyday living, and sustain a state of well-being. The main occupation of a child is to learn and to play. This she illustrated by telling a story about Joe whose performance in class was observed as non-compliant or hyper-active without any knowledge of the cause of such behavior. There is a reason for every variant behavior of a child and as teachers we should be cognizant of this and plan proactively to deal with occurrences from what is considered normal. The main functions of the brain are motor maturity which controls body, executive function which controls higher order thinking, sensory processing . The brain involves all input by the senses and primitive reflexes controls innate muscle movement. Movement is crucial to every brain function, which emphasized the need for our bodies to move. When we move we get the blood flowing, wake up the brain cells, improve motor skills and allow bilateral integration. Some activities to support and encourage movement are yoga, dance, playground, Simon says, follow the leader, and send kids on an errand. Movement-based Programs such as Funtervals: high intensity interval games and S’cool moves: Teach children how to focus. She reminds us that every child is unique and should be catered for accordingly’
We discussed dance transferability through all the domains of a child development. Dance can be integrated by acting out animals in stories, or life cycles of insects. Embodying the concepts help them retell stories, go on imaginary adventures, such as walking through the forest. Help express emotions, take risk, develop self- discipline and self –confidence and most important develop gross and fine motor skills and balance.
07/01/15
Today’s class focus was on Drama, we discussed some of the positives of drama in the early childhood classroom. Drama helps language development through students learning rules of conversation, retelling, rephrasing, decoding. When children act out roles it helps to build their self-confidence at an early stage and enhance self-awareness to want take up other challenges as they get older. Pretend play often engages creativity, invoking the imagination to use props to represent things, speaking in voice of other characters, working out prior experiences such as fears or parental roles all which requires cooperation and teamwork of peers. Drama also provides an escape route to release pent up emotions from which teachers can learn reasons for certain changes in behavior. As students interact with one another they develop friendships, learn to have empathy for others situation, builds team spirit all supportive of the Vygotsky’s social domain of development.
We examine work done by Vivian Paley an early childhood educator who emphasized the need for teachers to facilitate a learning environment that lets each child feels he or she belongs. Teachers should get to know their students as individuals and not just focus on the group. She encourages teachers to exercise patience when working with young children, sit and listen to their stories and write what they have to say. Ask students clarifying questions to get them thinking and use language to express their thoughts. Read back stories dictated by students to class, then have student act them out.
One of the take away from viewing one of her story acting scene with a group of students was the way in which she incorporated one of the students who refused to put away his toys and join the circle. Instead of insisting that the child gets up, she kindly asked the other students cooperation to act around the student. This worked quiet well and in the end she made up the culminating act to include what he made with his toys. This was a great teaching point for me as very often as teachers we get carried away with the distraction of one student that we delay the lesson for the entire class and only that student wins. Teachers have to be able to be proactive and think on the spot in dealing with similar situations in their classroom. By encouraging students to tell their stories, writing as they dictate, rereading and then having them acting out we are giving a voice to their experiences and a platform to interact and develop self-esteem.