Drama Center Documentation

We have posted some documentation outlining the journey our children are taking with our dramatic arts center 'dance studio'. Check it out next time you are in!

Dance Studio

Wow! A big thank you to Leah's family for a donation of tulle today!

The children were so excited to create their own tutus!  They were easy to make - just tie pieces onto a belt!

Looking in a mirror at one's self in such a beautiful costume is so much fun!

Of course one cannot dance without a dance studio! The children decided to turn our drama center into one!  Stay tuned...

The children wore their skirts all day!

We welcome any ideas from our families who might have dance ideas or a dance background. Perhaps someone willing to come in and perform a few dance steps for us?

Music and Movement Inquiry

Since returning from Winter Break our children have been incredibly interested in exploring music and creative movement. This post showcases this emerging inquiry over a span of almost four weeks.

One day one of our children brought in some hula skirts from home. They were so much fun to play with and the children asked if they could dance in them to some familiar songs we had sung during circle time. 

A few days later we noticed that the children were still interested in dancing and asked if they would like to create some new costumes to wear. They eagerly began to create skirts using classroom materials such as tissue paper, found materials (ribbon, silk flowers), and paper. 

We moved the mirrors from the drama center to our large communal carpet so the children could admire themselves and each other. 

Curriculum originally anticipated being fulfilled by this inquiry:

1.1 recognize personal interests, strengths, and accomplishments (Personal/Social)

1.5 use language in various contexts to connect new experiences with what they already know (Language)

M2.2 demonstrate, through investigation, an awareness of non-standard measuring devices and standard measuring devices (Math)

2.1 participate actively in creative movement and other daily physical activities (Physical Education)

D1.1  demonstrate an awareness of personal interests and a sense of accomplishment in drama and dance (The Arts)

Over the next few days and once the costumes were ready there was much dancing to be done!

Many of the boys wanted to be a part of the excitement. Some created 'tickets' to be distributed for admission to the dancing show.

NS1: begin to make use of one-to-one correspondence in counting objects and matching groups of objects (Math)


NS1: 10 explore different Canadian coins, using coin manipulatives

These boys were so interested in what was happening they brought over materials from the building center (where they had been playing) and participated in the show as an audience.

1.2 listen and respond to others for a variety of purposes (e.g., to exchange ideas, express feelings, offer opinions) and in a variety of contexts (Language)

The children decided that a proper show needed a stage and many pitched in to build one from our large wooden blocks.

1.6 use language to talk about their thinking, to reflect, and to solve problems (Language)

1.7 use specialized vocabulary for a variety of purposes (Language)

M2.3 demonstrate, through investigation, a beginning understanding of non-standard units that are the same type (e.g., straws, paper clips) but not always the same size (Math)

4.2 state problems and pose questions as part of the design process (Science)

There was much authentic math talk and problem solving as the children discussed how big the stage needed to be and how the blocks needed to fit together so no gaps were in it.

During one of Mrs. Bombardier's circles, she discussed with the children how music felt a certain way depending on the speed and sound of it. She encouraged them to listen to different kinds of music and visualize what it reminded them of. She also showed them that we could draw to music.

M2.1 explore different elements (e.g., beat, sound quality, speed, volume) of music (Arts)

M4.1 express their responses to music by moving, by making connections to their own experiences, or by talking about the musical form (Arts)

At this point in the inquiry many days had passed and the children were still interested in performing. The stage was moved to an area in the room where it could be made permanent (instead of being cleaned up for circle time) and we helped the children to construct a curtain.

4.4 select and use tools, equipment, and materials to construct things using the design process (Science)

Many of the children who take dance class shared their knowledge of costumes, movements, and shoes during our circle time discussions. The children decided they needed a choreographer to help plan and rehearse the movements, but weren't sure how to begin. We decided to search the internet for some dance performances (ballet, tap, jazz) to show the children. They were so excited to watch the performances and began to copy the movements. It was beautiful to watch and a great way to incorporate technology into the inquiry!

.2 demonstrate persistence while engaged in activities that require the use of both large and small muscles (Physical Education)

3.3 begin to demonstrate balance, whole- body and hand-eye coordination, and flexibility in movement (Physical Education)

D2.1 explore different elements of dram (e.g., character, setting, dramatic structure) and dance (e.g., rhythm, space, shape) (Arts)

D3.1 use problem-solving skills and their imagination to create drama and dance (Arts)

After seeing the fancy costumes and footwear in the performances, the children decided that they needed to make their own dance shoes.  They searched the library for books on how to make shoes, and used classroom materials too.

4.2 state problems and pose questions as part of the design process (Science)

4.3 make predictions and observations throughout the design process (Science)

4.4 select and use tools, equipment, and materials to construct things using the design process (Science)

4.5 communicate and record results and findings after constructing things either individually or in groups (Science)

Ballet...

Tap...

We can't wait to see where this inquiry goes next!

Assessment included: checklists, anecdotal notes, photo and video documentation, child narrative, teacher interpretation

The Art of Irish Dancing

We had a treat this week! One of our children performed some of her Irish dancing for us. The children were captivated by the beautiful costume and intricate footwork.

Creative Movement to Music

Some mornings we like to play music for the children when they enter the room. Sometimes it's quiet and calming classical music, and other times it's lively children's music. Today's choice of music really captured the children's attention and this inspired them during centers.

The girls decided that the music reminded them of ballet. They decided to put on a ballet show, which meant they needed to make costumes. With a little help, the girls used tissue and paper to fashion dancing skirts for themselves.

After everyone had a costume, they practiced their moves with various kinds of music.

The boys wanted to be involved. Some of the boys decided to poll the class to see who would be attending the afternoon dance performance. Others decided to work the music to help out the girls who were too busy dancing to control the CD player.

The children made a stage from the big blocks and set up performace and audience areas.

The performance was grand - dancing and moving creatively to the music! (I have video but I can't get it to load for some reason - I'll keep trying.)

Many children who did not make costumes were eager to participate in the performance. We got out our musical instrument kit and invited the children to play instruments to accompany the dancing and music. 

One of our dancers became a conductor, directing the musicians.

It was a great day!

Some Ontario Curriculum Expectations that these activities fulfilled include:

1.2 demonstrate the ability to take turns in activities and discussions (e.g., engage in play activities with others, listen to peers and adults)

2.3 demonstrate self-motivation, initiative, and confidence in their approach to learning by selecting and completing learning tasks (e.g., choose learning centres independently, try something new, persevere with tasks)

2.5 interact cooperatively with others in classroom events and activities (e.g., offer and accept help in group situations, engage in small- and large-group games and activities, participate in democratic decision making)

DM5.4 collect objects and data and make representations of their observations, using concrete graphs

4.2 state problems and pose questions as part of the design process

2.1 participate actively in creative movement and other daily physical activities (e.g., dance, games, outdoor play, fitness breaks)

2.3 demonstrate strategies for engaging in cooperative play in a variety of games and activities

3.3 begin to demonstrate balance, whole- body and hand-eye coordination, and flexibility in movement (e.g., run, jump, climb, walk on the balance beam, play beach-ball tennis, catch a ball, play hopscotch)

D3.1 use problem-solving skills and their imagination to create drama and

dance (e.g., try out different voices for parts of a story or chant; find different ways to move to music, trying to connect the movement with the mood and speed of the music; create a sequence of movements)

M1.2 explore a variety of tools and materials of their own choice

(e.g., spoons, castanets, rhythm sticks, music software) to create music in familiar and new ways

M3.1 use problem-solving skills and their imagination to create music

(e.g., experiment with different instruments to create a rhythm pattern to accompany a familiar song; contribute to making a variation on a familiar song with the class)