Assesment 1 Portfolio

Amna Matar H00354331
Fatima Ali H00328602
Preforming arts portfolio
Name Amna Matar, Fatima Ali

ID H00354331, H00328602
Course name ECE 2603 - Learning through
Performing Arts
Instructor Robin Ogdol
Contents
-Cover page
- Drama Rationale.
- 1 Drama (The Zoo).
- 2 Drama (Emotions party).
- Dance/Movement Rational.
- 1 Dance/Movement (Wag your tail).
- 2 Dance/Movement (Let’s go to the zoo.).
- Music Rationale.
- 1 Music (The Uh-huh! song).
- 2 Music (Counting 1 to 10).
- References
Drama Rationale
Dramatic play is a sort of play where kids choose characters or

rules and act them out. (The Incredible Benefits of Dramatic
Play in Early Childhood Education, 2017)
(How to Set Up Your Preschool
It’s pretending to be someone or something else. Like for Dramatic Play Learning Center, 2014)
example, it could be a character from a fantasy like a
superhero or a pirate, and sometimes it could be related to the real life like a
teacher or a policeman.
There are two types of dramatic play, first the structured play is based on teacher,
she/he sets the scenario and the play also has a desired outcome by the end of it.
While the unstructured play gives the kids freedom to choose what character and
scenario they are playing based on what is available to them. (The Incredible
Benefits of Dramatic Play in Early Childhood Education, 2017)
“Piaget (1962) defined play as assimilation, or the child's efforts to make

environmental stimuli match his or her own concepts.” (Jill Englebright Fox, n.d.)
which sheds the light on the children’s idea of the environment around them and
trying to recreate it.
Dramatic play is very essential in child development. During play children discover
their abilities, what they like and dislike.
Kids can try out new life problems. They will become more comfortable and
prepared for life events such as when the child is pretending to be the doctor, and
the other child is holding a baby doll, and they are acting the steps of checking up.
(The Importance of Pretend Play in Child Development, 2018)
Children grow socially and emotionally. learning how to interact with others and
cooperate with them, how to know social signs, and understand and control
emotions. (The Importance of Pretend Play in Child Development, 2018)
Last but not least, children will improve their imagination as they pretend.
As we have seen how important dramatic play is, we must care about providing
time and tools for children to play and pretend.
References
How to Set Up Your Preschool Dramatic Play Learning Center. (2014). Retrieved from Meeting Children's
Social-Emotional Needs | Kaplan Early Learning Company:
https://www.kaplanco.com/ii/preschool-dramatic-play-learning-center
Jill Englebright Fox, P. (n.d.). Back-to-Basics: Play in Early Childhood. Retrieved September 22, 2018, from
Earlychildhood NEWS - Article Reading Center:
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=240
The Importance of Pretend Play in Child Development. (2018). Retrieved September 22, 2018, from
Bright Horizons Family Solutions: https://www.brighthorizons.com/family-resources/e-family-
news/2013-importance-of-pretend-play-in-child-development
The Incredible Benefits of Dramatic Play in Early Childhood Education. (2017, January 19). Retrieved from
Stay At Home Educator: https://stayathomeeducator.com/the-benefits-of-dramatic-play-in-
early-childhood-education/
Skills / Concepts to be developed in this dramatic Play area:
Physical Development: Personal, Social and Emotional Development:
The children will develop their fine motor skills They will improve at this particular area (no)
as they feed the animals, and develop their gross At the part where the kids will go around the
motor skills as they pretend and act like the animals and feed them, they will learn to
animals e.g the cow will walk on 4 legs. collaborate with each other.
Communication &
Language:
They will understand
that each animal using Literacy:
the different sounds it
makes as a way to Zoo DPA The children will learn
communicate. new words like: loin,
meet, grass, zoo, explore.
Understanding the World: Creative Development:
The kids will understand that Seeing colorful different Mathematics:

there are other creatures live animals may inspire the
The kids will lean one to one
with us in this planet, and those kids imagination to think correspondence thro
animals has different sounds of unique creatures, they matching the animal with
and each of them eat different their food, and counting
food.
can draw them or pretend
along as they move from
to be one of them
animal to the other to know
to total number.
Table 2: Teacher structured Opportunities for developing preschool drama / role play:
Activity Name / Activity Type: Aspect of drama being addressed Resources:

(adapted from IB PYP)
‘Zoo’ short circle time role 10 different
playing animals from the appreciating animals in our society, masks of
zoo and discovering the accepting that being different is fine, animals , 2
sounds it makes and the they will explore creatively the mini zoo exploring caps
food it eats. ,10 grass blocks,
the zoo
entrance, tapes.
References: Using masks Creative Exploration and Expression: Enough masks

Creating and using a different voice for and caps for the
-
the animals . half of the class
so the drama
will be played
Technical Incorporation: Using masks as twice
a prop.
Performance: Pretending, acting out the

role of the animal or the explorer for the
audience.
Personal and Social development:

Taking turns between the two drama
groups, being polite with each other .
Organization: Duration of Activity:
Whole Class in the Circle Time Area then moving to Approximately 15-20 minutes.
the dramatic play.
What the teacher does: What the children do:
1- The teacher will sit with the kids in the circle 1- The kids will sit on the carpet and listen to the
time to Introduce them to the zoo theme. teacher.
2- She will show the kids the pictures of the 10 2- The kids will watch the flash cards.
animals and what they eat.
3- She will ask them to tell her stories when 3- The children will share their stories with the teacher.
they were at the zoo.
4- Now she will introduce the drama area and 4- The student will wear the masks and follow the rules.
give each student a role to play and the materials
they will use.
5- The teacher will sit with the students and 5- The students will play their rules and create more
mentor them while they are playing. conversations and different situations with each other.
6- The teacher will ask the students questions 6- The kids will answer the teacher’s questions.
like: what is the name of this animal? What does it
eat? How many animals is in the zoo.
7-She will collect the masks and the caps from the 1- Kids will give the teacher the materials and the
kids and put it in the drama box where its in reach of masks
kids if they wanted to play with it later
Extension Ideas:
The teacher could extend the drama conversation to relate friendship and being kind with each other.
Fatima Ali
Physical Development:
Personal, Social and Emotional
They will develop their fine Development:
motor skills as they grab a
The kids will discover
H00328602
Communication & Language:

drink or food or shaking
different emotions, they will
They will talk about their hands, also they will develop
develop ways to deal with a
feelings and emotions their fine motor skills as they
person who has this certain
using different words to are walking around the place,
feeling and accepting it as an
describe it for example: and dancing with the music
exhausted, excited,
emotion.
silly…ect. Also they will
come up with script as they
Literacy
are acting.
The students will learn new
Grocery Store DPA words during the acting
such as: exhausted,
excited, silly, thirsty.
Understanding the World:
Creative Development: Mathematics:
children will know
that there are Kids will create scenarios They will count each
different experiences between two or more other as every friend
that cause each characters that has a enters the party, they
emotions. different emotion, also they might also count how
will come up with many cups, balloons are
in the party.
expressions and voice tones
to use for their character.
Table 2: Teacher structured Opportunities for developing preschool drama / role play:
Activity Name / Activity Type: Aspect of drama being Resources:

addressed (adapted from
‘Emotions party’ circle time activity/ role playing
IB PYP)
characters of emojis
Using different way to
explore and Express;
emotions (use of emojis);
Performance; Personal
and social development;
and Appreciation; (Drama
in society)
References: Using emoji cards: Creative Exploration and 10 different emoji pictures:
Expression: Creating and
These Are My 1- Sad
using a different emotion
Feelings | Kid's for the character. 2- Happy
Learning Songs |
Feelings and 3- Angry
Emotions for Performance: Pretending, 4- Laugh
Children. (2018, acting out the role of the
emoji for the teacher, the 5- Hungry
February 07).
Retrieved from class and their partner. 6- Surprised\ shocked
https://www.youtu
7- Shy
be.com/watch?v=3
Personal and Social 8- Sick
e8nZKvR7po
development: Taking
turns, being polite. 9- Sleepy
10- Tired\ bored
Social Emotional: Speakers for the emotion

song
Appreciate and
understand different The entrance door
emotions of us and the Dance floor carpet
people around us
Balloons
Pates and cups
Plastic food
Organisation: e.g. Whole Class / Groups / Pairs / Duration of Activity:

Dramatic Play / Circle Time Area / Hall / Outside
Half of the Class – Circle Time Area (taking turns) 20-25 minutes.
The teacher will ask the students : how do u feel today ? The students will answer
The teacher introduce the students to the activity by The children listen to the song and watch the video
showing them the “These Are My Feelings” song :
https://www.youtube.com/watch?v=3e8nZKvR7po
The teacher will show the students the emoji cards and ask The students will answer the teacher
them what is this emotion?
She will give each students a different emotion card, while The children will follow the teachers instruction
half of the class will sit as an audience (they will change
turns later )
She will tell them that we will do a drama, then explain the The students will listen
script to the students:
First the happy will welcome the other emotions to his

party and ask each one : how do you feel today?
The first guest will be “hungry” because he is looking for

food.
Then sad comes in while happy is welcoming him and

saying: how do you feel today ? the sad will say I feel so
sad (using a sad tone)
After comes angry and happy asks him how are you today
? the angry answers: I feel mad
(the students are free to ask unstructured questions during

the act such as : why do u feel mad? )
Then comes laughing to the party and happy welcomes

him as he asks : what do you feel today? Laughing answers
him I feel funny today , I did hear a very funny joke ,
hahaha.
Tired comes next with an exhausted expression on his face

as happy asks him what do you feel today ? tired answers :
I’m tired because I played a lot today.
Next comes shy… happy welcomes him and say how do

you feel today? I’m a little bit shy because there are a lot
of people I the party
Sick comes next …. Happy welcomes and asks him how do

you feel today? Sick answers : I’m feeling sick but I came to
your party anyways.
Shook comes next with a surprised expression : saying I

didn’t know about the party , then happy welcomes him to
it
And last but not least comes sleepy late , happy asks him
why did you come late ? he says I over slept again *yawns.
Then the party starts ….(unstructured part )
the students party and talk with each other express those
feeling as the characters they are playing .
The teacher will monitor the students as they act . The students will act the story
Extension Ideas:
The audience will participate this time and the actors with be audience (switch roles)
Dance / Movement rational
Children enjoy listening to music, and immediately they move to rhythms.

Touching a child’s natural attraction with dance supports neurological growth.
Through kinesthetic learning, children in the class learn to follow, and copy
movements, remember steps and understand patterns. (Dowd, 2018)
The body parts movement are standing on their toes, jumping on the floor, or
lifting their arms. While dance uses the whole body and all of its muscle parts.
Dance/movement improves flexibility, coordination, balance, range of motion,

stamina, muscle tone, health, and position. (Poole, 2018)
Dance is important because it helps children develop emotionally, socially and

cognitively.
Children will have the chance to solve problems through experimentation, which
will improve their self- motivation and perseverance. They will be able to make
mistakes, ask for help, and try to solve the issue and accept it.
Also, they will learn nonverbal communication. They learn how to define a
message using body movements, and how to read body signals from the other
kids/people. (Poole, 2018)
" When children are part of a group activity, such as a dance routine, they learn
the importance of teamwork and develop skills to work successfully in a group
setting. This helps children learn how to listen well, lead others and be patient."
(Poole, 2018)
References
Dowd, D. M. (2018, August 15). The Importance of Dance in Childhood Education. Retrieved from
Synonym: https://classroom.synonym.com/importance-dance-childhood-education-
5535793.html
Poole, J. (2018, October 3). The Many Benefits of Dance for Children. Retrieved from Washington Parent
Article: https://www.washingtonparent.com/articles/1801/1801-the-many-benefits-of-dance-
for-children.php
Table 3: Opportunities for developing preschool (music and) movement:
Activity Name / Type Aspect of Promoting Reflection of: Resources:

movement or
Movement activity
movement in
response to music
being explored
Activity name : Wag your Creating: The Body: Speakers/ YouTube

tail song song/ access to
Children create hands, arms, (clapping),
internet/
Type: circle time dance their movements
hips, legs (waging their tail), smartscreen.
as they clap, wag
their tail, thumb chest, hands, arms (thumb the chest),
References: their chest,
bending knees, legs, knees (bending knees)
S. (2015, February 25). and wiggling their hands , ears (wiggling their ears)
Wag Your Tail | Animal ears.
Action Verb Song | Super
Simple Songs. Retrieved Performing:
from Children are asked Spatial Awareness: Using all the space
https://www.youtube.co to preform and to around them in the circle time (carpet),
m/watch?time_continue= show their actions avoiding physical contact with each other.
160&v=GukdT4gUlZs for the teacher Thinking about how they can they imitate
and their peers animal’s movement.
Effort Awareness: How to wiggle their tails

by moving their hips, thumbing the chest
like a gorilla, bending the knees like a camel,
and wagging their ears like a hippopotamus
\ fast and slow movement.
Organisation: e.g. Whole Class / Groups / Duration of Activity:

Pairs / Dramatic Play / Circle Time Area / Hall
/ Outside
Whole Class –in the circle time area Around 10-15
The teacher tells the students that they will

have a song called” Wag your tail ” , and it’s
The children sit down in a circle and listen to the teacher.
about different animals movement.
She tells the children that they will be acting out

the song, and that each child will have to create
a movement that shows how can they act out
the animal’s movements.
The teacher plays the song and encourage the The children will stand on the carpet and get ready to dance.
students to stand up on the carpet to get ready
to dance. She makes sure that each child has
enough space to move.
The teacher will clap her hands and encourage All the children will clap their hands on the song.
the students to do the same for the part one.
“clap it fast” the teacher says with the song, The children will clap their hands fast.
and clap her hands fast to guide the students.
“clap them slow” the teacher says with the The children will clap their hands slow.
song and clap her hands slow to guide the
students.
“wag your tail like a dog” the teacher says with The children move put their hands around their waist and move their
the song, and puts her hands around her waist, hips right and left pretending to wag their tails.
then moves her hips right and left to guide the
students.
“wag it fast” the teacher says with the song and The children wag faster.
moves her hips faster.
“wag it slow” the teacher says with the song The children wag slower.
and moves her hips slower.
“Thump your chest like a gorilla” the teacher the kids will thump their chest as the teacher do.
sings, and thumps her chest using both of her
hands.
“thump it fast” the teacher says with the song The children will thump faster.
and thumps faster.
“thump it slow” the teacher says with the song The children will thump slow.
and thumps slow.
“bend your knees like a camel” she sings as she The children follow the direction of the teacher.
bends her knees to show the students.
“bend them fast” she says while she bends her The children will bend their knees fast.
knees faster.
“bend them slow” the teacher says, as she The children will bend slow.
bends slower.
“wiggle your ears like a hippopotamus” she The children follow the direction of the teacher.
says while she uses her hands to move her ears
back and forth.
“wiggle them fast” she says as she wiggles her The children will wiggle their ears fast.
ears fast.
“Wiggle them slow ” the teacher sings, and The students wiggle their ear slow.
wiggle her ears slow in front of the students.
Extension Ideas:
The teacher could extend the movements of animals for example, to add chicken, monkey and a snake. She could also
bring costumes for the kids such as fake tails to wear as they wag their tail.
she can also ask the students about the animals they saw in the video.
Skills that will be developed: -

Communication, Language & Literacy:
They will learn new words like: clap, wag, tail, thump, chest, bend, knees, and wiggle.
They will learn the difference between the slow and fast movement.
They will understand that each animal has a different way to move.
Creative Development:
Children will create their own moves to imitate animals.
Mathematics:
They will learn the vocal patterns.
Table 3: Opportunities for developing preschool (music and) movement:
Activity Name / Type Aspect of movement or Promoting Reflection of: Resources:

movement in response to
‘lets go to the zoo’
music being explored
Creating: Children will Computer and

make their movements as projector or a
Name: The Body: How each part of the
they imitate animals like, SmartScreen
body moves like an animal of
Let’s go to the zoo. elephant, kangaroo, with speakers.
the zoo. e.g. hands, legs arm to
penguin, snake, polar
imitate the elephant, using legs
beer, monkey.
to imitate the kangaroo, moving
Type: Performing: the kids have hands, arms and legs to imitate
Circle time. to perform their the monkey, they use their legs
movements to the teacher to imitate the penguin, hands,
and their peers. hips, legs and head to imitate
References: the sneak, use hands, arms, and
legs to imitate the polar bear.
S. (2014, August 13). Let's Go To The
Zoo | Animal Song for Kids. Retrieved Spatial Awareness: Using all the
from space around them on the
https://www.youtube.com/watch?tim carpet area, avoiding physical
e_continue=159&v=OwRmivbNgQk contact with each other.
Effort Awareness: How to

stump their feet like the
elephant, jump like a kangaroo,
swing like a monkey, waddle like
penguins, slither like snakes, and
swim like polar beer.
Organisation: e.g. Whole Class / Groups / Pairs / Dramatic Play / Duration of Activity:
Circle Time Area / Hall / Outside
Whole Class –in the circle time area Approximately 10-15 minutes.
The teacher tells the students that they will have a song called”
Let’s go to the zoo”, and it’s about different animals’ movement.
She tells the children that they will be acting out the song, and that The children sit down in a circle and listen to the
each child will have to create a movement that shows how can they teacher.
imitate the animal’s movements.
The teacher plays the song and encourage the students to stand up The children will stand on the carpet and get
on the carpet to get ready to dance. She makes sure that each child ready to dance.
has enough space to move.
The teacher sings the first part “let’s go to the zoo” Each child repeats after the teacher.
Then she sings “ and stomp like the elephants do ”
and ask the students to repeat it after her.
The teacher guide the students by stumping her feet on the ground, The children follow the teachers moves.
and hold her nose in one hand, and wiggle her other arm to imitate
the look of the elephant’s nose.
The teacher sings the first part “let’s go to the zoo” All the children repeat after the teacher.
Then she sings “and jump like the kangaroos do ”
and ask the students to repeat it after her.
The teacher jumps The children jump too
The teacher sings the first part “let’s go to the zoo” The students sing with the teacher
Then she sings “and swing like the monkeys do ”
and ask the students to sing with her.
The teacher moves her hand up and pretend to be swinging. The children pretend to be swinging too.
The teacher sings the first part “let’s go to the zoo” The kids will sing after the teacher.
Then she sings “and waddle like penguins do ”
The teacher will (Waddle) walk with short steps and a clumsy The kids will waddle too
swaying motion.
The teacher sings the first part “let’s go to the zoo” The children will sing after the teacher.
Then she sings “and slither like the snakes do”

The teacher will hold her hand above her head and move smoothly The children will copy the action of the teacher.
with a twisting or oscillating motion.
The teacher sings the first part “let’s go to the zoo” The kids will sing along.
Then she sings “and swim like the polar bears do”
The teacher will pretend that she is swimming on the air moving her The kids will attempt the swimming motion.
hand back and forth.
The teacher sings the first part “let’s go to the zoo” The kids will sing with the teacher and dance one
of the moves we did.
Then she sings “and dance like the animals do”
The teacher asks the students what where the animals you saw in The students answer:
the zoo?
Elephant, kangaroo, penguin, snake, polar bear,
… monkey.
Then she will praise the whole class for doing a good job.
Extension Ideas:
The teacher could extend the movements of animals for example, to add chicken, mouse or a horse. She could also
bring animal masks for the kids to role play.

They will learn new words: Stomp, jump, swing, waddle, slither and swim.
They will develop their gross motor skills as they: Stomp their fit, jump like kangaroos, swing
like a monkey, waddle like penguin, slither like snakes and swim like polar bear.
The student will understand the word by acting like the animals.
Children will create their own moves to imitate animals.
Music rational
Music is the way of getting fun in listing to it in any time like: free time,
work and with friends.(Ph.D., 2018)
1-IT HELPS WITH COORDINATION.

Patience is very important for both adults and children in learning music.
Although children look for pleasure and satisfaction more than working in
to succeed in music. Learning playing any instrument needs time and
efforts. In addition, playing the same piece of music will teach the child the
value of being patience and more practice will teach better and success.
2-THEY CAN HONE THEIR MATH SKILLS.
Learning how to playing by using musical sheet, can improve children math
ability. Research has proved that children who play musical instrument
score higher in their math tests. Also help to strength other talents.
3-IT HELPS DEVELOP FINE MOTOR SKILLS.

Playing any musical instrument can develop fine motor skills. For example,
playing drum can strengthen body muscles such as arm muscles.
(Children and Music: Benefits of Music in Child Development, 2018)
For example, kids are singing and using the musical instruments such us drums,
piano, xylophone.
References
Children and Music: Benefits of Music in Child Development. (2018, October 3). Retrieved from Bright
Horizons Family Solutions: https://www.brighthorizons.com/family-resources/e-family-
news/2010-music-and-children-rhythm-meets-child-development
Ph.D., D. M. (2018, October 3). What Is Music...Exactly? Retrieved from Psychology Today:
https://www.psychologytoday.com/us/blog/the-power-music/201608/what-is-music-exactly
Table 4: Opportunities for developing aspects of preschool music:
Activity Name: Activity Type: Key elements of music Resources:

explored:
‘The Uh-huh! song’
References: Singing and Playing triangle, trampoline,

Instruments: a group of drum, maracas.
S. (2015, November 18). Uh- Beat & rhythm: the
students will play different
huh! | Original Nursery children will listen
Rhyme | Super Simple Songs. range of instruments while the
carefully to know the
Retrieved from others will sing .
different rhythms and
https://www.youtube.com/w
Listening to Music: Children beats of the song.
atch?time_continue=93&v=X
listen carefully to know the right
gTNWZMpzFo
time to play their instrument.
Timbre: Children listen
for the quality of the
sound and try to
identify the name of
the instrument and the
sound work out how it
is played e.g. hit,
plucked, blown.
Organisation: e.g. Whole Class / Groups / Pairs / Dramatic Duration of Activity:

Play / Circle Time Area / Hall / Outside
Whole Class & individual players – in the Circle Time carpet Approximately 10-20 minutes.
area
The teacher will bring a box that has all the different
instruments in it.
The children sit down in a circle and listen to the
She will show the students each instrument and how to use it teacher.
and let them hear the sound it makes.
She explains that they will be playing music with the Uh-huh!
Song.
The teacher will play the video to the students and ask them to The students will observe the video and answer the
observe the instruments in it and the sounds the hear. teacher’s questions.
The teacher will choose 1 group of students and give each child The selected group will play the instrument and the
a different instrument to use while the others will sing/ hum other children will sing/hum the song.
with the song.
She will play the song and start practicing with the students.
The teacher again plays the song with the children and selects The process described above is repeated.
another group to play the instrument and the process is
repeated until all the instruments have been played with all
the students.
The teacher will show the students the instruments again and The students will answer the teacher.
she will ask them about it.
What is this instrument called?
How to use it?
What sound it makes?
Extension Ideas:
The teacher could increase the range of instruments used in this activity. she can let all the students in the class to
use the instruments at the same time.

They will learn new words like: triangle, trampoline, drum, maracas, loud, high pitched, low,
hit, plucked, blown.
They will develop their fine motor skills as they figure out how to use the instrument.
They will understand that there are ways to create sounds around us ether by hitting tow
objects together, or by blowing on it, or using a different move.
Children will create their own rhythm as they preform
Mathematics:
They will learn the vocal patterns.
Table 4: Opportunities for developing aspects of preschool music:
Activity Name: Activity Type: Key elements of Resources:

music explored:
“Counting 1 to 10”
Singing and Playing Drums

References Instruments: The all
Pitch: Children are Maracas
Counting 1-10 Song | Number Songs for Children students will play listening for the
| The Singing Walrus. (2012, October 1). different rang of relative ‘height’ (low,
Clapping their
Retrieved from YouTube: instruments and hands
medium, high) of a
https://www.youtube.com/watch?v=DR- sing the counting tone / the note Stamp their feet
cfDsHCGA part.
played to guess the
Listening to Music: instrument.
Children will listen
Beat and rhythm:
carefully to know
The children will
the right time to use
listen carefully to
their instrument.
know the difference
between beat and
rhythm.
Timbre: The children

will listen to the
sounds in the song
and work out how it
is play. For example,
bass and drums.
Organisation: e.g. Whole Class / Groups / Pairs / Dramatic Play / Duration of Activity:
Circle Time Area / Hall / Outside
Whole Class & individual players – in the Circle Time carpet area Approximately 10-20 minutes.
The teacher will show to the kids that she has a box, and then she will The kids will listen to the teacher and see
show to them what is inside the box. There will be some instruments. what is inside the box.
The teacher describes to the kids how the song will be in the circle time The kids will listen to the teacher, and then
and she will give the kids different of instruments. After that, she will they will do as what the teacher says.
make practice with them. Every one of them will take one kind of
When the chicken say “1, 2, 3” in the song the teacher only will use one instrument and sit I the carpet by making
kind of instruments ”trump”, and them when the small birds say “1, 2, circle.
3” the kids will use their instruments.
When the small birds will say”1, 2, 3”the
kids will use the instruments.
The teacher will play the song and mentor the kids while they are The kids will use the instruments while the
playing the instruments. song is played.
Extension Ideas:
We can add piano and triangle instrumants.

They will learn the structure of the sentence: do you know how to count? Yes I can (Repeated)
The kids will develop fine motor skills: They will use some instruments.
They will understand the amount of objects, so they will now the different between the
numbers.
They can count other objects that are not in the song
Math:
They will now how to count from 1 to 10 and back words (10 to 1).
References
How to Set Up Your Preschool Dramatic Play Learning Center. (2014). Retrieved from Meeting Children's Social-
Emotional Needs | Kaplan Early Learning Company: https://www.kaplanco.com/ii/preschool-dramatic-
play-learning-center
Jill Englebright Fox, P. (n.d.). Back-to-Basics: Play in Early Childhood. Retrieved September 22, 2018, from
Earlychildhood NEWS - Article Reading Center:
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=240
The Importance of Pretend Play in Child Development. (2018). Retrieved September 22, 2018, from Bright Horizons
Family Solutions: https://www.brighthorizons.com/family-resources/e-family-news/2013-importance-of-
pretend-play-in-child-development
The Incredible Benefits of Dramatic Play in Early Childhood Education. (2017, January 19). Retrieved from Stay At
Home Educator: https://stayathomeeducator.com/the-benefits-of-dramatic-play-in-early-childhood-
education/
These Are My Feelings | Kid's Learning Songs | Feelings and Emotions for Children. (2018, February 07). Retrieved
from https://www.youtube.com/watch?v=3e8nZKvR7po
Dowd, D. M. (2018, August 15). The Importance of Dance in Childhood Education. Retrieved from Synonym:
https://classroom.synonym.com/importance-dance-childhood-education-5535793.html
Poole, J. (2018, October 3). The Many Benefits of Dance for Children. Retrieved from Washington Parent Article:
https://www.washingtonparent.com/articles/1801/1801-the-many-benefits-of-dance-for-children.php
S. (2015, February 25). Wag Your Tail | Animal Action Verb Song | Super Simple Songs. Retrieved from
https://www.youtube.com/watch?time_continue=160&v=GukdT4gUlZs
S. (2014, August 13). Let's Go To The Zoo | Animal Song for Kids. Retrieved from
https://www.youtube.com/watch?time_continue=159&v=OwRmivbNgQk
Children and Music: Benefits of Music in Child Development. (2018, October 3). Retrieved from Bright Horizons
Family Solutions: https://www.brighthorizons.com/family-resources/e-family-news/2010-music-and-
children-rhythm-meets-child-development
Ph.D., D. M. (2018, October 3). What Is Music...Exactly? Retrieved from Psychology Today:
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https://www.youtube.com/watch?v=DR-cfDsHCGA

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Amna Matar H00354331

Fatima Ali H00328602

Preforming arts portfolio

Name Amna Matar, Fatima Ali

Dramatic play is a sort of play where kids choose characters or

“Piaget (1962) defined play as assimilation, or the child's efforts to make

Skills / Concepts to be developed in this dramatic Play area:

Skills / Concepts to be developed in this dramatic Play area:

Physical Development: Personal, Social and Emotional Development:

Understanding the World: Creative Development:

The kids will understand that Seeing colorful different Mathematics:

Activity Name / Activity Type: Aspect of drama being addressed Resources:

References: Using masks Creative Exploration and Expression: Enough masks

Performance: Pretending, acting out the

Personal and Social development:

Organization: Duration of Activity:

What the teacher does: What the children do:

Communication & Language:

Activity Name / Activity Type: Aspect of drama being Resources:

10- Tired\ bored

Social Emotional: Speakers for the emotion

Pates and cups

Organisation: e.g. Whole Class / Groups / Pairs / Duration of Activity:

What the teacher does: What the children do:

First the happy will welcome the other emotions to his

The first guest will be “hungry” because he is looking for

Then sad comes in while happy is welcoming him and

(the students are free to ask unstructured questions during

Then comes laughing to the party and happy welcomes

Tired comes next with an exhausted expression on his face

Next comes shy… happy welcomes him and say how do

Sick comes next …. Happy welcomes and asks him how do

Shook comes next with a surprised expression : saying I

Then the party starts ….(unstructured part )

Dance / Movement rational

Children enjoy listening to music, and immediately they move to rhythms.

Dance/movement improves flexibility, coordination, balance, range of motion,

Dance is important because it helps children develop emotionally, socially and

Table 3: Opportunities for developing preschool (music and) movement:

Activity Name / Type Aspect of Promoting Reflection of: Resources:

Activity name : Wag your Creating: The Body: Speakers/ YouTube

Effort Awareness: How to wiggle their tails

Organisation: e.g. Whole Class / Groups / Duration of Activity:

Whole Class –in the circle time area Around 10-15

What the teacher does: What the children do:

The teacher tells the students that they will

She tells the children that they will be acting out

Skills that will be developed: -

Table 3: Opportunities for developing preschool (music and) movement:

Activity Name / Type Aspect of movement or Promoting Reflection of: Resources:

Creating: Children will Computer and

Effort Awareness: How to

What the teacher does: What the children do:

Then she sings “ and stomp like the elephants do ”

and ask the students to repeat it after her.

Then she sings “and jump like the kangaroos do ”

and ask the students to repeat it after her.

The teacher jumps The children jump too

Then she sings “and swing like the monkeys do ”

and ask the students to sing with her.

Then she sings “and waddle like penguins do ”

and ask the students to sing with her.

Then she sings “and slither like the snakes do”