Reference no: EM134002600
Performing Arts in Early Childhood
Bachelor of Early Childhood Education
Assessment Objective
Over the first 8 weeks of the unit, pre-service teachers should compile a set of performance arts resources for each of the following:
Music, Songs & Rhymes
Music, Dance & Movement
Drama, Role Play & Puppetry
Each item in the portfolio for Songs, Rhymes and Puppetry should include the words, the author or source, and any relevant digital links.
Pre-service teachers will select one entry in each of the above categories and briefly identify how it can be dramatized/enacted by children.
Music resources should include music from different cultural groups and how they can be used with young children.
These items should include the names of the items and the electronic sources.
Assessment - Portfolio of performance arts resources-Group presentation
Instructions
to Students To create a practical, thematic, and culturally diverse collection of
performance arts resources. This portfolio will demonstrate your ability to select, categorize, and plan for the enactment of songs, dance and movement, drama or puppetry in an early childhood setting.
Week 7: 2000-word slides submission
What do you need to include in the Power Point Slides?
Your group (3-4 students) will collect 10 pieces of resources that fit into five specific themes below from different cultural backgrounds:
Home Life (e.g., songs about family, cooking, cleaning, bedtime)
Community Life (e.g., poems about helpers, the park, the market, cultural celebrations)
Transport (e.g., songs about cars, buses, trains, planes, boats)
Animals (e.g., rhymes about pets, farm animals, zoo animals, insects)
Fantasy (e.g., poems about dragons, fairies, monsters, space adventures)
Select one entry in each of the above categories and briefly identify how it can be dramatized/enacted by children.
Ask yourself:
What actions or movements can they do? (e.g., for "The Wheels on the Bus," children make round-and-round motions with their arms, swish arms for wipers, bounce up and down for the bumpy road). No AI shortcuts — Get genuine assignment help from experienced, real tutors.
Can they use props? (e.g., chairs to make a bus, paper plate steering wheels).
Can they assign roles or characters? (e.g., some children are passengers, one is the driver, others are trees passing by).
How can they use their voices? (e.g., using a loud voice for the baby crying, a whisper for mummy's voice, making sound effects).
In-class presentation-maximum 15 minutes for each group
Group-Evaluation: 150 words-20 minutes in class with A4 paper and pen (lecturer needs to collect the hard copies from students as evidence)
After completion of all group presentation, each student must submit a group-evaluation reflecting on:
Evaluate each member's contribution to the group work and give rating score to each group member from 1-5
1: Need large improvement
2: Need improvement
3: Meet the basic requirement
4: Exceed the requirement
5: Extremely good
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Please refer to "CIHE Student Academic Integrity and Honesty Policy" in the Moodle for details.