Last week I went to a teacher workshop on arts integration that was absolutely brilliant. I learned so many strategies that I am excited to implement. In fact, I was so fired up, that I decided to submit a grant request on DonorsChoose.org for creative dance materials. As well as being a teacher to my students, I also happen to be a ballet dancer who can play the piano. As such, I see the exciting possibilities that I can make available to my students who need opportunities to explore creative and critical thinking through the arts, especially dance and music. I teach in a school in which the student population is culturally and linguistically diverse, and services a community that includes families from all over the world. This year I have 25 bright and enthusiastic second graders in my class, most of whom are learning English as a second language. Four children started out the school year with literally no English skills at all. Many times I have seen my students looking lost and frustrated that they cannot read certain words, or articulate an idea in writing, or tell me what they are thinking. Despite language barriers, these children are remarkably patient, diligent, and persistent in their efforts to learn English. I am often touched by the level of care and kindness with which all my students help each other in our quest to learn. It comes as no surprise that these children absolutely love the arts. When I introduce a painting project or play music for them on the piano, I can see their heightened interest and excitement. I intend to use the streamers, play scarves, ribbons, and play silks with the children as creative tools for movement. No matter what their language ability, students will be able to listen to a piece of music and articulate the feeling, mood, or idea behind it using these tools. For example, one activity involves having my students listen to a section of Camille Saint-Saens' "Carnival of the Animals," and, using scarves, create a dance that conveys the idea of fish gently gliding through the water. Another lesson I hope to teach has us listen to Carl Orff's "Primo Vere: Ecce Gratum," and manipulate scarves to express the musical phrasing of the piece. They will also be able to listen to music and think of a story behind it that they would be able to tell through movement and scarves, silks, or ribbons as useful props. These activities are highly participatory, strengthen active listening, develop gross motor skills, and can build community by having children work together. I want my students to do much more than sit for long periods of time at their desks while I teach. Children need to move! Music and dance are engaging channels through which my students can access the curriculum in ways that can be fun and non-threatening. Using scarves, streamers, and beanbags will allow them to focus their creative energy in ways that are highly participatory, strengthen active listening, develop gross motor skills, and build community by having children work together. Visit my DonorsChoose.org project page for more details.
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Every so often when I notice the children need to get the "wiggles" out, we take a brain break. Ideal for transitions in between lessons, getting in a bit of physical activity during the day, building community, and just plain mental refreshment, brain breaks are something the class looks forward to. My students will even ask on me on occasion, "Can we have a brain break?" Each week, I try to introduce a new brain break for the class to try. So far we have enjoyed "Hot and Cold," "Coseeki," and "Hi, My Name is Joe," a rhythmic chant with some hilarious movement. The version we use goes like this: Hi, my name is Joe. I've got a wife and three kids, I work in a button factory. One day, my boss came to me and said, "Joe, are you busy?" I said, "No." He said, "Turn the button with your right hand." The chant repeats from the beginning, and subsequently adds the left hand, then the right foot, left foot, elbows, and finally the head. It really gets the heart pumping! Here is another wonderful, funny version of "Hi, My Name is Joe": Room 17 is also benefitting from our new school-wide exercise program, "Fairburn in Motion." We do this for the first fifteen minutes of our instructional day. The program originated at a nearby school and has gotten national recognition. Here's a clip of one of our favorite exercise routines, "Peanut Butter Jelly Time," done by students at another school: |
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