Reflection # 6- Field Experience

During our field experience, Sarah and I were able to incorporate material from a website (www.utahindians.org) into our lesson plans. It helped us immensely by showing us great ways to not only make our lessons more interesting but also to help us demonstrate a more visual aspect of the lesson to the students. One of these lessons was the Bear dance of the Ute tribe. We had the kids watch a video of the dance and then chose 10 students, 5 of each gender, and had them try the dance while the rest of the students had two sticks, one with groves on it and the other without, and they rubbed them together to the beat of the Ute song that we played. We did get the typical reaction of the boys and the girls not wanting to dance together, but all and all we were able to get past that and they were able to have fun with it. One suggestion that was given was to teach all of the students the steps first before the dance to get them all involved and I wish now that we were able to do that.

The other lesson, our art's for art's sake lesson, we drew an inspiration from the Navajo sand art and did a lesson on the symbolism of colors and shapes that they had. Each student was then given a pre-drawn picture to chose what colored sand to go where. The one problem that got drawn to this was time. It took longer than expected and we had to draw out time from other places.

All in all, I did have a good experience incorporating the arts in my field experience. I like to see the kids get into it, act it out and just in general have a more well rounded experience with the material. Through the arts, the students are able to retain more knowledge because it was more than just words on a page.

Reflection #5- Teaching and Integrating Visual Arts

It was so fun to see all the different types of children's illustrators and be able to particpate in related projects with them. We got to see how each of them interpret the visual aspects of the design from how they space objects and even how they display them through border designs, to shapes and patterns, to magnetic art. The illustrator that my group chose was Lois Ehlert, I love the rich colors of her books and how they are incorporated into the books as a voice within themselves. In the artwork, it was the magentic art that sort of drew me to it by how detailed, yet simple the project was, especially the part with using a lightbulb.

Reflection #4- Music Integration in the Classroom

I definitely thought it was interesting watching all of groups presenting and seeing the different perspectives on integrating not only music but dance as well. It had made it more fun when deciding on an idea ourselves on how to combine music and dance in a lesson plan. We had several ideas to chose from; one of our first ideas was to roll cubes (dice) with one pertaining to dance and the other relating to music and having them kind of decide how to integrate those ideas in a motion/sound. But in trying to decide how to really teach a lesson in 10 minutes and impletment music/dance, we got an idea from Sarah's husband who is a teacher himself. With each lesson, he sings about math, social studies, science, etc. It really brought a different aspect to what we were able to present.

In watching the different groups, I have some ideas I want to steal for myself in my classroom. The Tahition dancing with the poles I can see students really getting into in; the boys being dare devils and the girls squealing. Then learning the meaning behind the dance, it shows them aspects of different cultures in a whole new way instead of just reading about it.

Reflection #3 Dance Integration in the Classroom

The way dance was shown in class was very interesting with the story and interpretation kind of intertwined together. The way you let it be shown how to dance how you felt through "experiencing" what the characters felt, what the other characters saw and felt about that character and how they interacted. I have to confess when you say dance, I think of just turning on music and letting the kids go crazy. It was never a storytelling aspect to me. But as we went through I saw the creative side to dance, the expression. In drama, you act how you feel; but in dance you move how you feel.

I do admit I was a little uncomfortable doing it myself since I do not have a big background in dancing and am more of a klutz. But as a way of kids getting out of their seats and using dance as a way to tell a story- it's something that I would look more forward to doing when I have my own classroom.

As a side note, I think some of us have gotten off the wrong foot with you. A lot of the things we ask and say are things we have been hearing in all our other classes in regards to our fieldwork. We have even received our field assignments telling us specifically what we need to prepare for field (lesson plans that pertain to what class). I felt that when I was trying to ask you a question in class regarding this, I was brushed off. We need support because we are all scared to be going to the classrooms and teaching what we have learned. In all our other classes if there is a big assignment due they will take time in class and make sure all our questions are answered. That was our first lesson plan and I think the biggest complaint was just that it was thrown at us at the end of class as we were leaving. If we have big assignments like that, please take more time in class and TELL us beforehand what you are looking for. Thank you for your time in reading this. I hope we can have a better relationship as professor and future teachers.

Reflection #2- Perspectives on Drama

A great quote in the book was "Drama is life with all the dull bits cut out." That Alfred Hitchcock knew a little something about what motivates people, you have to get them excited and engaged to become interested and care about the subject. To get kids to care about what they are learning they have to gain a different perspective, and through acting the part they start to realize why the subject felt that way or did that. It's a hook to get them to sypathize and relate to what they are learning.

There has been some different methods in the book/classroom that is getting me excited to try out in my own classroom. From partner mirroring and letter storytelling to interactive lessons; acting out what they are reading and maybe express themselves through artwork or any medium of their choosing. I think a key ingredient is to give them a choice; letting them decide how to give feedback even in other areas of study. Maybe for a social studies feedback do a picture on how they thought the people felt in the story or act out a part they we weren't given privy too.

Giving the kids a chance to see and notice a whole new world of possibilities and are able to expand their horizons. As teachers that's what we need to be aiming for.

Reflection #1- Teaching In, Through, With & About the Arts

Since this school year has begun, I have become more aware of the thinking process that a teacher goes through. Having a cirriculum that you need to teach the children while making it fun and engaging. Looking back at my education, the most memorable classes I have had was involved someway with the arts. It was interactive, fun and the big bonus- I NEVER FORGOT IT! For example, in the 8th grade we were learning about the salem witch trials. My teacher, who I admit had to be brilliant, had us hold our very own witch trial. We accused people, took them to court with a council presiding and then gave out punishments (after it was decided if they were a witch or not). It was so engaging and we got to see how truly ludicrous some of the accusations were. The arts help children to see a different perspective then words flat on a page. It is important to interest them so that learning becomes something they love and that they don't just endure.