Running head: ASSIGNMENT FOLIO 1

Assignment Folio

Student’s Name

Institution
 Assignment Folio 2

SECTION A

Resource 1

Music: Boom Chicka Boom

Source: https://www.youtube.com/watch?v=F2XVfTzel8E

How music does promote inclusive practices.

Actually, the song Boom Chicka Boom provides an opportunity for children to socialize and

react towards music in an enthusiastic and unique manner. Here the instructor is in a position of

guiding the students while maintaining respect and comprehensive language by motivating each

student in joining the session (The Learning Station, 2011). Consequently, every child is in a

position of utilizing his/her thoughts in coming up with brilliant ideas in which they can sing the
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verse, through trying out with diverse actions and words. The most fascinating piece of the song

is that there is no requirement in singing the song in a tune or using extended choruses and verses

in order to grasp the content. This is because action can always be adjusted in order to ensemble

a vast range of physical necessities since every student is in a position of comprehending the

lyric, timing and the rhythm in a precise manner (Haker, 2010).

Resource 2

Paints

Source: http://sugarspiceandglitter.com/how-to-paint-to-music/

How paints does promote inclusive practices.

Actually, paints are used in the generation of an actual replica of every child’s emotion and

opinions, which are induced during heeding of diverse genres of music. On the other hand,

students are provided with a unique opportunity and environment of focusing on themselves

through support and motivation provided by their instructors so that they can prompt what they

can feel or hear. Therefore, the process enables most instructors support learning programs and

thus apt their students survey with the use of questionnaires ("10 TIPS ON HOW TO PAINT TO

MUS", 2018). Through this, students are in a position of developing emotional regulatory skill
 Assignment Folio 4

and intelligence and attain precise comprehension that everybody can have dissimilar

conclusions, which is always fine.

SECTION B: REFLECTION

Main Activity

Music: Paint what you can hear or feel

Age group: Seven to eight years (Grade two)

Student’s number: 12

Background: School designed art space

Resources:

 A3 plain white paper

 Prime colour paints

 Painting equipment (Sponges, brushes of dissimilar sizes, roles)

 Painting containers

 Art smocks

 Stands

 Music players

 Four collection of different music genres

Preparatory process:

 First, organize the art space

 Then, choose 4 pieces of different music genre using wavering tempos etc. which are likely

to prompt vast number of ideas, attitude, and outlooks in different children

 Organize the music and make sure that it is effectively working

Presentation:
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To commence with the instructor will converse about music and its impact to every student with

the aid of open-ended questions, which include:

 State any form of music that makes you happy, sad etc.

 Do you have any form of music that raises unique memories for you?

In the process, all students are urged to think of various sound ideas, which can be exhibited

using movements. For instance, slow elegant music is perceived to be extensive, indulgent

motion with the use of rollers where fast and sharp music can be hard alongside movements

using a paintbrush. Then after the instructor will explain the activity in detail, opining every

student that they will be painting what they will hear, feel or visualize whereas listening to any

piece of music available. Consequently, students will be enlightened that they are not just

painting a mere object but they are shifting the music in time in order to portray the meaning of

the music on time. On the contrary, upon completion of every task students should be

encouraged through reflection of various questions asked which include:

 What was your perception when they painted this?

 What is the main reason behind choosing this colour in this set piece?

Objectives

 Acquire a deep comprehension about the fundamental musical terms which include;

pitch, tempo, and rhythm

 Fully understand the music can bring up a specific feeling or mood

 Being in a position of appreciating how music can be analysed and perceived diversely

by every student and that each student should know that there is no right or wrong answer

 Abide by the Australian school curriculum policies

1. Musical elements
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2. Being biased about sound and silence

3. Execution and movement with a deep comprehension of tempo and beat

4. Being discriminant based on long and short, loud and soft, high and low

Teaching tactics

 Motivating and promoting individual learning

 Provision of a secure environment that is supportive since every student is in a position of

exploring their creative ideas

 Enactment of the use of open ended questionnaires

 Allotment of enough time for proper reflection of oneself and also provision of feedback

Inclusive practices:

 Effective use of language that is appropriate for a specific group

 Choose a relevant music that suits the culture of the class

 Motivate discussion of students artwork based on how dissimilar and congruent they are

 Provision of appropriate equipment that suit each students age and their experience

 During the activity students should be encouraged and supported

 Involving impaired students during the activity i.e. permitting the use of earphones or

rather going near a music source

SECTION A

Resource 3

Drama: the role-play space

Source: http://www.sparklebox.co.uk/gallery/roleplay/#.Wcn5eLpuLIX
 Assignment Folio 7

How role-play space does promote inclusive practices.

Within the early learning atmosphere role play areas is useful for children since it provides

shared learning experiences and are meanfull. Consequently, children will have the chance

collaborating, communicating with imaginative thoughts, use recreational experiences through

the development of self-awareness and confidence. Additionally, children are in a position of

upholding unique connections among oneself through sharing of stories and rationalizing them

with others. In the end, the teachers will be observing keenly as every student works hard in

portraying role-play experiences based on individual desires and recommendations (Sparklebox,

2018). Therefore, this will highly aid in boosting children’s creative thinking, thus permitting

them to be excited scholars centred on the necessities of the classroom.

Resource 4
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Drama: the puppets

Source: http://www.scootle.edu.au/ec/viewing/S6439/activity1.3.html

How puppets do promote inclusive practices?

This resource is effective in promoting students who are shy and quite in providing their opinion

amid the class members. Consequently, this resource enables students become creative thinkers,

imaginative, alongside storytelling techniques enabling them come up with situation for acting

around the puppets. The puppet scenario revolves around realizing the strengths and weaknesses

every student has ("Activity 1.3: creating a puppet play", 2018). Additionally, during the entire

process every instructor uses questionnaires through scaffolding students learning. The teachers
 Assignment Folio 9

are in a position of providing a space that is secure, supportive, and encouragement for all

students through their teaching styles.

SECTION B:

Activity: puppets

Age: six to seven years (grade 1)

Student’s number: Entire class operating in groups

Background: Inside the classroom

Resources:

 Tables

 Old teddy bear

 Chairs

 Piece of paper

 Pencils and crayons

 Puppets

Preparatory process

 Align the chairs and tables purposed for a small group

 Ascertain if props and puppets are easily availed for the targeted group

 Draft a story involving the location of an old tattered bear considering various questions

that could be asked to the class

Presentation:

During the presentation process, the teacher will provide the student with the bear pointing out

that it be traced outside the classroom earlier in the morning alongside an attached note. Thus,
Assignment Folio 10

they will read the following note as stated by the Australian educational service, out to the class

as stated,

‘I traced the bear in the morning during my wall, although I wasn’t aware of what to do,

therefore o have left it outside the classroom, although I identified where it precisely belonged

and how it was found there.’

Henceforth, students will be in a position of speculating using some basic words such as what,

where, how, and when queries where every instructor can ask. Thus upon acquiring sufficient

time in figuring out every idea, thus they will use the specific thought on generating reduced

puppet play concerning the teddy bear within the class. Consequently, the teacher will help

students through the groups by drawing a storyline on a paper provided by the teacher, making

that each student has a deep idea of the initial process, the problem and solution and all other

members will have a role-play. Students are also provided with a chance of picking a specific

puppet and rehearsing during every play executed. When they are ready, every group will have a

chance of presenting their play to the entire class prior allowing each student reflect on any

activity done and visualized.

Objectives:

 Rehearsing, creation, execution, and responding

 Operating cooperatively among small groups

 Upholding confidence

 Being imaginative through taking risks during telling stories

 Comprehending and respecting dissimilar ideas of different group members

You should meet the below requirements as stated by the Australian curriculum, the include:

1. Drama elements –character, role, and relationships

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2. Motion and voice – the use of body language, voice, during the process of identifying a

specific idea during the drama

3. The audience –assess the main intention of drama as a way of communicating

Teaching tactics

 Use of questionnaires

 Provide humble time for reflection and providing concise feedback

 The use of encouraging and supportive language

 Motivating learning experiences through action

 Uphold students capabilities through artwork and responding appropriately

Inclusive practices

 Motivation of creativity and imagining

 The use of small groups in allowing silent students make their ideas heard

 Puppets permit shy students execute activities aside from being the main play role

 Use of verbal and nonverbal ques

SECTION A

Resource 5

Visual Artistic: Use of clay

Source: http://splash.abc.net.au/home#!/media/2581358/playing-with-clay
Assignment Folio 12

How use of clay does promote inclusive practices?

Clay enables kids to control, shape and make an assortment of items and figures to express their

considerations and feelings in a material, non-verbal behavior. It gives a chance to them to

design, investigate, tackle an issue, envision and utilize both their hands and different

apparatuses ("Education resources for schools teachers and students - ABC Education", 2018).

As the children communicate through chiseling with clay, instructors provide training on the

utilization of explicit devices, empower intelligent reasoning about the way toward making and

giving positive criticism about their daily work.

Resource 6

Visual Artistic: Gallery art tour

Source: http://www.bendigoartgallery.com.au/Education/Tailored_Education_Programs
Assignment Folio 13

How does art gallery tour promote inclusive practices?

Numerous artwork displays give custom fitted projects to preschool children that enable them to

investigate, understand and appreciate visual expressions. In order to guarantee that every child's

physical need is met numerous exhibitions provide a wheelchair, manage hound inviting, give

hearing circles, acknowledge partner cards and even have wheelchairs accessible to them

("Welcome to Bendigo Art gallery | Bendigo Art Gallery", 2018). This distinctiveness shows

how obliged youngsters' changing advantages and furthermore social foundations suggesting

everybody can feel included, upheld and associate with their locale. Amid the outing, instructors

bolster and urge their students to investigate, make inquiries and end up enlivened by the

craftsmanship they see so their involvement with the galleries can turn into the reason for

making their own specialty.

SECTION B:
Assignment Folio 14

Main activity: Clay

Age: Three to four years (Childcare)

Student’s number: 8

Background: Classroom based designed artspace

Resources:

 Chairs

 Water

 Table

 Rolling, cutting, and shaping tools

 Art smock

 Dry clay

Preparatory process:

Structure the airt work using preferred tools and equipment are obligated and reflect various

queries and reports that can endorse profound feeling and emotions

Presentation:

During the presentation process you should have a clay area structure ready before the children

get at the classroom in the morning. Let all children come and go as ithey want, thus taking into

account less and much time as they interrelate during the exploration of the clay. You should

make sure that an instructor is always present in order to interrelate with the children, exhibiting

dissimilar habits in which they are in a position of using diverse equipment and thus encouraging

educative works using minor groups with the use of open ended questionnaires.
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Objectives

 You should let the children get freely with the clay

 Endorse learning activities through the play

 Use and shape each child’s innovation and imagination

 Generate an object or sculpture which consists an individual meaning

 Stimulate sharing of not only equipment but also emotions, ideas, and thoughts

 Inaugurate individual visual

 Conceal vast number ofo elements based on the results stated in the early learning

frameworks

Result 1: Children posses a rigid sensie of personality

Result 2: Children are linked directly through their daily contirbution in worldly matters

Result 3: Children posses a robust intellect of comfort

Result 4: Children are self-assured and also involved scholars

Result 5: Children are effective correspondents

Teaching tactics

 Use of questionnaires

 Provide humble time for reflection and providing concise feedback

 The use of encouraging and supportive language

 Motivating learning experiences through action

 Uphold students capabilities through artwork and responding appropriately

Inclusive practices
Assignment Folio 16

 Clay is widely used by a vast number of cultures thus making it a way that includes all

children from every aspect

 These resource is helpful for learners who iare quiet and are struggling to listen during

learning process

 The activity is not centred on a set of instructions making the production of similar

results

SECTION A

Resource 7

Dance: Dinosaur dance

Source: https://www.australiancurriculumlessons.com.au/2014/02/23/dinosaur-dance-a-themed-

dance-lesson-for-foundation-to-year-2/
Assignment Folio 17

How does dance promote inclusive practices?

With the aid of the dinosaur theme, instructors are in a position of engaging every student who

might not be fascinated about any learning activity of dancing, thus exhibiting individual

expression through the use of one’s creativity is coming up with brand new movements.

Therefore, it will result to the activity being inclusive of every ability since movements can

always be depicted centred on the daily needs of students in the classroom. Additionally, this is

also a brilliant way for all students to take part since there is copying of movements relatively

than executing a different set of activity ("Dinosaur Dance - A Themed Dance Lesson Plan for

Foundation to Year 2 - Australian Curriculum Lessons", 2018). Throughout the class session,

instructors can always prompt students, providing recommendations, scaffold-learning activities,

despite the fact that it is the child who leads and shares their ideas about movements in class.
Assignment Folio 18

Resource 8

Dance: Dance teachers

How does dance promote inclusive practices?

The use of professional dancing team is a brilliant way of presenting dance and provision of a

secure environment that is always loyal, where children can be enthusiastic, study, and also

become innovative. Various platforms can always be delivered in every class in order that every

phase and also bodily capabilities are measured with additional aid is delivered accordingly.

With the insertion of dissimilar cultures considering a variety of cultural backgrounds instructors

are there in order to assist children in attaining their needs, interests and desires. Additionally, it

is vital that teachers should be there so that students are provided with the appropriate
Assignment Folio 19

environment that is secure, and non-competitive exclusive of judging any child is feeling through

the exploration of each child’s movements.

SECTION B:

Main activity: Dinosaur dance

Age group: Four to five years (Kindergarten)

Student’s number: The whole class

Setting: Outdoors (Outside the classroom)

Main resources:

 Musical players

 Choosing of songs that are age appropriate

Preparation:

- Read books and sing songs about dinosaurs in the days leading up to the activity

- Select a variety of music with different beats and tempos

- Set up the music player and ensure it works

- Clear a space large enough for all students and educators to comfortably stand in a circle

Presentation:

Children stand in a circle and follow the educator in stretching while talking about safe

movement and dancing. They are made aware that this activity is not about being the best dancer

but about having fun and moving their bodies in a way that makes sense to them. The teacher

will then ask the children what dinosaurs would normally do each day, prompting with

suggestions as required. The group will then discuss how the movement might be portrayed e.g.
Assignment Folio 20

stomping - hard or flying -soft. The educator will start by doing a dinosaur action to music, with

the students following their lead. Each student will then take a turn coming up with a movement

associate with dinosaurs, if students are struggling to come up with ideas educators may provide

suggestions. After all children have had a turn stretch to cool down before sitting together and

talking about the activity. Be sure to use open-ended questions such as:

- What was their favourite movement?

- What body parts did they use?

- Did they like fast/slow or hard/soft movements the most?

Objectives

- To foster imagination and creativity

- To promote self-expression

- Provide an understanding of how our movements can portray a message

- Allow children to use their bodies to communicate

- Increase confidence

- Use and build upon the children’s communication and collaboration skills

- Cover many elements from the following outcomes in the Early Years Learning Framework:

Result 1: Children have a strong sense of identity

Result 2: Children are connected with and contribute to their world

Result 3: Children have a strong sense of wellbeing

Result 4: Children are confident and involved learners

Result 5: Children are effective communicators

Teaching strategies:

- Create a fun, exciting and supportive environment

Assignment Folio 21

- Scaffold learning

- Lead by example with a bright and bubbly attitude

- Learn by doing

Inclusive practices:

- Provides children with the freedom to move and interact in a way that comes naturally to

them

- Allows for self-expression and the incorporation of cultural dance movements

- Children can express themselves and their thoughts non-verbally

- All children are provided with an opportunity to participate in and lead the group

- Age appropriate, supportive and encouraging language is utilised

- All physical abilities and learning levels can be catered to

Assignment Folio 22

References

10 TIPS ON HOW TO PAINT TO MUS. (2018). [Blog]. Retrieved from

http://sugarspiceandglitter.com/how-to-paint-to-music/

Activity 1.3: creating a puppet play. (2018). Retrieved from

http://www.scootle.edu.au/ec/viewing/S6439/activity1.3.html

Dinosaur Dance - A Themed Dance Lesson Plan for Foundation to Year 2 - Australian

Curriculum Lessons. (2018). Retrieved from

https://www.australiancurriculumlessons.com.au/2014/02/23/dinosaur-dance-a-themed-

dance-lesson-for-foundation-to-year-2/

Education resources for schools teachers and students - ABC Education. (2018). Retrieved from

http://splash.abc.net.au/home#!/media/2581358/playing-with-clay

Haker, S. (2010). Chicka Chicka Boom Boom: The First Seed in my Garden. Language Arts

Journal Of Michigan, 26(1), 679. doi: 10.9707/2168-149x.1013

Sparklebox. (2018). classroom role play gallery [Image]. Retrieved from

http://www.sparklebox.co.uk/gallery/roleplay/#.Wcn5eLpuLIX

The Learning Station. (2011). Boom Chicka Boom [Video]. Retrieved from

https://www.youtube.com/watch?v=F2XVfTzel8E

Welcome to Bendigo Art gallery | Bendigo Art Gallery. (2018). Retrieved from

http://www.bendigoartgallery.com.au/Education/Tailored_Education_Programs