K1 Project Work Teachers' Notes : Term 1 Theatre

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Outline of Programme

 

Week 1
Talk about myself
Emotions

Week 2
Children’s interest in puppets play grew and developed
Various interest corners are being set up (eg: dress up corner, finger puppets and other play area)
Teacher introduced simple stories (eg: 3 little pigs)

Week 3
Visitations
Facilities of Performing Arts School
- focused area: backstage and office
Creative Technology's Auditorium
- focused area: stage and seating arrangement

Week 4
Design and make tickets for various shows
Setting up the K1 ticket booth
Setting of K1 stage

Week 5
Information on posters around Creative O
Designing and putting up of K1 posters and show
Final arrangement of ticket booth

Week 6
Watch Barney - for fun and to understand the sequence of concert
Discussion of the possibilties of our K1 show
Final set up of stage

Week 7
Items settled- 4 types of items: a song, riddles and puppet, animal-costume show
Children selected their items
Photocopying Process- enlargement and reducing picture-size

Week 8
Programme sequencing (first-song, second-Chinese riddle, third- puppet show, fourth-animal costume parade)
Design programme sheet
Display K1 posters around - design and decide display spots
Ticket Pricing
Discussion of currency denomination

Week 9
Planning of the various show - items with various groups of children
Practice and improvisation of each performance
Overall Rehearsal

Week 10
Performance - K1 show
Conduct of performers and stage discipline
Planning of class celebration party
- food list, venue, time and dress code

 

Collaboration (working closely / in relation) with the arts teachers

Speech and Drama
Arts teacher Goh Guat Kian created dramatic play relating to going to the theatre, watching performance, preparing a show and the aftermath of a show.

For example, for one of the groups' imaginary play "We’ll go for a show", the children played the various familiar roles like the family (father, mother and children) going to the show. New characters such as the people selling tickets at the booth, the theatre helpers who show people to their seats and the performers on stage. They rehearsed in lively and interesting manners the content of their performance and revised certain stage behaviour. Interestingly, the children acted out the "after the show" scenes and they took turn to re-play the event with different people playing different roles!

Music
Teacher Alice incorporated various instruments and rhythm as she sometimes revised the "chicken on the fence-pole" song.

 

From the Theme of Theater production, there are various aspects of learning for the children…

Language Development

Letters
Ii, Ff, Tt, Pp, Oo, Ll, Hh
(recognition and writing, pronunciation/ phonic)

Reading Programme
The Smile, "Smile!" said Dad, T-shirt, Paper Patchwork, Our Teacher Miss Pool, Where is Miss Pool?, Along came Greedy Cat

Mathematical Understanding
Number 1- 30
‘One more than’ concept
Spelling: One, Two…
Colours: Red, Blue and White…
Date (day month year)
Prices of tickets
Grouping of tickets (child, adult)
Shows: different performances and days
Shapes (backdrop design)

Art and craft
Expressive illustrations (puppets)
Making our own hand puppets
Designing (posters, costume, programme sheets, dollar etc)
Patterns and shapes (patch-work)
Fun with Plasticine (3-D formation)
T-shirt Designs and cutting out of the T-shape
Tones of Blue (shades)
Painting fun

Social and Emotional Development
Interpersonal skills (development of people skills)
Taking turns to speak and to listen
Reasoning and explaining one’s view
Sharing thoughts, questions and answers
Listening and respecting different suggestions
Developing courage and skill to speak up (in class context or with smaller groups of friends and teachers)
Helping one another
Playing constructively with friends
Intrapersonal skills (development of personal emotions and attitudes)
Expression of idea (through visual art, speech, drama etc)
Positive learning dispositions (concentrate, finish to the end etc.)
Opening up to share personal feelings (eg: I am happy because…, I am feeling upset about….)
Expressing and managing one’s emotion in positive and acceptable manners (eg: I am angry with…. and I need some time alone to think about…)

 

Based on our Creative O Preschoolers’ Bay Educational Philosophy, here’s some sharing of our Thinking on K1 Learning for 2001

Concept

  1. Set main theme - All sub-themes are to be identified or developed based on children’s direction of interests - Suggestions (from teachers/ parents’ feedback) may be needed
  2. Use a ‘loose lesson’/ flexible structure
  3. Integrate school’s learning objectives and subject learning into the sub-themes
  4. Process and making orientated - personal/ hands-on experiences - 2 / 3D construction or understanding
  5. Related to life - experiences

Methods / Preparation of teachers

  1. Facilitate and guide
  2. Observe child/children’s learning pattern - such as strengths, needs, likes/dislikes
  3. Prepare scope of relevant material to support the learning
  4. Post-lesson recorded plan to replace pre-lesson plan
  5. Concept introduced may not be always that prepared in advanced. Thus, adjustments have to be done.
  6. Observation, record, adjustment, assistance, consolidation…
  7. Outing and visits- enhance understanding and expression

Skills/ Tools

Teachers’ goals and challenges