Presentation on theme: "Creative Movement in the Foundation Phase"— Presentation transcript:
1 Creative Movement in the Foundation Phase DateVenue
2 By the end of this course practitioners will have a basic knowledge and understanding of: what Creative Movement isthe progressive stages for developing Creative Movement and Danceeffective planning and deliveryusing a range of contexts and stimulito present opportunities for Creative Movement in continuous and focused provisionto present a range of stimulating opportunities for individuals, small groups, and whole classes, both indoors and outthe Creative Movement CD-ROM and resources
3 By the end of this course practitioners will be able to: improve children’s Creative Movement skillsidentify how Creative Movement contributes to the requirements of the Foundation Phasebegin to identify how this approach can enhance existing practicebegin to compile a Creative Movement action plan
4 Overview of course Introduction Aspects of Creative Movement what, where, with, how and to whatMaking DancesQuality Learning and TeachingProgression Mapsplanning using Theme Cards and Progression MapsRECIPE as an approachevaluation, target setting and questioningAction planningFurther informationContinuity and progressionResource OverviewPlenary
5 Introduction The Big Picture Links to ‘Play to Learn’ Creative Movement within the Foundation PhaseCreative Movement OrdersWhat is Creative Movement?Creative Movement can…
6 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.
7 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’.
8 Creative Movement within the Foundation Phase 7 Areas of LearningPersonal and Social Development, Well-Being and Cultural DiversityLanguage, Literacy and Communication SkillsMathematical DevelopmentWelsh Language DevelopmentKnowledge and Understanding of the WorldPhysical DevelopmentCreative DevelopmentCreative Movement is part of Creative Development, together with Art, craft and design, and Music.
9 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.
10 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.
11 What is Creative Movement What is Creative Movement? Why should children be given opportunities to develop their Creative Movement skills?
12 Aspects of Creative Movement What?Where?With?How?To What?
18 Stimuli Tactile – using a prop Ideational – using concepts or issues Kinaesthetic – using movement patternsAuditory – using music, words, poemsVisual – using pictures, drawings, designs, video clipsUse of stimuli in learning environment and link to continuous provision
19 Planning Focused Task Enhanced Provision Continuous Provision Supporting a child’sLearning JourneyFocused TaskObservation & AssessmentEnhanced ProvisionPlanningContinuous ProvisionRole of the practitioner
20 Making Dances Developing Creative Movement ideas over several sessions Individuals, pairs, small groups, whole-class dancesDance structure – storyboard approach - beginning, middle, endRECIPE as an approach
21 How - Choreographic Devices Unison – same actions at the same timeCanon – Same actions but performed with a time delay, like a round in musicRepetition – repeat an action, several actions or a whole phraseN.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
22 Quality Learning and Teaching Progression MapsPlanningusing Theme MapsQuestioningEvaluation and target setting
23 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.
24 Further informationContinuity and progressionCD-ROM and resources
25 Continuity and progression Play to LearnMaking a Splash - Swimming in the Foundation PhaseModule 1, 2, 3 Gymnastic ActivitiesKS 2 DanceHealth, fitness and well-beingRole of the subject leader
26 Plenary Revisit course outcomes Revisit action plan Complete evaluation