Highlights
Task:
OVERVIEW
This is an assessment task based on the work you have done across the unit. Your Digital Visual Journal will document ideas, processes and concepts that emerged for you through inquiry and engagement with this unit. You will use photography, narratives, video, drawings, music, sound recordings and other creative media in this journal and also draw on any discussion post you have made through the unit.
DETAILS
The Digital Visual Journal is a place for you to document, expand on, and explore the unit's inquiry, processes, perspectives, concepts and ideas. This is something you will work on throughout the semester. Ensure you collect something from each module to be raw data for this assessment task.
These documentations become what you will make your digital journal from. Create your journal from your detailed and descriptive notes of processes, photographs, recorded materials used, and samples of drawings, sketches, paintings, music making and other artistic and inquiry processes (take good quality photos/scans of this content).
MODULE 1 Musicking and moving with Young Children
This unit begins from the premise that music, movement and the dramatic arts are a critically important feature of children’s learning. When we understand that creating different opportunities for children to express and explore with and through the aural and kinaesthetic languages in early childhood education we create different possibilities for children’s learning. In doing this educators need to consider all of the ways that arts-based methods and pedagogies ‘happen’ in educational spaces. How, where, and why children move their bodies, make and explore sounds, and how this shapes their learning matters. The ways that educators understand and ‘do’ movement in their practice is extremely consequential. For example, if we argue that children should complete a certain amount of physical activity each day to gain health benefits, we will create specific opportunities for children to move that help to meet this goal.
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