Club de arte y manualidades a nivel mundial: pintura con acuarela y pinturas acrílicas al ritmo de la música | Aprendizaje basado en el juego
Cada semana hablaremos, seremos creativos, desarrollaremos habilidades de atención y función ejecutiva, desarrollaremos nuevas técnicas de dibujo y jugaremos con el ritmo, la musicalidad, el sentimiento y la emoción pintando arte abierto en respuesta al violín, el piano, el clarinete, la guitarra, la voz y más | #creativaive | Neurodiverso, Autismo, TDAH, Dislexia, Superdotados Inclusivos.
Alice Campbell
Puntuación media:
5.0
Número de reseñas:(188)
Qué está incluido
5 reuniones en vivo
2 horas 30 minutos horas presencialesEvaluación
I do not use tests or other standardised approaches to assessing children's progress. In this age group, testing it is not developmentally appropriate and in some cases may be psychologically and academically harmful. However, as a teacher, I do believe it is important for me to be accountable to both children and parents. I aim to deliver classes that are not just "busy work" or entertainment, but which actively contribute to each child's learning in meaningful and sustainable ways. To do this, I use continuous observation of children's activity and conversation. When I make these observations, I am specifically considering the child's development in relation to the learning outcomes of the class (see above). I then routinely provide feedback to children. This may consist of: ~ positive affirmation (e.g. "I really liked the way you communicated your idea with that painting"); ~ positive reflection (e.g. "I wonder how you came up with that idea?"); and/ or ~ positive stretching (e.g. "I wonder if you could show that idea in other ways?). This is a wholistic approach to assessment. The child's response to my feedback helps me understand of "how far" they have traveled in their learning, and then "what comes next" in their learning. I welcome questions and inquiries from parents about their child's learning progress.Experiencia de clase
𝗪𝗲𝗹𝗰𝗼𝗺𝗲 𝘁𝗼 𝘁𝗵𝗶𝘀 𝗰𝗹𝗮𝘀𝘀 𝘄𝗶𝘁𝗵 𝗔𝗹𝗶𝗰𝗲 𝗖𝗮𝗺𝗽𝗯𝗲𝗹𝗹, 𝗳𝗿𝗼𝗺 '𝗜𝗻 𝗧𝗵𝗲 𝗥𝗲𝗮𝗹 𝗪𝗼𝗻𝗱𝗲𝗿𝗹𝗮𝗻𝗱'! From May 2023, group classes from 'In The Real Wonderland' will only be offered on Outschool on a limited/ occasional basis. One-on-one, individually tailored play-based learning sessions will continue to be available on Outschool for the remainder of 2023. ____________________________________ This class offers children an in-depth exploration of music and art. You can also take an introductory version of this class, as a one-time option, at the following link: https://outschool.com/classes/open-ended-art-craft-an-introduction-to-painting-to-music-Q30av9EC ___________________________________ Ｃｌａｓｓ Ｄｅｓｃｒｉｐｔｉｏｎ Each week, we will undertake a series of activities as we paint and create our own unique art, in response to music. This class is suitable for both beginner and uncertain artists, as well as confident painters. Painting to music is not only joyful, but it uses and develops many social and foundation academic skills. As well as musical appreciation, these skills include: ~ listening and sound discrimination (essential for learning phonics), ~ attention and executive function, ~ sensory processing and integration (being able to attend to multiple senses at once), ~ hand-eye coordination (essential for writing), and ~ the ability to recognise and express different feelings. Perhaps most impressive, is the way that painting to music helps children practice and develop high level skills in symbolic thinking: the ability to understand that marks on paper have a specific meaning that relate to sound...this is the basic foundation needed for reading and writing. 𝗖𝗹𝗮𝘀𝘀 𝗦𝘁𝗿𝘂𝗰𝘁𝘂𝗿𝗲 At the start of each session we will begin with a practical warm-up activity. This will help us "tune in" to our senses for appreciating music. We will also introduce a different element of art (line, shape, form, space, value, colour and texture), and a range of techniques for exploring these elements. After our warm-up, we will then begin exploring our music for the week. We will listen to classical, jazz, folk, blues, Indigenous, and contemporary music - with a mix of vocal, instrumental and acapella compositions. As we listen, we will respond to the elements of the music (melody, harmony, rhythm, texture, structure/form, dynamics, tempo, articulation, tone, timbre, pitch), using open-ended art to depict the feelings, thoughts, images and ideas that the music brings about. Throughout each class I also provide gentle prompts or ideas, and relaxed and child-led conversations (not teacher-led 'instruction') to introduce vocabulary and skills for music appreciation. Children will complete their art in an open-ended way. This means - that while I provide prompts, suggestions, techniques and demonstrations - children are encouraged to follow their own creative process as they paint. There is no "right" or "wrong" approach or technique: each child's creation will be a totally unique, free-form and personal response to the music. For this reason, the class is inclusive of a wide age-range of learners, and learners with diverse processing styles. Following each session, a PDF will be posted in the classroom, with (optional) play-based, nature-inspired and art activities to extend in-class learning at home. Please view the "Learning Goals" section below, to read more about the underlying concepts and skills that children will work toward in this class. 𝗖𝗹𝗮𝘀𝘀 𝗖𝗼𝗻𝘁𝗲𝗻𝘁 Each week, music for the class will be selected from a play list. Please note, not all music listed will be played in a single class. Instead, music will be regularly rotated (from the listed music) so that repeat learners will be able to explore new music with each enrolment. Parents and children are welcome to make specific requests, with 24 hours notice. Our weekly activities will be inspired by the following explorations, along with children's own interests and preferences: 𝗪𝗲𝗲𝗸 𝟭: 𝗠𝘂𝘀𝗶𝗰 𝗬𝗼𝘂 𝗖𝗮𝗻 𝗦𝗲𝗲 This week, we will focus on listening to music that portrays everyday sounds and feelings that come from nature , and how we can transform these into our art. We will pay particular attention to how we can use colour as a way to express the sounds and feelings we hear. Our play list will be selected from: * Selected movements from The Tale of Tsar Sultan (Nikolai Rimsky-Korsakov/ Russia) * Selected movements from The Four Seasons (Antonio Vivaldi/ Italy) * Symphony No. 94 (Joseph Haydn/ Austria) * Sing a Rainbow (Arthur Hamilton/ USA) * I Got Rhythm (Gershwin Brothers/ USA) 𝗪𝗲𝗲𝗸 𝟮: 𝗠𝘂𝘀𝗶𝗰𝗮𝗹 𝗔𝗻𝗶𝗺𝗮𝗹𝘀 This week we continue our nature-themed explorations, with a focus on how music can depict the life of our favourite animals, and ways of using art to visually represent the music we hear. We will include a focus on the artistic element of lines, to add to our use of colour in depicting music in our art. Our play list will be selected from: * The Firebird (Igor Stravinsky/ Russia) * Flight of the Bumblebee (Nikolai Rimsky-Korsakov/ Russia) * Carnival of the Animals (Camille Saint-Saens/ France) * Selected movements from Swan Lake (Pyotr Ilyich Tchaikovsky/ Russia) * The Cat's Whiskers (Benson Orchestra of Chicago/ USA) * The Cat and The Dog (Harry Reser/ USA) * The Emu and The Dog (Mark Atkins/ Australia) 𝗪𝗲𝗲𝗸 𝟯: 𝗦𝗽𝗲𝗰𝗶𝗮𝗹 𝗣𝗹𝗮𝗰𝗲𝘀 This week we will be using art to respond to music that sparks ideas and feelings about special places - real or imagined. We'll also spend some time exploring how lines and colour can be combined in art, to create shapes and forms associated with our own special places. Our play list will be selected from: * Symphony No. 6 (Ludwig van Beethoven/ Germany) * Sonata No.1 in G minor for Solo Violin (Johann Sebastian Bach/ Germany) * Selected Preludes (Claude Debussy/ France) * Galiku (Dr. G. Yunupingu/ Yolŋu) * Raining on the Rock (John Williamson/ Australia and Warren H. Williams/ Arrernte) * Waltzing Matilda (Bukhchuluun Ganburged/ Australia-Mongolia) * Ahe Lau Makani (Queen Liliʻuokalani/ Hawaii) * Somewhere Over The Rainbow (Israel Kamakawiwoʻole/ Hawaii) 𝗪𝗲𝗲𝗸 𝟰: 𝗘𝗺𝗼𝘁𝗶𝗼𝗻 𝗶𝗻 𝗠𝘂𝘀𝗶𝗰 This week, we will be exploring music that evokes emotions, and creating art in response to what we notice. We will also introduce some techniques for creating texture, as a way to depict the emotion of music in our painting. Our play list will be selected from: * Symphony No.39 K.543 in E Flat Major (Wolfgang Amadeus Mozart/ Austria) * Piano Quartet in E Flat, Op. 87 (Antonín Leopold Dvořák/ Bohemia) * The Entertainer (Scott Joplin/ USA) * The Ecstasy of Gold (Ennio Morricone/ Italy) * Civilisation (Basil Poledouris/ USA) * Fur Elise (Ludwig van Beethoven/ Germany) * Selected movements from Water Music (George Frideric Handel/ Germany) 𝗪𝗲𝗲𝗸 𝟱: 𝗠𝗲 𝗜𝗻 𝗧𝗵𝗲 𝗪𝗼𝗿𝗹𝗱 For our final week, we will be listening to a range of music that sparks children's sense of belonging and importance in a beautiful, wide, diverse world. We will introduce art techniques associated with value and space, so that they can incorporate these into their art if they choose. Our play list will be selected from: * The Flower Duet (Leo Delibes/ France) * Lullaby (Johannes Brahms/ Germany) * Ob-La-Di, Ob-La-Da (The Beatles/ UK) * Rorogwela (Afunakwa/ Solomon Islands) * Itsuki (Trudie Richmond/ Japan-America) * What a Wonderful World (Louis Armstrong/ USA) Most music used in this class in the public domain. In addition, I hold a current commercial licence to use the remaining, copyrighted music in a commercial teaching context through APRA-AMCOS, and (where relevant) appropriate permissions from music publishers. ______________________________ Ｉｎｃｌｕｓｉｖｅ Ｐｌａｙ ＆ Ｌｅａｒｎｉｎｇ Ｅｘｐｅｒｉｅｎｃｅｓ...Ｆｏｒ Ａｌｌ Ｌｅａｒｎｅｒｓ All children have preferred ways of engaging with learning content. Typically, children learn best when they can engage with content in a way that reflects their own unique preferences. I endeavor to ensure that this class is inclusive of all learners (including E and 2E learners). I do this by structuring classes, activities and conversations so each child can choose to engage in the whole class, using whatever way is most appropriate, meaningful and rewarding for them. In this class, I use an approach called 𝗣𝗥𝗢𝗖𝗘𝗦𝗦 𝗔𝗥𝗧. Process art means that children are in charge of their own creations. They choose what they create and their own materials and colours. Process art focuses on discovery, creation, confidence, exploration, experimentation and critical thinking...rather than producing a particular product that looks just like the teacher's. My approach to process art is to cater both for children who are confident to create and make art freely, as well as children who feel more confident with some structure and support. This means that each week children can choose what and how they create and, at the same time, I also provide open-ended demonstrations of different techniques or approaches that children may choose to experiment with. Process offers a high-quality context for all children to engage in meaningful and purposeful learning. This is because process art allows for almost all forms of play including: ~ sensory experience ~ exploring and discovering the properties of materials ~ manipulative and fine motor activity ~ sorting/ aligning/ categorising/ patterning activity ~ exploring cause and effect ~ problem-solving ~ construction ~ imitation and role play ~ fantasy/ imaginative play and creativity ~ and artistic play itself Because I maintain very small group sizes, I am able to ensure that each child is able to participate in whatever way is most meaningful for them. This means that each child is able to enjoy the benefits of a group class, while at the same time being supported with an individualised and personalised learning experience.
Metas de aprendizaje
The intended learning outcomes for this class are aligned with the Australian and UK early years curricula. They are also consistent with the preschool/ early years curricula for NZ, China, Korea and most European countries. This class utilises the Michigan Essential Literacy Practices Framework, and the Mathematics Learning Trajectories.
______________________________
Ｉｎｔｅｎｄｅｄ Ｌｅａｒｎｉｎｇ Ｏｕｔｃｏｍｅｓ
1. I can listen and respond to sounds in speech and music, and actively engage with and share the enjoyment of music through art and play.
2. I can express my ideas and feelings, and show an increasing capacity to understand my emotions, using creative arts.
3. I can listen to others' ideas and respect different ways of expressing those ideas.
4. I can respond through movement and art to music.
5. I can make connections between experiences, concepts, processes, ideas and feelings.
6. I can explore ideas and concepts using imagination, creativity and play.
7. I can draw on my experiences in constructing meaning, using symbols, materials, and language.
______________________________
Ｃｒｉｔｉｃａｌ Ｔｈｉｎｋｉｎｇ Ｑｕｅｓｔｉｏｎ(ｓ)
1. Can you 'see' music?
2. Does music have a colour?
3. What should music make you feel?
______________________________
Ｓｃｉｅｎｃｅ Ｃｏｎｔｅｎｔ ａｎｄ Ｃｏｎｃｅｐｔｓ
Unlike most of my other classes, we will not be exploring any science concepts directly in this group. However, given the nature of music and the ideas that it gives rise to, I expect that children will introduce science themes into our discussion from time-to-time, particularly with relation to themes of nature, plants and animals.
______________________________
Ｍａｔｈｅｍａｔｉｃｓ Ｃｏｎｔｅｎｔ ａｎｄ Ｃｏｎｃｅｐｔｓ
~ Counting.
~ Comparing number.
~ Composing numbers.
~ Patterns, structure and algebraic thinking.
~ 2D shapes.
~ Composing 2D shapes.
~ 3D shapes.
~ Composing 3D shapes.
~ Spatial visualisation and imagery.
~ Spatial orientation.
~ Measurement (length).
~ Measurement (area).
~ Measurement (angle and turn).
______________________________
Ｖｏｃａｂｕｌａｒｙ ａｎｄ Ｓｐｅｅｃｈ
Throughout this class we will explore vocabulary and many parts of speech relating to the content, concepts, and activities we are exploring. These words will include nouns, verbs, adjectives, adverbs, prepositions, conjunctions and interjections.
Vocabulary (or knowledge of words) includes understanding their structure (morphology), use (grammar) and meanings (semantics). It also includes understanding how one word links to other words (word/semantic relationships). Oral and aural vocabulary skills (or, for non-speaking children, visual vocabulary skills) are absolutely crucial to later development of literacy decoding and reading comprehension and fluency.
Because this is such an important skill gained in early childhood, I use a strong evidence-based and developmentally appropriate approach to vocabulary and speech development. This includes:
𝗘𝘅𝗽𝗹𝗶𝗰𝗶𝘁 𝗩𝗼𝗰𝗮𝗯𝘂𝗹𝗮𝗿𝘆 𝗗𝗶𝘀𝗰𝘂𝘀𝘀𝗶𝗼𝗻
Explicit vocabulary discussion means that, in this class we not only use words, but we also sometimes talk about them. We might discuss, for example:
~ what does this word mean?
~ what words would communicate what we want?
~ what other words can we use for this?
While these discussions are explicit, they are not a discrete part of our classes or delivered as a "lesson". Instead, we weave these into our organic discussions while we play, create and tell stories. I do not choose or have a "list" of specific words that children "must" learn. My approach is to respond to children's interests by offering explicit vocabulary discussion that is purposeful, and which helps each child engage with their goals, interests and motivations. This means that children are developing their vocabulary (and self-awareness of it) in a meaningful, relevant and active way.
𝗘𝘅𝘁𝗲𝗻𝘀𝗶𝘃𝗲 𝗖𝗼𝗻𝘃𝗲𝗿𝘀𝗮𝘁𝗶𝗼𝗻
While it may seem "efficient" to get children to memorise, or rote learn, words - this approach has been shown to have no real value in speech/ language development generally, including vocabulary development. Rather, evidence confirms that the critical requirement for strong vocabulary and speech development is for children to have many meaningful, two-way conversations that are interesting to them.
To provide this for your child, I maintain very small class sizes and a child-led approach to learning. This ensures that each child has many opportunities to "chat" and "talk" with me and other learners throughout each session about the things that have captured their interest and which they are discovering. I focus on finding opportunities within these conversations to not only introduce new vocabulary, but to also extend and stretch each child's confidence in using and understanding vocabulary in speech.
Otros detalles
Orientación para padres
- The song "Waltzing Matilda" used in this class, contains the lyric: "And his ghost may be heard, as you pass by that billabong".
Lista de útiles escolares
~ Paper for artwork (I recommend 5 sheets of paper per session) ~ Something to paint with (your child's choice of acrylic paints, watercolours or other paints) ~ A selection of brushes (in weeks 4 and 5 I also recommend having some simple sponges on hand for painting) ~ A cup or two of water - for rinsing/ cleaning paint brushes. Please note: ~ Paints work better than pencils/ crayons for this class. This is because paint is more responsive to the child's expression - for example, young children find it easier to vary the way paint is applied to create thickness, size, movement, shape, etc. in "real time". ~ If you use watercolour paints, watercolour paper is preferable. However, depending on where you live, this can be expensive, so you do not need to feel pressured to purchase for this class. ~ If you have headphones, you may like to experiment to see if using them improves your child's enjoyment of the music in this class.
Recursos externos
Los estudiantes no necesitarán utilizar ninguna aplicación o sitio web más allá de las herramientas estándar de Outschool.
Se unió el May, 2020
5.0
188reseñas
Experiencia y certificaciones del docente
I am both a trained nurse and Masters-qualified teacher, specialising in Therapeutic Play. I have over 30 years experience in working with young children, specialising in designing programs to improve children's developmental, educational/ learning and mental health/ well-being outcomes in both "typical" and complex circumstances. I have received numerous government and industry awards for my work in both teaching and therapeutic practice.
My Master's degrees have included extensive training in teaching through arts and play-based experienced. My Masters in Teaching also included early childhood musicianship, singing and music appreciation education (0-8 years). I have also completed a range of professional development qualifications and trainings, particularly in rhythm, percussion and movement-to-music education for young children. I am a licenced practitioner in the Safe & Sound Music Intervention protocol.
From 2009, for almost a decade, I was also lucky enough to work on many projects with Dr Jolanta Kalandyk-Gallagher, an internationally accomplished scholar and Head of the Early Childhood Department at the Australian School of Music (Australian National University). Dr Kalandyk-Gallagher was a groundbreaking researcher and educator, who specialised in Early Childhood Music Education/Pedagogy, Music Therapy, Music Psychology, Creative Arts Education, Health Sciences, Early Intervention, and Music Methodology and Curriculum Development. Her knowledge and practice skills in Early Childhood Music Education have deeply informed my work with young children since this time.
My background includes working in universal/ public early childhood education settings, as well as in specialist areas including child protection, disability, mental health, family violence, trauma, and disaster/ conflict zones. I have postgraduate qualifications and training in a range of other educational and therapeutic interventions including trauma-informed practices, art therapy, and Circle of Security. Although this class is not a therapy intervention, I bring my extensive understanding of child well-being to ensure my classroom practices are sensitive, inclusive and responsive to the needs of children. Reseñas
Clase grupal
80 US$
por 5 clases1 x por semana, 5 semanas
30 min
Completado por 1 alumno
Videoconferencias en vivo
Edades: 3-8
4-6 alumnos por clase
