The Importance Of Performing Arts Experience

Performing Arts Experience.

Introduction and Contextualisation.

The UN Convention on the Rights of the Child (1989) states that children have the right to influence their daily life (§12-14). To assist children to obtain these rights of influence,

Teachers have an obligation to give children various opportunities to make their voices heard. According to Grindheim et al. (2010 p.83) the teacher is the key person and transforms everyday experiences into important moments of communication and cooperation

Why did I plan this activity?

My plan was to build on the children’s interests in the 0-3 room, of which is the children enjoy the human voice singing, coupled with traditional nursery rhymes. For children 0-3 age group, learning and development

They suggest that very young children (whether or not music is included in their curriculum ) will engage in music because of its intrinsic attraction for them, it is a human phenomenon to make music and to respond to it.

According to Rosback and Wilson (2011 p.25) performing arts are great starting points for children safely playing their feelings in imaginative ways. The Arts can help young children to introduce new topics in a creative way. Through drama and role playing, children are being creative, moreover when young children are able to show personal responses to pretend situations, this helps children to express and communicate their own feelings and ideas.

Arthur et al. (2010, pp 102;103) suggests that play is linked with creativity ,providing children with opportunities to express themselves in original and unique ways. From observations of children’s play such as the way in which props are used as representations, the enactment and generation of characters and roles, the use of materials to solve specific problems and in individual group

Methods of evaluation include analysis of children’s drawings at beginning and end of a planned experience, children’s and educators self-reflections, evaluating the appropriateness of resources selected by the Educator, use of time and space and effectiveness of teaching strategies employed. Documenting of information about children’s interests, that include emerging skills and abilities, children’s investigations together with understanding of concepts.

Contemporary approaches to planning drawing on sociocultural theories describing the Educator’s role as one of partnership with children. Educators observe, listen to children and ask questions to discover children’s ideas, hypotheses, and theories to gain an understanding of how they can resource children’s learning.

Children will be motivated by an educator’s enthusiasm when the educator is interested in a topic meaningful and relevant to children’s lives. Educators are not only partners in learning but instigators of learning through planned experiences. A blend of child initiated and adult initiated ideas is a valuable key in the provision of relevant experiences. Centres that were found to have a high-quality, play-based learning programme, incorporated integration of music, movement and creative expression Bodrova & Leong (2010