The Music Presentation - Essay Example

MUSIC: Number of hours completed and what you did in these hours: Ten hours were allocated to music, whereby the lessons were taken with a family friend who is a professional keyboard player. In the first three lessons, I learnt how to place my hands on the keyboard and how to play some keys. Through the rest of the lessons, I was taught how to read written notes and was eventuality endowed with the capability of identifying the sounds of different key strokes. Hence, through these procedures I was able to play the keyboard and read notes, as well as, playing the two nursery rhymes without reading the notes as a lot of practice was put in place. Detail clearly, how the MUSIC presentation demonstrated you or your group’s understanding of key music elements: The keyboard presents a good platform to demonstrate various element of music as outlined below: 1) Structure - It was clear that the rhymes such as ‘Old McDonald’ involved repetition allowing the nursery rhyme to flow smoothly. 2) Duration - this was observed through rhyme, length of the notes, and the speed. Through the nursery rhymes, different notes such as the short notes and long notes was seen to make the nursery rhyme more meaningful. 3) Dynamics - nursery rhymes were expressed as though the nursery rhythm ‘Twinkle, Twinkle Little Star’, whereby the loud and soft notes were expressed through pressing the notes on the keyboard. 4) Pitch – this was observed through ‘Mary Had A Little Lamb,’ as it involved the high and low notes of the keyboard. When playing the keyboard, the faster notes demonstrated the pitch while shorter notes displayed lower pitch. DANCE: Number of hours completed and what you did in these hours: Belly Dancing consumed ten hours, which involved attending lessons from a family friend, who is a belly dancer, as well as watching belly-dancing videos on YouTube. I met with instructor, the family friend, once a week for nine weeks with each session being one hour, in length. The last hour was done by practicing on the YouTube videos in which demonstrated the different moves of belly dancing. Eventually, through these lessons, I learnt the different belly dancing movements. Detail clearly how the DANCE presentation demonstrated your or your group’s understanding of key DANCE elements: Through belly dancing, I realised various elements of dance, such as: 1) Action - this was demonstrated through non-locomotor and locomotor movements throughout the dancing session. The hips, legs and hands are the most used body parts throughout the dancing I did. 2) Time - Through belly dancing, the element of time is highly demonstrated through the movements; fast movements and the speed changing were made in consistency with the changes in the beats. 3) Dynamics - Through the dancing, I was taught how to move sharply and stop suddenly to the music. 4) Space - through dancing, I was taught how to use the space and specifically personal space, an aspect that links to relationships. Additionally, I managed to use the space optimally, and safely to avoid the occurrence of any accident. All the elements of dance are linked, and successfully organise a well-structured dance. The music played along the dance demonstrated that fast beats of the songs meant fast dance movements resulting in a fast structure, while slow beats meant that the movements were slower. VISUAL ART Number of hours completed and what you did in these hours: The number of hours completed in this art form is twenty hours. Before I began knitting, I thought of either a scarf or a beanie, which were the items I intended to knit. After evaluation of the exercise involved in knitting of both items, I decided to do a scarf. Due to lack of sufficient practice in the past, I was very slow at the onset of the process but gradually improved my speed as I progressed. Within the stipulated twenty hours, I was glad to have successfully completed two Yarn rolls; one has tints of pink while the other has tints of blue and green. Detail clearly how the VISUAL ARTS presentation demonstrated your or your group’s understanding of key VISUAL ARTS forms and elements: The element of colour is displayed in the knitting. During the process, choosing the colours used in the yarn required a clear understanding of both the primary and secondary colours. Moreover, I was in a capacity to understand the tints and shades of the colours of the Yarn, on the displays. By touching and holding the yarn with my hands, I was able to understand the texture of the completed artwork, which was smooth. Through completing this scarf, I was able to see the pattern art form is present in my knitting; the knitting had a homogeneous pattern. DRAMA RESPONSE TO THEATRE IN EDUCATION: Complete A AND B A. Detail clearly how the Theatre in Education presentation gave evidence of your understanding of key DRAMA elements, and achievement of outcomes and indicators: ‘The Chaos Fairy and the Wizard’ is a play that is designed for children. The play involves a fairy named Chaos fairy, who always causes chaos and a wizard, who guides the fairy. The wizard put the fairy on a mission, where she is to assist anyone who requests it, and if she causes chaos, she is to be punished by being turned into a Tulip, which is her worst nightmare. A young boy on earth named Aloysius wants to sign up for a singing competition; however, his mother does not have faith in him, while his father does. He calls for help and the chaos fairy comes to his rescue. The fairy helps him find his inner belief resulting in him winning the competition and gaining faith from his mother. The setting of the play involves dramatic use of lighting, as all colours are used to add affect to the play. During the play, there is the use of sound effects in order to create meaning and effect in the play; sound of car crashing creates the effect that the father crashed his bicycle. The use of lighting in the play did create a scene of tension as the light dimed when a character was angry, hence, relating to element of tension. The characters did make use of body language, and vocal expressions as well as props and costumes in order to attract the attention of the audience, and give meaning to the play, hence resulting in the element of focus. In addition to this, the element of mood is shown as the characters expressed their mood vocally and through lighting. Through the use of props, such as materials flowing around and sounds such as “wooosshhhh”, the characters showed that they are moving across time. In addition to this, the uses of contrasting movement were demonstrated by the characters and were useful in that it ensured that the audience were engaged. There was an extensive use of symbols in the play, which had different meanings; for example, a lamp represented a microphone for the little boy to sing. As all the elements of drama were put in place, on the stage, the use of space was effectively adhered to as all characters were able to have their space whilst engaging the audience. In the play, there was an extensive use of singing and dancing by the characters, through which the audience was engaged by singing along; this clearly outlined the element of audience skills, as we were involved. 101585: CREATIVE ARTS Presentations Analysis of Learning (Min. 2 pages) Summary of the learning process you underwent while doing your music, dance, drama and visual arts CAPs. What you have learned through these processes undertaken to achieve the final presentation in your Creative Arts Presentations What you have learned about your own learning styles and preferred intelligences through your Creative Arts Presentation experiences. (Refer to Howard Gardner’s Multiple Intelligences, as well as other learning theories as appropriate.) How what you have learned about your learning processes, styles and experiences can relate to children’s learning in the classroom Reference accurately; include at least five scholarly references; include accurate reference list; CAPs program was very beneficial in that it provided first-hand experience as well as a platform through which I discovered my ability and creativity. I was able to understand the elements of music through playing the keyboard as well as discovering skills that allowed me to gain confidence. Through the dance lessons, I discovered the new skills. As the two drama plays were watched, I was able to deeply understand the elements of drama as more knowledge was gained through the observation of the plays. In addition, the knitting experience allowed for extensive knowledge of the skills required for knitting to be enhanced. Through participating in all these art forms, I was able to gain confidence and discover abilities and skills that are bestowed to me. Dance art allowed me to express my emotions and skills; through doing belly dancing, I was able to stay fit, as it required a lot of energy allowing me to keep my body healthy and fit. Moreover, as dancing is perceived as a physical activity, it thus has health benefits for a person’s body (Alpert, 2011). Through the lessons, I was able to express my skills as well as expand on them by attending the lessons and being taught new moves and skills. Through this, I was able to do the dance that is being shown on the presentation. However, as the instructor is a family friend and a professional belly dancer, I was not confident in dancing and performing. Despite this, as the lessons went by, I was able to gain my confidence in performing, and consequently perfect on the belly dancing presentation. According to Cameron (2011), through dancing and performing, the confidence of people will be enhanced. During the belly dancing, in order for me to know how to exactly move to the beat of the music, a clear understanding of the beats was necessary. In this regard, I was taught how to move to the slow beats and once that was accomplished; I learnt how to move to fast beats. More importantly, as I was learning the beats, I was also learning how to move different parts of my body in line with the beats; the most active body parts included hips, arms, legs, and stomach as well as combing these and doing loco and non-loco body movements. Thus, through integrating all these skills, I was able to do a successful performance with confidence. According to Gardner’s multiple intelligence, I am a bodily kinaesthetic and a visual-spatial learner (Gardner, 2011). Through being a bodily-kinaesthetic learner, I was able to learn the dance by physically doing the dance; this type of learning involves using ones’ body in different ways to express self (Gardner, 2011), as this was seen in my belly dancing. In addition, my visual-spatial intelligence was depicted through the capability of visualizing and learning the dance by actually seeing the instructor do the dance. Through these intelligences and my learning experiences, I can teach the students to understand that different cultures have different dances whilst allowing the students to develop skills such as physical and social skills. Moreover, I was able to identify the health benefits of dancing, which depicts naturalistic intelligence, where learners understand how things can benefit people (Steenhagen, 2010). Through my experiences, I was able to understand that space is very important in dance; hence, I will be able to teach the students how to use the space they are in. In addition, through understanding my intelligences I am able to understand how to teach those who have the same intelligences as me. However, in order to teach dancing, there would be use of scaffolded lessons, which will assist in teaching beats in the songs. Music has always been an interest for me; every time I had a keyboard lesson, I was enjoying my time. The lessons on the art of music did extend on my music knowledge and knowledge about the elements of music; this was experienced through attending keyboard lessons. As I was not completely skilled on the keyboard, I had to learn from scratch how to read through the guidance of my instructor. At the onset of the learning session, it was difficult for me to understand the notes and keys, but this was dropped from being a challenge to a skill through numerous lessons. The session commenced by being taught how to read the notes, which was covered in the first few lessons, and was followed by being taught how to play the key board and develop skills, which resulted in learning the elements of music. The more I become knowledgeable on the keyboard, the more I gained interest in playing more songs. Through understanding how to basically play the keyboard, I was able to play the songs and nursery rhymes and have the confidence to perform in front of others. According to Gulley (2002), when learning how to play a keyboard, the result realized include helping to ‘improve connections in the brain’, which is beneficial to the health of an individual. In relation to Gardner (2011), I believe I am bodily-kinaesthetic learner in this art form; this type of learners will learn through working with objects and using fine motor skills such as fingers. In this case, this was seen and experienced through learning the keyboard, playing and performing the songs and rhymes. According to Steenhagen (2010), musical intelligence involves making music and understanding its structure. From the experience, it is evident that I am a musical learner as i was able to make music and play the keyboard. Through understanding and successfully playing the keyboard, I now understand what is required of the students during the lessons that I will teach them music. Through my experiences in music, I understand that in order to teach the students how to play instruments, scaffolding of how to play and instrument must be put in place. Through knitting a scarf for my CAP’s programme, I was able to express myself. The activity was very engaging, kept my mind busy, and required a lot of concentration in order to ensure that the artwork was perfectly done. According to Marer (2002), it has been expressed that knitting is seen to be the ‘new yoga’, as it relaxes the mind. Before doing the scarf, I did have knowledge on how to knit bud had not done such an art work by then. Through knitting the scarf, I was able to understand the elements of visual art in the knitting. This became evident when I was choosing the colours for the yarn, as I was able to recognise the different colours including tones and shades, warm colours, and cool colours. In relation to this art form and relating to Garner’s multiple intelligence (2011), I believe I am a visual-spatial and bodily-kinaesthetic learner; through knitting the scarf and using fine motor skills (Bodily-kinaesthetic), I was able to learn and develop the skills of knitting (Garner, 2011). Through watching my neighbour demonstrate to me how to attach the first role of yarn to the second role of yarn, I was able then to do it by myself. According to Armstrong (2009), those who are visual-spatial learners, learn through visualising. Through my intelligences, experiences and learning styles I am able to teach the children different types of craft ideas relating to visual art. However, this will be done through scaffolding the different art and craft activities such as teaching them the different groups of colours. In addition, due to my experience, I will be able to enhance the students’ confidence in crafts. Through drama, I was able to experience both a children’s play and an adult play. ‘Between two waves’ by Ian Meadows is an adult play, which involved was a very dramatic play that allowed the audience to be stage engaged. ‘The Chaos Fairy and the Wizard’ are children’s play that was very entertaining and engaging. The cast and crew had worked well together is order to produce this wonderful play, including working on the lighting, sounds, costumes, characters expressions and moods, and props. Even though the staging was not on a big space, it was evident that the characters understood the element of space as the play went smoothly without unnecessary contact. More importantly, as I watching the plays, I was able to understand the elements of the drama art form on a different level, allowing me to actually experience a play and pinpoint the details that make the plays successful; these aspects includes staging, lighting, sounds, costumes, characters and props. Hence, as I was in the audience, I was able to learn drama and be a part of the learning (Russell-Bowie, 2012). Through watching and learning the elements of drama from the two plays, it became evident that I am visual learner, as outlined by Gardner (2011); I was learning through observation. In addition, according to Armstrong (2009), visual learners need to watch things in order to learn; through the learning experiences and styles, I am able to teach the students the different elements of drama. Many ideas have been gathered through understanding the elements of drama, and as such, I am in a good position to effectively cater for visual learners. In conclusion, through undertaking lessons on all the art forms, I was able to develop new skills as well as gaining confidence in performing and creating things, I had never been indulged. Through the CAP’s program, I was able to understand the different intelligences that am endowed with, thus allowing me to understand multiple intelligences. In addition, as instructor, I would want to encourage my students whilst practising the arts, which will allow them discover their creativity, the same way I did. Moreover, my integrating of the arts will be done in a positive manner in the lecture theater revealing my enthusiasm and hence encouraging the learners in the classroom. Through attending the lectures and tutorials it has been expressed that every student has different intelligences, however, each student is 100% intelligent. 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