EDAR104 Semester Two 2016 Visual and

Media Arts
Assessment Task Two
Your Name: Annabelle Head S00202290
Tutor: Terry Cole

Day:

Monday

Time: 9am

____________________________________________________________________________
URL for your blog/webpage or other format:
NA
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EDAR 104 Semester 2 ACU

Music, Dance, Drama

WEEK ONE

Dance:
Italian Caf: Jukebox
Movement to rhythm. Teacher led actions, Quick discussion about leadership, then
student led.
Bridge at Mostar
Music: Jon Madin. Available from VOSA website.
I will identify the precise book in a future posting.
Dance: For prep-2.
Formation: Circle
Circle right for 16 counts
Circle left for 16 counts
In for 8 and back for 8 x 2.
Walking on the bridge at Mostar,
Walking on the bridge. x 2.

Walking..walking.. walking on the bridge,

walking on the bridge. x 2.
Variations: skipping, clapping, singing, dancing etc
Advanced version:
Formation: 2 circles facing inwards, all holding hands.
Inner circle left for 16, then right for 16.
Outer circle right for 16, then left for 16.
All in for 8 and back for 8.
Second time back row raises arm above the heads
of the inner circle as they go in for 8.
All back for 8 and are locked in one big circle.
Repeat dance:
All circle right for 16, then left for 16.
All in and back for 8, still in locked position.
All in for 8, outer circle raise arms and release
As they go back for 8.
The Longer The Faster
Holland: Grades 2-4.
Formation: Circle: All facing in: No hand hold.
Bars 1-4: In 8 counts one child travels across the circle and stands behind another
child (whose turn it is to skip next).
All clap hands on the 8 count.
Bars 5-8: 2nd child travels to someone else (by skipping or another action) and repeats
in this fashion.
The teacher can add to this dance by joining in again to add a second or third
traveller.
Mexican Shuffle
Mexico: Grades 5-6
Formation: Free formation: All facing forward.
Bars 1,2: Forward starting on right for 3 and clap

Bars 3,4: Back for 3 on left and clap

Bars 5-8: Repeat.
Bars 9,10: 3 steps to right on right and clap
Bars 11.12: 3 steps to left on left and clap
Bars 13-16: Repeat
Bars 17,18: 3 steps half turn to right and clap.
Bars 19,20: return half turn to left on left and clap
Bars 21-24: Starting r.f. backwards for 8.
Bars 25-28: Starting r.f. forwards for 8.
Bar 29: Step forwards on r.f.
Step backwards on l.f.
Bar 30: Step backwards on r.f.
Step forwards on l.f.
Bars 31-2: Repeat bars 29-30 making 1/4 turn to the right at end.
These two dances from Dances for Children: The Red Book compiled by Andre Van
De Plas.
http://shop.vosa.org/?s=dances+for+children

Singing: Melody and Harmony

Banuwa (Liberian Lullaby).
Harmony singing. (3,4,5 or more parts.)
Banuwa, Banuwa, Banuwa yo
Nehnia la no
Banuwa, Banuwa, Banuwa yo
Don't cry, don't cry, little girl don't cry.
Don't cry, don't cry, little girl don't cry.
Your fathers off at the village
Your mother's out for a while
Your brother's down by the river.
Don't cry little girl, don't cry.
The Bat Song. Utube: Carly Simon
https://www.youtube.com/watch?v=1zNnbWZOP7M
V1. I come home from de party

Feeling a little spaced.

Walk on in de kitchen.
Bat fly in me face.
Chorus: Fly in me face (Fly in me face.)
Fly in me face (Fly in me face.)
Oh I hope de bat he dont come out
And fly in me face tonight. x2
V2: De bat fly up de chimney
He wait in de fireplace.
When he hear me makin a little snack,
Bat fly in me face. Ch.
V3: De bat, de rat he got wings.
All de chilren know dat.
What I want to know from you, Lord,
Is how you get de wings on de cat. Ch.
V4: De bat, he got radar.
He can fly through de fan.
What I am afraid of,
Is he got another plan. Ch.
V5: One thing I forgot to tell you
About de human race.
Everybody gets a little upset
When a bat fly in their face. Ch.
Percussion and play
I Am A Fine Musician
Line1: I am a fine musician, I practise every day
Line 2: and people come from miles around just to hear me play
Line 3: My triangle (change instrument every time), my triangle,
They love to hear my triangle.
Line 4: Student plays a solo on the named instrument.

Explore untuned percussion

From Merrily, Merrily Nursing Mothers Association
of Australia.
Ukulele: C chord and F chord:
C chord:
Row, Row, Row Your Boat.
Row, row, row your boat
Gently down the stream.
Merrily, merrily, merrily, merrily
Life is but a dream.
Row, row, row your boat
Gently down the stream.
If you see a crocodile
Dont forget to scream.
Kookaburra:
Kookaburra sits in the old gum tree,
Merry, merry king (queen) of the bush is he (she).
Laugh kookaburra, laugh kookaburra
Gay your life must be.
Kookaburra sits on the electric wire
Jumping up and down with his (her) pants on fire.
Ouch kookaburra, ouch kookaburra,
Hot your pants must be.
F chord:
Frre Jacques (French)
Frre Jacques, Frre Jacques,
Dormes-vous? Dormes-vous?
Sonnez les matines, sonnez les mattines,
Ding, dang, dong. Ding, dang, dong.

C and F chords:
Rehearse chord change:
Bar 1: 4/4 time: Strum C chord once
and change to F chord fingering on counts 2,3 and 4.
Bar 2: Strum F chord once then change to Chord fingering on counts 2,3 and 4. Repeat
and rehearse.
Bar 1: Strum C chord twice
and change to F chord fingering on counts 3 and 4.
Bar 2: Strum F chord twice then change to Chord fingering on counts 3 and 4. Repeat
and rehearse.
Strum C chord three times
and change to F chord fingering on count 4.
Bar 2: Strum F chord three times then change to Chord fingering on count 4. Repeat
and rehearse.
Strum C chord four times
and change to F chord fingering after count 4.
Bar 2: Strum F chord four times then change to Chord fingering after count 4. Repeat
and rehearse.
Songs:
Lover, You Dont Treat Me No Good No More
Time Signature: 4/4:
:C

Lover, you dont treat me no

/ :

/ :

good no more.

Take a Walk on the Wild Side

Time Signature: 4/4:
:C

Do

do do

/
do

do do do do

/
do do

Weekly Reflection

do

do do do

REFLECTION WEEK ONE

I really liked the first workshop for the Edar104 unit and found it to be an enjoyable
introduction into the subject. This week during our workshop we were introduced to
many aspects of drama and music. This began with a song called juke box, Italian
Caf where we danced under instruction from our teacher Terry, and learnt different
steps of the dance. This first lesson allowed me to gain an understanding of the basics
of rhythm and movement which I feel are extremely important skills for children to
have. This notion is reiterated by (Alcock, Cullen, & St George, 2008) who state
music, rhythm and words mediate and connect children communicatively. We then
sang songs together called Bunuwa and The bat song. I found it really helpful to
start with these paticular songs and practice feeling the beat and being able to match
pitch with the teacher. As a pre service teacher I think it is very important to be able
to sing for and with the students as it creates an environment where students feel
comfortable and learn to value and appreciate music. A study conducted by Peter
dVries at The University of Technology in Sydney found that when students engaged
in whole class singing and movement activities, socialisation was apparent in the way
children talked to each other before during and after songs (2004). I think it is
extremely important for teachers to foster an environment where children can feel
comfortable to dance, sing and express movement, and in turn enhance the
socialisation skills of the class members. I really like that this workshop required our
full and constant attention and was extremely hands on and made me realise just how
important it is for children to be exposed to this type of learning, where they are
participating and contributing to the class, with no fear of judgement in a comfortable
and safe environment.
Age groups: Prep 2
Materials required? CD player, you tube
Activity: Class warming up dancing to the steps of the Italian Juke box song.
Creative extension activity: Dancing the steps to the Italian Juke Box song with
teacher pausing the music throughout the dance. All students are to stop moving
when the music stops. The last person to stop moving sits out until the next round.
Activity: Singing The bat song together as a class.
Creative extension activity: Class to sing The bat song in a circle while one
student plays as the bat flying around the room, perhaps dressing up in black and
chasing other students to fly in their face and tag them. Once tagged this child
becomes the bat. This activity brings an element of game into the the singing activity,
which would be entertaining for children.

WEEK TWO
Dance:

Mexican Shuffle
Revise dance and add some refinements in movements.
This dance from Dances for Children: The Red Book compiled by Andre Van De Plas.
La Mariposa Bolivia
Translation: Song about a butterfly
Formation: Everybody with a partner in a single circle
Rhythm: 2.4
Bars 1-8: skipping 16 steps Counter clockwise holding hands
Bars 9-16: skipping 16 steps clockwise
17: Bow to your partner
18: clap 3 times
19: Bow to your partner
20: stamp 3 times
21-24: skip around your partner (like a butterfly)
25-32: repeat bars 17-24.
Repeat dance.
http://shop.vosa.org/?s=dances+for+children
Sur Le Pont DAvignon
Song and Dance: French
Refrain
Sur le pont dAvignon
Lon y danse, lon y danse
Sur le pont dAvignon
Lon y danse tout en rond
Formation: Circle, no partners, all holding hands

Bars 1-4: Circle counter clockwise (8 steps)

5-8: Circle clockwise (8 steps)
9-10: Soloist goes into the middle singing:
Dancers do it this way. demonstrating a dance move
11-12: Soloist returns to circle singing:
Then they do it that way. changing the action on the return.
13-16: Everybody else copies the singing and the actions.
17-32: Repeat the dance but with a new person and a new action.
On The Bridge of Avignon English Version

Chorus
On the bridge of Avignon
They are dancing, they are dancing,
On the bridge of Avignon
They are dancing all around.

Singing: Melody and Harmony

Revise Banuwa
Revise The Bat Song.
Half the Greatest Noises
Half the greatest noises in the whole wide world
Come from me, come from me and you, oh
Half the greatest noises in the whole wide world
Come from me.. from me and you.
Give me a clap x x
Give me a slap x x
Give me a shout .Aaaaaaaahhhhhh..
Ah.Ah.
Half the greatest noises etc.
This song is good for the actions (which Im sure you remember) and for letting the
children make up the noises part of the song.

Percussion and play

Eensy Weensy Spider.
Actions and singing a discussion and experimentation.
Percussion experimenting with sounds
Making choices about which sounds suit the words.
Playing the percussion with and without the singing.
Listening with eyes closed.
Little Peter Rabbit.

Little Peter Rabbit had a fly upon his nose.

Little Peter Rabbit had a fly upon his nose.
Little Peter Rabbit had a fly upon his nose.
And he flipped it and he flopped it and the fly few away.
Sing with actions.
Sing with actions while leaving out:
Nose,
Fly nose
Peter Rabbitfly..nose.
From Merrily, Merrily Nursing Mothers Association
of Australia. Available online: I just bought a couple of copies.
Tree Song. (and Little Peter Rabbit)
Kylie Cooper. CD and teaching book available at:
There was a tree (there was a tree)
Down in the woods (down in the woods)
The prettiest tree (the prettiest tree)
That you ever did see (that you ever did see)
And the tree was in the hole
and the hole was in the ground.
And the green grass grew all around, all around
and the green grass grew all around.
2: Now in the tree (now in the tree)
There was (sic) some leaves (there was some leaves)
The prettiest leaves (the prettiest leaves)
That you ever did see (that you ever did see)
And the leaves were on the tree
and the tree was in the hole.. etc.
3: Now in the leaves (now in the leaves)
There was a nest (there was a nest) etc.
4: Now in the nest (now in the nest)

There was an egg (there was an egg) etc.

5: Now in the egg (now in the egg)
There was a bird (there was a bird) etc.
Make up actions for all sung parts of the song.
http://www.vocalenchantment.com.au/
Ukulele: C chord and F chord:
Revise C chord:
Row, Row, Row Your Boat.
Row, row, row your boat
Gently down the stream.
Merrily, merrily, merrily, merrily
Life is but a dream.
Row, row, row your boat
Gently down the stream.
If you see a crocodile
Dont forget to scream. Aaaaah!
Row, row, row your boat
Gently back to shore.
If you see a lion
Dont forget to roar. Rooooaaaar!
C chord
Kookaburra:
F chord:
Frre Jacques (French)
C, F and G7 chords:
Rehearse chord change:
Bar 1: 4/4 time: Strum C chord once
and change to F chord fingering on counts 2,3 and 4.

Bar 2: Strum F chord once then change to G7 Chord fingering on counts 2,3 and 4.
Bar 3: Strum G7 chord once then change to C chord fingering
on counts 2,3 and 4.

Song from week 1:

I Am a Fine Musician

4/4 time

Lines 1,2 and 4

:F

1. I am a fine mus- i-

cian

C
I

2. people come from miles around

4.

practise every

day

and

just to hear me play

my

Solo on the instrument mentioned in line 3.

Line 3

3. shaker

/
my

F
shaker

/
they

love to hear my shaker

REFLECTION WEEK TWO

In todays workshop we learnt a dance called la mariposa. I think this dance would be
great in a classroom setting, in getting the children up and moving and thinking about
the steps to the song, and internalising those steps and being able to move to the
beat without instruction from the teacher calling out each step. A study conducted by
Peter dVries at the University of Technology in Sydney discovered that the frequent
use of songs with actions and movement helped to develop motor skills in children
(2004). These results confirm just how beneficial it is for children to be exposed to
song and dance such as La Mariposa which we learnt in our workshop. Additionally,
we learnt to play the ukulele. I think that the ukulele is a great instrument to be able
to play as it is entertaining for children and can assist in the introduction of
instruments, hearing chord changes and creates an enjoyable experience for the
listener. The ukulele can provide a background for the students voices and make the
students feel more comfortable to exercise their voices. We also learnt a song called
Half the greatest noises. This song is great to know for a classroom setting, as it gets
children thinking about different actions on the spot, and what movement first comes
into their minds such as clapping, stomping etc. (Pound & Harrison, 2003) suggests
that at ages 4-5 it is important for children to be given encouragement to work in
more creatively demanding ways. I feel that this activity allows children to think

creatively, as they are able to independently come up with a dance or action for the
whole class to replicate.
Age group: preps
Materials needed? N/A Voices
Activity: Singing half the greatest noises song
Activity extension: Choosing a genre which could be a topic that the class is
covering at that moment. E.g dinosaurs. At the point in the song when it says give
me a the child could come up with something to do with the chosen topic. E.g child:
Give me a T Rex Class: Raaaaaaw Child: Give me a teradactor Class: eeeeek
flapping their arms as wings. This gets children thinking about their topic and
practicing remembering their names. This could be done with other topics such as
animals, outerspace, motor vechiles etc.

WEEK THREE

Scarf Juggling:
https://www.youtube.com/watch?v=1esOebTkDZo
There are lots of utubes about learning to juggle. Heres one
thats pretty straightforward.
Remember that shopping bags are great for juggling and move
even slower than scarves.
Also keep in mind that if you show the young ones that you can juggle, they will get
the idea (subliminally or otherwise) that you are a person who has trained. In this you
are modelling behaviour as a professional who practises and can therefore do things
that are difficult.
Being a teacher also requires us to be lifetime learners.
Dance:
The Jiffy Mixer
Partner dance: Two circles: inside facing out, outside facing in.
Bar I: Inside person right foot, outside person left foot:
Heel and toe x 2
Bar 2: Step, together and step:

Bar 3: starting with other foot: heel and toe x 2

Bar 4: step, together step back to start.
Bars 5 & 6: Jump, clap backwards four times.
Bar 7: Two long strides in to new partner opposite on right.
Bar 8: slap thighs, clap hands and clap new partners hands.
Repeat 1-8 with new partner.
This dance from Dances for Children: The Red Book compiled by Andre Van De Plas.
Track 32
http://shop.vosa.org/?s=dances+for+children
The Boanopstekker
Bars 1-8: All holding hands circle left.
Bars 9-16: Circle right
Bars 17-20: Soloist goes into the middle and calls out hello
in any language and returns to place.
Bars 21-24: All go into the middle (for 4) and repeat,
then return to place.
Bars 25-26: All clap 4 times
Bars 27-28: All Stamp 4 times
Bars 29- 32: Repeat bars 25-28.
Dance begins again with new person to go into the middle.
From Shenanigans Folk Dances of Terra Del Zur Volume 1.
http://shop.vosa.org/shop/dance/childrens-dances-of-terra-del-zur-vol-1-cd/
Singing: Melody and Harmony
Revise Banuwa
Revise The Bat Song.
Revise Half the Greatest Noises
Inanay Gupa Wana

Inanay gupa wana, inanay gupu wana,

Ay ay ay oola,
Oola oola,
Oola ay yippy ay yippy ay.
This can be sung with slap thighs, click fingers accompaniment
Chorus:
Goo wana, goo wana, goo wana, goo wana,
Choo.
Goo wana, goo wana, goo wana, goo wana,
Choo.
This needs spirit fingers in a shooing manner to shoo the goanna away.
On choo hand to forehead and push out and up.
This coincidentally also raises the singing into the head voice.
Check out this version from Tiddas.
https://www.youtube.com/watch?v=1xGWMFBfKi8
Puppet making:
https://www.youtube.com/watch?v=-KA1hfcLfHE
This utube is a good reminder of how to make one.
C, F and G7 chords:
Rehearse chord change:
Bar 1: 4/4 time: Strum C chord once
and change to F chord fingering on counts 2,3 and 4.
Bar 2: Strum F chord once then change to G7 Chord fingering on counts 2,3 and 4.
Bar 3: Strum G7 chord once then change to C chord fingering
on counts 2,3 and 4.
I Am a Fine Musician

4/4 time

Lines 1,2 and 4

:F

1. I am a fine mus- i-

cian

practise every

2. people come from miles around

4.

day

and

just to hear me play

my

Solo on the instrument mentioned in line 3.

Line 3

3. shaker

my

shaker

they

love to hear my shaker

Iko, Iko, Annay.

:C
G7

/
/

/
/

/
/

G7 /

/
/

G7 /

G7 /

Verse 1:
My grandma said to your grandma, sitting by the fire.
My grandma said to your grandma, gonna set your flag on fire.
Chorus:
Talkin about hey now, hey now.
Iko iko annay.
Jackomo feena ah na nay.
Jackome feena nay.
Make up verses at will.
Rhyme with colours or animals or anything whatsoever; e.g.,
My red dog said to your red dog, sitting by the fire.
My red dog said to your red dog gonna set your tail on fire.
See the dolphins in the sea, iko iko annay,

/
/

Theyre as happy as can be, jackomo feena nay.

Heres a version.
https://www.youtube.com/watch?v=0wNSHPQj0W8

REFLECTION WEEK THREE

In todays workshop we learnt to juggle using scarves. At first I found it difficult to
juggle with three scarves at once, but after about 10 minutes of practice I began to
successfully juggle them. I really enjoyed this activity, and think that it would be fun
to perform these types of skills to and with the children and allow children to be up
out of their seats and participating in an entertaining activity. A study conducted at
the University of Technology revealed that the most obvious effect of music activities
was that children were able to release energy, and subsequently focus on other
activities (deVries, 2004). This reveals one of the benefits of getting children up and
active in the classroom, which can ultimately benefit their overall studies too.
Additionally in this lesson we learnt to make sock puppets. I found this activity to be a
really fun experience, and I think it would be a great activity for children to be able to
make their own, obviously with assistance from an adult to use the hot glue gun. The
puppet can be used as a companion that reads stories to the children, adding a
humorous element to their learning. I found that after this session of practicing the
ukulele and the different chords F and C I am finding it easier to transition between
chords with my fingers, and if I keep up this practice, I could definitely use this skill in
the classroom. A study conducted by E. Glenn Schellenberg discovered that kids who
participated in ukulele lessons had larger increases in sympathy and pro-social
behaviour than those who did not (Study: Playing Ukulele Benefits Kids Attitudes
Ukulele. 2016). I found these results extremely interesting yet was not surprised to
find the significant benefits of playing the ukulele.

Age group: Grades 4-6

Materials needed: Balloons, rice/sand, scissors, funnel, measuring cup, empty water
bottle
Activity: Using scarves to juggle
Activity creative extension: Children can bring in objects from home that they can
attempt to juggle with such as plastic bags, clothes, fruit etc. Trialling a number of
items to juggle with at once and seeing what the limit is for how many items can be
juggled and what items work best for juggling. Children could even make their own
juggling balls using rice and balloons, choosing their own colours and choice of filling
e.g. sand, rice.

WEEK FOUR
Dance/Song:
Come Follow Me
Song/Dance suitable for 4yo and up.
All in a circle. One child in the middle walks around performing an action while all sing.
On the last line of the song, child stops at another child who joins on in front of the
first.
The song repeats with two in a line and the new person makes up a new action, which
is copied by the first child.
The new leader stops at the end and a third child joins in at the front leading another
new action, and so on.
mp3, Come Follow Me
Come follow me in a line, in a line.
Come follow me and youll see what I can do.

:F

C
F

/
/

Good Morning (Denise Gagne adapted)

Circle game facing partners.
Actions: Good morning, good morning shake hands
How are you today?
Knees x2, clap own hands x2, clap opposite once
Time to sing high five right,
Time to dance high five left
Always time to knees x2, clap own hands x2
play on the word play outside circle moves to new partner in time to clap new
partner once.
Variation: Always time to play both partners circle to their right and meet their new
partner in time to start again.

Good morning, good morning, how are you today?

Time to sing, time to dance, always time to play.

mp3, Good Morning

:F

C
F

/
/

Chilli
Circle game, or spread out around the room.
Chorus:
Hands Up! Chilli, chilli, chilli, chilli, chilli.
Hands down! Chilli, chilli, chilli, chilli, chilli.
Turn around! Chilli, chilli, chilli, chilli, chilli.
Touch the ground! Chilli, chilli, chilli, chilli, chilli.
Verse:
Come on everybody.
Dont be slow show us how you do - the tango.
The tango - chilli, chilli, chilli, chilli, chilli.
The tango - chilli, chilli, chilli, chilli, chilli.
Other verses from Susan Curbishley and Terry Cole
Come on everybody
Dont be shy show us how you do - the butterfly!
Dont delay show us how you do the ballet!
Lets take a chance show us how you do the bellydance!
With a smile show us how you do the crocodile!
Without further ado show us how you do the emu!
Make up your own, or, better still, ask the children to come up
with some verses of their own.
Sarasponda (Dutch)
mp3, Sarasponda

Facing partners in a circle.

Clapping pattern beginning on the beat on sponda is:
clap own hands, clap partner right,
clap own hands, clap partner left,
clap own hands, clap partner both x3 on ret set set.
Repeat.
Outside person right palm, inside person left palm,
push up on A doh ray oh.
clap x2 in rest.
Other palm push up on A doh ray boom day oh.
clap x2 in rest.
Slap knees, clap own hands, then partner x3 on ret- set set.
Then knees, clap own, and spin or jump to right to change partners.

:C
F

G7
/

/
/

G7

/
/

G7

G7

/:

I Wonder Where Im Going.

mp3, I Wonder Where Im Going

Circle game.
One child leads another by the hand who has eyes shut.
At the end of the song, the leader chooses another to join
and takes their place in the circle.
The blind child becomes the new leader and the new child becomes the blind child.
Repeat.

:F
F

/
/

/
/

/
/

Bb /

/
/

Beat Games and Echo Songs

The Rainbow Ribbon

All hold in a circle and explore different actions to the beat of

echo songs, e.g., left over right, over and under, up and down,
forward and back.
Revise: The Tree Song.

New Song: Bill Grogans Goat.

https://www.youtube.com/watch?v=HMr_-J30lFk
There are many other utubes of this song and recorded versions.
This version is a little more PC than the one I demonstrated.
Drama
Divide into groups of three or four and take one or two nursery rhymes to create a
play.
One stipulation is that there needs to be a musical element to the production.
Rehearse and perform.

REFLECTION WEEK FOUR

Today we began with a song called Good morning. I thought this song was great and
could easily be adapted into a classroom setting, with students singing and dancing to
this song upon their arrival into the classroom. This song and dance requires students
to go around in a circle, shaking hands with one another and linking arms etc. It is
stated that music, language, dance, chant, poetry and pretend play are languages
involving representation, movement and interpersonal communication (Alcock,
Cullen, & St George, 2008). I agree with this notion as this type of movement allows
students to connect with one another, and initiates friendly conversation and
interactions through interpersonal communication. For drama this week we used a
nursery rhyme and adapted it to a play/dance/performance of some sort. This activity
required us to think creatively outside the box. Our group decided to collaborate
nursery rhymes together to create one song and perform actions to the lyrics. We
collaborated, Oh the grand old duke of york, Incy wincy spider and Mary mary quite
contrary together to create a song and dance. We worked well as a team and came
up with a successful and fun performance. I thought this activity was great to get our
minds thinking creatively, and given a time slot to come up with something on the
spot. Dr Rosemary Richards states that Young children need little stimulation to slip
into dramatic play with others, and by themselves (n.d.). I agree with this statement

and think that todays workshop activity would allow children to have a lot of creative
freedom with little stimulation from the teacher. It is a student run activity, which
allows the children to come up with their own independent performance free from the
teachers instruction.
Age group: 5/6
Materials needed: Balloons, Paper, pens, dress ups/costumes, instruments if
students require
Activity: Students are given a list of nursery rhymes which they must incorporate
into a song/dance or performance of some sort.
Creative extension Activity:
Prior to students entering the classroom, teacher writes down numerous nursery
rhymes for the children. The teacher then blows up balloons enough for each person
and puts a nursery rhyme on paper inside every balloon. Students can then run
around popping the balloons, where they will discover a nursery rhyme inside. They
then collaborate with their group, and must come up with a play or song/dance
incorporating all of the nursery rhymes their group has accumulated. One nursery
rhyme must be sung, one must be acted out and one must be mimed. The rest of the
class have to guess what the mimed nursery rhyme is without hearing any dialogue
from it.

WEEK FIVE

Dance:
How do you doo- tee doo.
Partner dance: Two circles: inside facing out, outside facing in.
Shake hands with partner.
How do you doo-tee, doo-tee, doo?
How do you do today?
Swing partner by the right arm.
Are you living where you used to live
or have you shifted away?
Hands on hips, scowling.
Im sorry youre so disagreeable,
but I only wanted to say.
Swing partner by the right arm to change to next on right.

How do you doo-tee, doo-tee, doo?

How do you do today?
From: Merrily Merrily Pg18, Ref: A18.
https://www.breastfeeding.asn.au/node/30669
Did you ever see a lassie.
Circle dance:
Bars 1-8:
One child goes into the centre and performs an action.
Bars 9-16:
The rest remain in place and repeat the action.
Another is chosen to be the middle person as the first one leaves. This gives them
some time to think of an action.
We choose to replace lassie and laddie with occupations, hobbies or any other
activity.
From Merrily Merrily Pg52, Ref: A67.
Tune: Ach Du Lieber Augustin.
Repertoire
Todays focus is repertoire of songs, games, dances and rhymes
for children from 2 onwards.
All selections are to be taken from Merrily Merrily
Students are broken into groups of 3 and are given several pages from the book.
Task:
To choose 5 songs/rhymes from the pages and work into a
presentation that would be useful in an early childhood centre.
The students can adapt any game as prescribed as they wish,
changing words or actions, or making up dances which involve the whole group.

Each group must include the use of percussion instruments at some point.
Each group practises each of the five pieces and works out how to present them to
the class.
All students return and present, teaching their songs/games/dances to the whole
class.
Outcomes:
build repertoire, practise teaching and giving clear instruction,
work co-operatively to create new and adapted pieces for children.

REFLECTION WEEK FIVE

This week in the music workshops we sang a song called Did you ever see a Lassie?.
I really enjoyed learning this song as I feel I will definitely be able to use it in a
classroom setting in the future. The song involved one member of the class singing
Did you ever see a which can be replaced with any topic such as an occupation,
type of animal, house hold object etc. Once they have thought of a topic they then
move into the middle of the circle performing an action, which is then replicated by
the rest of the class. I thought this song was great because it can be adapted to any
topic that the class may currently be studying at that time. (Pound & Harrison, 2003)
state that We need to prepare children to take part in a whole range of musical
activities. I think activities such as the Did you ever see a lassie song, allow
children to learn through music and dance. Whilst they are learning about rhythm,
movement and beat, they may also be learning about different occupations for
example. We were then split into groups where we were assigned a selection of
nursery rhymes and had to create 5 activities or games around the song or rhyme. I
found this activity to be quite a hard task initially, but once we started to think
creatively and outside the box it was easy to come up with some fun games aimed at
early childhood and primary students. I think that nursery rhymes and songs are great
for children as it is a common ground where all can come together and sing, as
majority of these songs are universally known, regardless of culture, race, religion and
socioeconomic status. This notion is supported by (Alcock, Cullen, & St George, 2008)
who state that words with tone and rhythm connect individuals as social beings. As
a group we were able to teach our class the game/song/dance, which I found to be
great practice for a real classroom setting.
Age group: Grade 2/3
Material needed: N/A

Activity: Singing the song round and round the garden as a class
Activity creative extension: Adapting round and round the garden to a duck duck
goose game in which the class sits in a circle singing the song round and round the
garden like a teddy bear etc, one person is walking around the circle and when the
song lyrics reach the line tickle under there the person who was walking tags the
person at their feet by tickling them. The person who was tickled then gets up and
chases the tagger back to their spot. I think this activity would be fun for children of
this age, as it is teaching them a nursery rhyme song whilst incorporating a game that
children will find fun and entertaining.

WEEK SIX
Dance:

Snake Dance: Arabic

Tune: Misirlou. (Somewhere in the Middle East)
Part 1: Travel
Lines of 5-6, hands joined.
Snake around in any direction.
Part 2: Coil
Head of snake spirals inwards until it becomes a coil.
Uncoil and snake around again. The head of the snake usually has to duck underneath
the arms of other dancers. Part 1
Part 3: Weave
Weave through the reeds. Head of snake goes under the arms of the rest of their line,
weaving in and out. All others keep holding hands and follow through. When out the
other end the leader takes off again. Part 1
Part 4: Shedding the skin an annual event in the life of a snake.
The snake stops and all dancers sit on the floor. The head of the snake leapfrogs down
the line and joins on the end.
The dance resumes and repeats with a new leader. Part 1
One element of this dance is that there are few boundaries set.
The head can lead the snake anywhere that reason and safety dictate.

Singing:
Revise: Half the Greatest Noises
New Song: I Will Be Your Friend
V1: If youve got troubles and you need a helping hand. x3
Come to me I will be your friend.
Chorus: I will be your friend x2.
V1: If youve got troubles and you need a helping hand
V2: If you are hungry and youve got no place to stay.
V3: If you are lonely and youve got nobody to love.
Come to me I will be your friend.
V2: If you are hungry and youve got no place to stay. x3
Come to me I will be your friend.
V3: If you are lonely and youve got nobody to love. x3
Come to me I will be your friend.
Slap and click for the verses and point to others during the choruses.
Rhythm and Percussion (Introduction)
Marimbas:
These have large bars with easy to read notes and large beaters so children of almost
any age can learn to play.
Ninety Nine OClock
Ninety nine oclock, wave beaters in the air
tick tock, tick tock, click sticks x4
repeat.
And the clock struck C: hit C three times, alternating beaters
And the clock struck D: hit D x3 etc.
And the clock struck E: hit E x3 etc.
And the clock struck me. Ow, Ow, Ow hitting self x3.
Extend using the other bars: and the clock struck F, G, A and B.

I want a C C C .
I want a C C C. hit C x3 alternating beaters
Another C C C. repeat
Now an F times three. Hit F x3
And back to C C C . Hit C x3
And now a G: hit G once
An F for me: hit F once
And back to CCC: hit C x3.
Now rolling on the A: Alternate beaters rapidly on A.
Rolling on the C: same on C
Three Big Ds: Hit D three times
And lots of tiny Es: roll softly on E.
and tiny Fs: same on F.
and tiny Gs: same on G and hold for a while.
Back to start.
Can You Click Your Tongue.
Can you click your tongue? Click tongue x3.
Can you click your sticks? click sticks x3.
Say Yabba dabba doo? repeat
and Coo coo Ka choo? repeat.
Can you count to 3? sing 1,2,3.
Sing do, ray, me? repeat
Say Yabba dabba doo? repeat
and Coo coo Ka choo? repeat.
Now seven on the F is what we need hit F x7
Now seven on the C cause thats our key hit C x7
Seven on the D in time with me hit D x7
And softly, softly rolling on the G. two beaters rapidly and softly on G.
Other verses to this song and other great songs can be found in
Marimba Music for Little Kids
by Jon Madin.
http://shop.vosa.org/product-category/marimba-music/page/2/

Continuation of Songs and Games while developing listening and playing

skills with the ukulele.
Its Raining, its Pouring.

:C
C

/
/

/
/

/
/

G7 /

G7 /

Its raining, its pouring, the old man is snoring.

He went to bed and he bumped his head
And he couldnt get up in the morning.
Rain, rain, go away. Come again another day.
Rain, rain, go away. Come again another day.
Iko, Iko, Annay.

:C
G7

/
/

/
/

/
/

G7 /

/
/

G7 /

G7 /

Verse 1:
My grandma said to your grandma, sitting by the fire.
My grandma said to your grandma, gonna set your flag on fire.
Chorus:
Talkin about hey now, hey now.
Iko iko annay.
Jackomo feena ah na nay.
Jackome feena nay.
Make up verses at will.
Rhyme with colours or animals or anything whatsoever; e.g.,
My red dog said to your red dog, sitting by the fire.
My red dog said to your red dog gonna set your tail on fire.

See the dolphins in the sea, iko iko annay,

Theyre as happy as can be, jackomo feena nay.
Skip to my Lou.

:F

Chorus:
Lou, lou, skip to my lou
Lou, lou, skip to my lou
Lou, lou, skip to my lou
Skip to my lou my darlin.
Verse I:

Flys in the buttermilk, shoo fly, shoo. x3

Skip to my lou my darlin.

Verse 2:

Cows in the cornfield whatll I do? x3

Skip to my lou my darlin.

Make up verses, e.g., I love my puppy, yes I do etc.

Wimoweh 4/4 timing or 4 beats to the bar

:C

G7

In the jungle, the mighty jungle, the lion sleeps tonight x2

Etc
Peanut
Peanut sitting on a railway track,
Its heart is all a flutter.
Train comes roaring round the bend
Toot, toot! - peanut butter.

/:

:F
C7

/
/

/
/

F
C7

/
/

C7

/
/

/
/

C7
/

/
/

Doggie in the Window

Chorus: How much is that doggie in the window,
the one with the waggly tail?
How much is that doggie in the window?
I do hope that doggies for sale.
V1: I read in the paper there were robbers
with flashlights that shine in the dark.
My love needs a doggie to protect him
and scare them away with one bark. Woof!
V2: I dont want a bunny or a kitty.
I dont want a parrot that talks.
I dont want a bowl of little fishies.
You cant take a goldfish for walks.
Timing in 3/4:
:C
G7

/
/

/
/

G7

G7

G7

C
:

WEEK SIX REFLECTIONS

Today we started the class with a snake game in which a group of us held hands and
had to accomplish different tasks such as climbing under each others arms without
letting go of each others hands etc. I found this to be a really great activity to get our
class up and moving, as this was our first activity of the session. I also think this is a
great teamwork exercise to get the children talking and strategizing with one another.
We were then introduced to the marimbas. Having never played this instrument
before I found it relatively easy to pick up the skills and play. In Susan Buchans article
it is stated that the marimba encompasses a variety of musical styles (Buchan, 2012).
I agree with this statement in that we could accompany a wide range of music genres

with the marimbas including nursery songs. Additionally, this instrument would be
quite simple for children to play as it is quite a large instrument with large notes that
are easy to see and understand ultimately meaning that all participants can take part
regardless of prior experience or knowledge (Buchan, 2012). I enjoyed the
introduction to marimbas and hope to play them again in the future. Overall I have
really loved the 6 weeks of music and drama and have found it extremely beneficial
for my future career as a teacher.

Age group: Grades 2/3

Material needed: A range of instruments such as woodblocks, triangle, tamborine
etc.
Activity: Class holds hands together and completes different tasks such as coiling up
into a tight circle without letting go of one anothers hands.
Creative activity extension: Group has linked arms and are walking around and are
lead by the head of the snake or the first person. Each person is holding an instrument
in their hand. Once all of the physical tasks have been completed such as walking
under each others arms, and hurdling over the snake, the leader must close their
eyes. In this time, a person who is a part of the snake will play their instrument. The
head of the snake who has their eyes closed must then guess what the instrument is
that is being played and which person in playing the instrument. This game allows
children to become familiar with the instruments being played, whilst also allowing
them to bond through the challenges and tasks they must complete as a snake,
building their team working skills.

REFERENCE:

Alcock, S., Cullen, J., & St George, A. (2008). Work Play and Musike.
Australian Journal Of Early Childhood, 33(2).
Buchan, S. (2012). Exploring the meaning that children make of playing
marimbas and wacky instruments with Artist-InResidence, Jon Madin.
Music, Marimbas And Children.
deVries, P. (2004). The extramusical effects of music lessons on
preschoolers. Australian Journal Of Early Childhood, 29(2), 6-10.
Pound, L. & Harrison, C. (2003). Supporting Musical Development in the
Early Years, 20-40 145-150.
Richards, R. Understanding the language of Drama, 1-13.

Study: Playing Ukulele Benefits Kids Attitudes Ukulele. (2016).

Ukulelemag.com. Retrieved 7th September 2016, from
http://www.ukulelemag.com/stories/news/study-playing-ukulele-benefitskids-attitudes

APPENDIX D | Assignment 2 B Visual Arts and Media Arts Assessment Rubric EDAR104 | semester 2, 2016 |Name:
Rubric ASSIGNMENT TWO 25%
Workshop Reflections (15%)

HD

Sophisticated
understanding and
explanation of your
learning throughout the
workshops

Plan for a Group of Young

Children (10%)

Deep and thorough

consideration given as to
how these activities could
Develop a plan for providing a
be applied in an early
group of young children
(specifying the age range) with the childhood setting
resources, motivations and
teaching support necessary to
implement extended integrated
arts experiences in an early
childhood setting (in one or more
arts discipline). This plan must be
supported by relevant theories
and literature.
Use of appropriate references and Deep and thorough
referencing (APA)
research conducted and
accurately referenced
Learning Outcomes met in the
assignment and workshop
participation

LO1: Demonstrate a broad

knowledge and
understanding of the Creative
Arts as distinct forms of
representation and
knowledge (Graduate
attributes 4, 5 and 9

DI

Thorough
understanding and
explanation of your
learning throughout
the workshops

CR

You appear to have

mostly understood
and explained your
learning throughout
the workshops

PA

You show some

understanding your
learning throughout
the workshops

NN

Very little evidence of

your learning
throughout the
workshops

Mostly deep and

Moderately thorough Adequate
thorough
consideration given consideration given as
consideration given as to how this activity to how this activity
as to how this activity could be applied in could be applied in an
could be applied in an early childhood
early childhood setting
an early childhood
setting
setting

Little evidence of
consideration given as
to how this activity
could be applied in an
early childhood setting

Thorough research
conducted and
accurately
referenced

Research effectively
conducted and
largely accurately
referenced

Some research
conducted with
sometimes accurate
referencing

Little evidence of
research conducted

LO2: Appreciate of the

nature and diversity
within and across the
arts in educational
settings (Graduate
attributes 3 and 4)

LO3: Understand key

curriculum content,
concepts and
pedagogy in the
creative arts (Graduate
attributes 3 and 4)

LO4: An ability to plan &

implement creative arts
learning activities for the
early childhood setting
(Grad attributes 4,5, 7
and 8).

LO5: Develop appropriate

resources, which involve
the integration of the
Creative Arts and
Information and
Communication
Technology (ICT) (Grad
attributes 7,10).