Wednesday, January 6, 2010
HELP!
Ok so just noticed that my last set of blogs I posted hadn't gone up on my blog. I have no idea why as the blog is saying they were posted 2 weeks ago but twigged that now makes sense for the lack of feedback. argh! Please if you can spare the time I would be grateful if you could blog comment accordingly as obviously my computer is trying to give me heart failure and a not so good start to 2010! All comments will be gratefully received and I will definitely regardless of what you say be constructive in return. Hope you all are having a wonderful New Year so far and if anyone else has had Virgin installed last month please let me know if you are having problems like me so we can brave the storm of snowy cable together! x
The Language of The Landscape 3 (Edited for Final Draft)
The introduction of young people to dance and performance as an art form at an early age is highly desirable to encourage early development of sensory, motor and social skills. In the same way that every infant goes through sequences of crawling and creeping before they walk upright (Hilgard, 1962, p69) as soon as they progress to more advanced walking and movement, they are already prepared to extend their learning through any medium that entertains them. Studies show that children who are encouraged through enjoyable yet demanding activity are more likely to progress at a greater rate than those faced with less challenge and little activity (Child, 1954). Disciplinary practices are important not only in the control of specific behaviour, but in the development of conscience and in later social conduct. Thus involving the discipline of performance from an early age can directly affect general disciplinary acceptance across a wide range of situations as a child matures.
In my development of different courses within my own professional practice, I am guided and encouraged by embracing the “Every Child Matters” motto (Department for Children, Schools and Families, 2007) This important recent document and strategy introduced by the government of the day lists the following four principles for the early years foundation stage :
A Unique Child,
Positive Relationships,
Enabling Environments,
Learning and Development.
Each of these four headings is clearly divided into sections and I look to provide courses which are underwritten by the philosophy of current government practice.
Every child is a competent learner from birth who can be resilient, capable, confident and self assured. Our courses offer equality and diversity in a safe and protected environment. Children are able to discover boundaries, to make choices and to grow through physical and emotional well-being.
The courses are provided to encourage respect for each other, understanding friendships, learning with parents, all of which leads to the encouragement of positive relationships. (Interesting research by Remmers & Radler, 1957, show that practices of 50 years ago are just as relevant today.)
Our specific environment, whether it be the dance studio, the drama space or even a performance arena such as a stage or public hall all add the learning and maturing experience. The environment plays a key role in supporting and extending children’s development and learning ( DCSF, 2008 ) From the public arena of a stage to the privacy of a dance studio, each child is able to experience a wealth of stimuli, making a valuable set of footprints along the walkway of life and its maturity.
Finally our courses for early years centre on play and exploration, through the medium of song, dance and drama, all elements which combine to give an exciting learning experience. “ In play, babies and toddlers try out their recent learning skills and competencies ....although there is no pressure to perform, even babies ...show their highest levels of learning (Bruce , 2002) ( Birth to Three Matters, 2003 , Dept Work & Pensions UK ).
In summary, our courses give excellent opportunity through a structured approach to radically enhance physical and creative development.
In my development of different courses within my own professional practice, I am guided and encouraged by embracing the “Every Child Matters” motto (Department for Children, Schools and Families, 2007) This important recent document and strategy introduced by the government of the day lists the following four principles for the early years foundation stage :
A Unique Child,
Positive Relationships,
Enabling Environments,
Learning and Development.
Each of these four headings is clearly divided into sections and I look to provide courses which are underwritten by the philosophy of current government practice.
Every child is a competent learner from birth who can be resilient, capable, confident and self assured. Our courses offer equality and diversity in a safe and protected environment. Children are able to discover boundaries, to make choices and to grow through physical and emotional well-being.
The courses are provided to encourage respect for each other, understanding friendships, learning with parents, all of which leads to the encouragement of positive relationships. (Interesting research by Remmers & Radler, 1957, show that practices of 50 years ago are just as relevant today.)
Our specific environment, whether it be the dance studio, the drama space or even a performance arena such as a stage or public hall all add the learning and maturing experience. The environment plays a key role in supporting and extending children’s development and learning ( DCSF, 2008 ) From the public arena of a stage to the privacy of a dance studio, each child is able to experience a wealth of stimuli, making a valuable set of footprints along the walkway of life and its maturity.
Finally our courses for early years centre on play and exploration, through the medium of song, dance and drama, all elements which combine to give an exciting learning experience. “ In play, babies and toddlers try out their recent learning skills and competencies ....although there is no pressure to perform, even babies ...show their highest levels of learning (Bruce , 2002) ( Birth to Three Matters, 2003 , Dept Work & Pensions UK ).
In summary, our courses give excellent opportunity through a structured approach to radically enhance physical and creative development.
The Language Of The Landscape 2 (Edited for Final Draft)
Dance4Fun are wonderful classes running on a termly basis which offers its participants the opportunity to develop a wide range of skills through the form of dance and exercise. With the use of up to date music and cleverly constructed routines for each individual age group, it allows both parents and children to socialise and benefit from the dance fitness approach every session entails. The weekly classes include games, technical dance movements as well as enabling a group bonding process to occur in a safe and disciplined format. The staff all come from fitness or dance backgrounds enabling demonstration of movement and classes to have a energetic approach, making all class members gain as much as possible while being entertained and encouraged to exercise. The class also allows for individuals to gain confidence, co-ordination and creativity skills through the use of tasks with equipment and picture cards. The outcome of the class enables both parent and child to leave feeling refreshed, revitalised and full of excitement to go home and work together with their Dance4Fun CD and Booklet. This includes a Dance4Fun goal chart so fun goals can be managed and be rewarded as each term goes by. All of the exercises are safe to practise with family and friends promoting a healthy lifestyle for all involved making everyone benefit from this simple yet effective learning process.
The classes always begin with a mandatory warm up – used to encourage discipline as well preparing the body for the motor and sensory experience which is about to take place.
This is then followed by a range of activities including preparation for specific themed events e.g The Jungle Run - Incorporating rhythmical moves with the children mimicking wild animals which the parents generate. Jumping Jacks – this uses soft play equipment to enable the children to express themselves whilst using elevation and co-ordination to develop special awareness, judgement of distance and team building exercises. Parachute Party - This includes a gigantic rainbow-coloured parachute which envelops the whole group yet allows each individual child and parent to explore colour, touch, sight, and sounds in an unusual environment. The classes also include musical development enabling children to feel the beat and identify rhythm patterns using both well known nursery rhyme classics but also introducing alternative current pop trends. This is also used to encourage musical recognition when children hear the same music through different media sources in their normal daily lives. We hope that this ability triggers a practice of recall which then stimulates further practice outside the learning environment for both parent and child.
Each term has a specific theme and different goals are set within it. The final target for each term is a performance session where each child is given the opportunity to prepare and then demonstrate a short combination of their favourite moves using their own choice of music. The classes will also have been devised throughout the term to engage the children in a group activity which again leads to the opportunity of performance, this time with their peers.
The emphasis of all sessions is to promote and praise healthy living and positive relationships between both parent and child and their peer groups respectively.
The classes always begin with a mandatory warm up – used to encourage discipline as well preparing the body for the motor and sensory experience which is about to take place.
This is then followed by a range of activities including preparation for specific themed events e.g The Jungle Run - Incorporating rhythmical moves with the children mimicking wild animals which the parents generate. Jumping Jacks – this uses soft play equipment to enable the children to express themselves whilst using elevation and co-ordination to develop special awareness, judgement of distance and team building exercises. Parachute Party - This includes a gigantic rainbow-coloured parachute which envelops the whole group yet allows each individual child and parent to explore colour, touch, sight, and sounds in an unusual environment. The classes also include musical development enabling children to feel the beat and identify rhythm patterns using both well known nursery rhyme classics but also introducing alternative current pop trends. This is also used to encourage musical recognition when children hear the same music through different media sources in their normal daily lives. We hope that this ability triggers a practice of recall which then stimulates further practice outside the learning environment for both parent and child.
Each term has a specific theme and different goals are set within it. The final target for each term is a performance session where each child is given the opportunity to prepare and then demonstrate a short combination of their favourite moves using their own choice of music. The classes will also have been devised throughout the term to engage the children in a group activity which again leads to the opportunity of performance, this time with their peers.
The emphasis of all sessions is to promote and praise healthy living and positive relationships between both parent and child and their peer groups respectively.
The Language of The Landscape (Edited for Final Draft)
The Musical Kidz Company is starting new classes for babies to teens whose parents would like them to keep fit and have fun at the same time. The classes are age divided and even parents are welcome to join. These classes are an ideal opportunity for everyone involved to dance, learn new skills and meet new people whilst in a fun and safe environment. All classes are held by fully CRB checked staff that have huge amounts of energy and are raring to go. So if you have children with energy to burn and are after a great social class with lots of funky music and moves to match then why not get in contact today for further information and the nearest classes available to you. Call Musical Kidz on 07988 351673 or visit http://www.themusicalkidz.co.uk/
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