|Module Code:||EC8305||ECTS Credits:||5|
Children’s right to early engagement with artistic and cultural experiences including socio-dramatic play, drama, storytelling, theatre, musical composing, listening and responding to music and performing informs the content of this module. It builds on the Junior Freshman module, ‘Awakening the Senses: Creativity and the Visual Arts. It will focus on integrated arts and pay special attention to Music (listening, responding, composing and performing), Dance, Drama, Storytelling and Theatre.
Music is a diverse and lifelong activity which is enjoyed by people of all ages from birth (DES 1999). For babies, toddler and young children, music is ‘on their minds and in their bodies’ and appears to be ‘everywhere’ in their lives (Campbell, 1998). Early year’s musical engagement is creative, spontaneous and enthusiastic. Infant ‘musical connoisseurs’ (Creech et al., 2010) possess precocious listening skills, excellent memory for music and an intense interest in expressive musical performance (Trehub, 2006) The early childhood practitioner will draw on this qualities and skills as they guide and facilitate formal and informal music explorations appropriate to early year settings.
Dramatic play is common to all children cutting across socioeconomic and cultural boundaries. Children often initiate and sustain their own socio-dramatic play in order to make sense of their world. Adult intervention alters the nature, structure and purpose of play. Early childhood practitioners can intervene in children’s play in order to extend the possibilities therein. Equally, practitioners can take a more structured approach and develop Process Drama with children thereby extending the learning potential and elevating the artistry of the work (Dunn, 2011). This module examines that balance of child-structured and practitioner-structured play and drama which allows for playfulness, spontaneity, collaboration and creative problem-posing and exploration. It presents stories and theatre as ways of ‘inviting engagement’ (Bell, 2009) and bringing us into a special and personal connection with their content.
On successful completion of this module students should be able to:
- Plan, develop, enact and assess meaningful music, drama and integrated arts curricula in a variety of early childhood settings for children from birth to 6 years.
- Enact differentiated arts education practice to accommodate different abilities, interests, needs and social contexts.
- Critique arts education policies and practices in Irish and international contexts.
- Articulate an understanding of the value of music, drama and the integrated arts for children’s physical, social, intellectual and emotional well-being from birth to 6 years.
- Critically reflect on observed and enacted arts practices from field-based placements.
Method of Assessment
Integrated Drama/Music Project:
- Presentation (60%)
- Written Reflection (40%)