Jestifcation For Assessment 2 - Semseter 4 - Proforming Art

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Assessment 2.
Performing Arts Project
Course name: Learning through the Performing Arts.
Course code: ECE 2603.
Teacher name: Antoinette Wiseman.
Student name: Suad Taleb.
ID number: H00283472.
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In my rationale, I choose my performing art project about music and movement that match
with the theme of the week about the transition. I decided with my MST about it, and we found it is
fun if we show them the link from YouTube that related to the theme. I identify the wheels on the bus
that it is a part of music and movement. So, the children can develop their thinking between match
what they learn to applying it in life with action. After that, I take the video about music and
movement with children in Sama American private school, in the classroom, in circle area with
children in KG-2. Also, I chose seven children from the class two girls and four boys, the rest of them
in age between four and a half and five years. Bested to it, one of those children are local and the rest
of them foreign. Besides, all of those children the native language is Arabic, and they come to
American private school to learn and develop their second language it is English.
I justification to do this performing arts project with those specific group because my MST a device
me to choose those students because most of this team learn by kinesthetic by moving their body or
hand or make the action. The auditory, some of them they learn by listening. And they love the music
and movement, and they can learn and do the work fast. Besides, they listen to the instruction about
video quickly and fast. (Jones, 2017).
The relevance of this project is given the children feeling confident and happy. Developing the
social and emotional skill to they learn how the can be social interaction with their friends while doing
the activities related to each part they have in the video, and it helps them to experiences their feeling.
For example, when they listen to part the baby on the bus says wha, wha ,wha, they children will
express how the baby is carrying by fisted hands in front of eyes and rub them like a baby crying.
Also, it helps them to develop and learn awareness of movement and body positions. Also, I give
them to practice their fine and gross motor skills, expand their listening while they listen to the music
more than one time. Also, it helps them to improve balance, coordination, and rhythm through dance
and movement activities. (Kaiser, n.d.).
The difficulties I encountered during the implementation of my project in class. First, I found the
problem when I want to choose the children in class and I dont know how will need to come and
make the music, movement and how they will sit in the class. Because the children in the class they
will go with another teacher to prepare for the national day, so I am overcoming this problem by
sitting in the class unit the day finish, and I see how will be in class to prepare them to do the wheel
on the bus performing arts. Another problem, about the shortage of time. Because they have a lot of
subjects, they need to learn, and I can't take them while they study in class because the children lose
to understand the important concept they learn if it in math or English or science. In this way, I
decided with MST about this problem, and I need to my video, and I take seven children in the class
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to do with them the performing art. So, my MST permission me to practice with children in the last
hour of class or morning, and she gives me support to finish my job and take a photo to children while
we work to doing the video.
I would have reflected about the process I did with kids to finish doing this video. I prepare
children for three or four days to understand precisely what we will do. I chose the more extended
child from my specific group to be in the middle and by as a diver in the bus, and the driver will take
the bus picture. Then I divide the six students into two lines. Then, I explain to children what they
will do, by start explain the rhythm when listening the bus will come, and make the horn sound, the
children will make the horn sound.
I sow as the first time the children didn't understand how they can do the rhythm. So, I show how
them first the action and then they will repeat it while we finish this part, I give them the instruction of
how they can do the right action related to each section, and in this section, they only listen to me
first. The second part, I sing a song and make the step together about the video the wheels on the bus
with kids, and I sow the children engage with this music and feel happy. But I sow one or two
children when they are doing this action they feel tried to stand in the line. The last part, I say to
children know they will do the work and sing a song about the wheels on the bus by themselves, and I
will observe them while doing the activity. I feel empress with the final project because they children
were happy and they reacted correctly with performing art and change the level of sound according to
the part they have.
Figure 1 (Suad,2017). Figure 2 (Suad,2017).
Figure 3 (Suad, 2017). Figure 4 (Suad, 2017).

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My learning objectives about this video I want children by the end of activity learn the new
vocabulary that what I found when they sing a song. Such as: Wheels, Swish, and wipers. Also,
another CLO teach children how they can practice fine and gross motor skill, and I achieve this part
when the children move their body and hand to be more creative. I accomplish this part when the
children create and copy a right action related to each section. For example, the wheels on the bus
they will roll hand over each other.
According to EYFS curriculum about creative development the children in four to five years
when the children hear and see something they" become absorbed in action and explorations of their
own ideas and expressing them through movement, Such as words, sounds, movement''. (Duffy,
2006). (Desravins,2017).
Besides, the children learn the social and emotional skill I achieve this object while the children
communicate and talk with each other during the project.
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References
Desravins, G. (2017). Creative Development. Practice guidance for the early years foundation stage,
25.
Duffy, B. (2006). Supporting creativity and imagination in the early years 2e (2nd ed.). GB: open
University Press.
Jones, D. F. (2017, February 8). The benefits of music and movement for babies and toddlers.
Retrieved from boppinbabies: https://www.boppinbabies.com.au/music-and-movement-
benefits/
Kaiser, A. (n.d.). The Importance of Music and Movement. Retrieved from http://www.niu.edu:
http://www.niu.edu/ccc/resources/importanceofmusicandmovement.pdf
Taleb, S. (2017). Pictuers about project performing Art. Sharjah.

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1

Course name: Learning through the Performing Arts.

Course code: ECE 2603.

Teacher name: Antoinette Wiseman.

Student name: Suad Taleb.

Figure 1 (Suad,2017). Figure 2 (Suad,2017).

Figure 3 (Suad, 2017). Figure 4 (Suad, 2017).

Taleb, S. (2017). Pictuers about project performing Art. Sharjah.

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