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Task 3

The document describes two music and movement activities where students watch a video song and perform dances and movements along with the music. In the first activity, the teacher demonstrates the movements in front of the students before they perform together. In the second activity, the students watch and dance to a different song while the teacher demonstrates in front. The objectives are for students to appreciate and sing music, recognize rhythm and pitch, warm up their bodies, and know new rhythm techniques through creative expression and imagination.

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82 views

Task 3

The document describes two music and movement activities where students watch a video song and perform dances and movements along with the music. In the first activity, the teacher demonstrates the movements in front of the students before they perform together. In the second activity, the students watch and dance to a different song while the teacher demonstrates in front. The objectives are for students to appreciate and sing music, recognize rhythm and pitch, warm up their bodies, and know new rhythm techniques through creative expression and imagination.

Uploaded by

api-294972418
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Observation Task 3: Supporting Learning through the

Performing Arts: Music and Movement

Table 3: Music and Movement


Observed learning Centers Description: Objective International
(include photo): (Music & Movement) Learning
Outcome:

In the circle Music: Students


area, I will Appreciation: will be able
explain the the students display to:
video for their enthusiasm by -use their
students by applying the body parts
doing the movements and in several
movements in singing process. ways.
front of them, Pitch: students sing -recognize
then they will through a stable the rhythm
stand in three pitch. and the
separated lines Rhythm: students pitch of the
beside each go through the music.
other to see a video song rhythm
video song (I and using their
am a gummy foots to do an
bear) on the another rhythm.
whiteboard
using the Movement:
projector, in Up-down
order to they Down-up
and I dance, Shaking
sing with the Moving hands
video. Standing on foot
then other
Jumping
Relationship:
students know that
everyone will
perform the same
dance.
Interpretation:
students use their
imagination to
move flow with the
video, for example,
imagine you are a
bear that is gummy.
So, listen to the
music well to
imagine that you
are a real bear to
move to the music.
In this Music: Students
performing, Appreciation: will be able
students will be students will enjoy to:
in their places the video song by -warm up
and I will stand applying the their body
in front of them movements steps parts by
to explain the and singing art. making
video for them Pitch: students sing movements
by performing through a stable .
the pitch. -know new
movements. Rhythm: students rhythm
After that, will use the rhythm techniques.
students will of the song using
stand up in their hands to clap.
their places to
do movements
with music art
by seeing the
video which is
(lets start
jump), and I will
stand in front of
the students to
do it with them.
Movement:
Role hands
Jumping
Body forward then
backward
Shaking
Shuffle feet
Relationship:
students know that
their classmates are
performing the
same dance.

Reflections on Observation Task 3: Supporting Learning through the


Performing Arts: Music and Movement

1. Some people view creative arts education as a luxury and do


not help with the building blocks of child development. In your
opinion, what are the benefits for children who are engaged in
creative arts in school?
Nowadays, the art technique is an important tool in several of schools
because it improves children developmental series as they grow up
and it includes a variety of benefits for children to be encouraged by
using kinesthetic process. So, children evolve gross and fine motor
skills by using their body part and muscles while doing the
movements; also children will progress their language by listening to
the music and apply it by singing. Further, the visual part will be
developed with the imagination, for example, children will see the
video song to implement the movements with the music by using their
visual learning while they are focusing on the movements with using
their imagination to get attracted to the music more.

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