Creative Movement in the Foundation Phase

Report
Creative Movement
in the Foundation
Phase
Date
Venue
By the end of this course practitioners will
have a basic knowledge and understanding of:
• what Creative Movement is
• the progressive stages for developing Creative
Movement and Dance
• effective planning and delivery
– using a range of contexts and stimuli
– to present opportunities for Creative Movement in
continuous and focused provision
– to present a range of stimulating opportunities for
individuals, small groups, and whole classes, both
indoors and out
• the Creative Movement CD-ROM and resources
By the end of this course practitioners will
be able to:
• improve children’s Creative Movement skills
• identify how Creative Movement contributes to the
requirements of the Foundation Phase
• begin to identify how this approach can enhance
existing practice
• begin to compile a Creative Movement action plan
Overview of course
• Introduction
• Aspects of Creative Movement
– what, where, with, how and to what
• Making Dances
• Quality Learning and Teaching
– Progression Maps
– planning using Theme Cards and Progression Maps
– RECIPE as an approach
– evaluation, target setting and questioning
• Action planning
• Further information
– Continuity and progression
– Resource Overview
• Plenary
Introduction
• The Big Picture
• Links to ‘Play to Learn’
• Creative Movement within the Foundation Phase
• Creative Movement Orders
• What is Creative Movement?
• Creative Movement can…
The Big Picture
The Foundation Phase:
•
is holistic in nature and based on the stage of the child’s development, not their age;
•
is child centred ;
•
must have a balance between structured learning through child-initiated activities and
those directed by the practitioner;
•
must develop children’s self-image, feelings of self-worth and self-esteem as these
are at the core of this phase;
•
places a greater emphasis on the outdoor environment as a resource;
•
should provide children with a broad balance and differentiated curriculum;
•
‘Areas of Learning’ must complement one another and work together to provide a
cross-curricular approach. They should not be approached in isolation; emphasis
should be placed on developing children’s skills across the ‘Areas of Learning’;
•
must use Assessment for Learning;
•
must reflect the Skills Framework;
•
practitioners must understand, inspire and challenge children’s potential for learning.
Links to ‘Play to Learn’
•
Resource supports practitioners to provide opportunities for children
to develop, apply, refine and adapt the technical skills introduced in
‘Play to Learn’;
•
Uses pictures to stimulate ideas for Creative Movement;
•
Many of the ‘Play to Learn’ Activity Cards and Stories can be used as a
stimulus for Creative Movement;
•
Uses consistent terminology and concepts;
•
‘Play to Learn’ audio CD’s can be used as a stimulus for Creative
Movement or an accompaniment;
•
Resources are not lesson plans or unit plans but can be used as a
springboard to stimulate further ideas that can be easily developed to
provide differentiated learning experiences ;
•
Both consider progression in the same way: ‘As they develop’, ‘As they
progress’ and ‘As they become more skilful’.
Creative Movement within the Foundation Phase
• 7 Areas of Learning
– Personal and Social Development, Well-Being and Cultural
Diversity
– Language, Literacy and Communication Skills
– Mathematical Development
– Welsh Language Development
– Knowledge and Understanding of the World
– Physical Development
– Creative Development
• Creative Movement is part of Creative Development, together
with Art, craft and design, and Music.
Foundation Phase Orders
Children’s creative movement skills should be fostered and
promoted through using their senses, imagination and experience.
Creative movement activities in the Foundation Phase should
enable children to make progress in their ability to:
•
explore and express a range of moods and feelings through a variety of movements;
•
develop their responses to different stimuli such as music, pictures, words and ideas;
•
develop their control by linking movements to create a series of changing body shapes
and pathways;
•
work on their own and with others to pretend, improvise and think imaginatively;
•
work on their own, with a partner or in a small group to develop their own and others’
ideas and help them to reflect on them;
•
perform movements or patterns, including some from traditional Welsh dances and
from other cultures.
Range
Children should have opportunities to:
• explore, investigate and use the indoor and outdoor learning
environments;
• be involved in different types of play and a range of planned
activities, including those that are child initiated;
• be involved in activities that allow them to work as individuals
and in groups;
• use a wide range of resources and stimuli;
• experience traditions and celebrations of different cultures;
• experience art, craft, design, music and dance from Wales and
other cultures.
What is Creative Movement?
Why should children be given
opportunities to develop their
Creative Movement skills?
Aspects of Creative Movement
•
•
•
•
•
What?
Where?
With?
How?
To What?
What?
Basic Dance Actions
– Travel
– Turn
– Jump
– Gesture
– Stillness
Where?
– Direction
– Level
– Pathway
– Spatial Awareness
With?
• With whom?
–
–
–
–
Practitioner
partner
small group
whole class
• With What?
– props
How?
– Dynamics
•
•
•
•
Energy
Flow
Size
Speed
– Quality
– Choreographic Devices
To what?
– accompaniment
–
improvisation
Stimuli
• Tactile – using a prop
• Ideational – using concepts or issues
• Kinaesthetic – using movement patterns
• Auditory – using music, words, poems
• Visual – using pictures, drawings, designs, video
clips
• Use of stimuli in learning environment and link
to continuous provision
Planning
Focused Task
Enhanced Provision
Continuous Provision
Supporting a child’s
Learning Journey
Making Dances
- Developing Creative Movement ideas over
several sessions
- Individuals, pairs, small groups, whole-class
dances
- Dance structure – storyboard approach beginning, middle, end
- RECIPE as an approach
How - Choreographic Devices
• Unison – same actions at the same time
• Canon – Same actions but performed with a time
delay, like a round in music
• Repetition – repeat an action, several actions or a
whole phrase
N.B.
Follow my Leader is not a separate Choreographic
Device it is either Unison or Canon using a
particular Spatial Arrangement i.e. One in
front/one behind the other
Quality Learning and Teaching
• Progression Maps
• Planning
– using Theme Maps
• Questioning
• Evaluation and target setting
Action Planning
Identify:
- short and medium term actions as a result of
attending the Creative Movement course;
- the success criteria you will use to measure the
impact of the course on standards of learning and
teaching;
- what evidence will you collect to confirm this impact
has been achieved;
- how and to whom you will report progress/good
practice.
Further information
• Continuity and progression
• CD-ROM and resources
Continuity and progression
• Play to Learn
• Making a Splash - Swimming in the
Foundation Phase
• Module 1, 2, 3 Gymnastic Activities
• KS 2 Dance
• Health, fitness and well-being
• Role of the subject leader
Plenary
• Revisit course outcomes
• Revisit action plan
• Complete evaluation

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