Performance Art Portfolio

Hig h er Co lleg e o f Tech n o log y
Sh arjah W o men s Co lleg e
Performance Art Portfolio
Teacher: Hamda Saghayier Echtibi

ID: H00272763
Section: 12B4ECE01
Teacher: Ms. Antoinette Wiseman.
Page | 1
Table of contact
Section 1: Drama and Role Play:
Activity 1: Grocery Store.
Activity 2: Whats the Weather?
Activity 3: Animals in the Farm.
Section 2: Dance, Music and

Movements:
Activity 1: One Little Finger Song.
Activity 2: What Color Are You Wearing?
Song
Activity 3: Lets Count to 20 Song.
Section3: Music:
Activity 1: Five Little Ducks Song.
Activity 2: Incy Wincy Spider Song.
Activity 3: Finger Family Song.
Page | 2
Section
Drama and Role Play

Activity 1: Grocery Store
Activity 2: Whats the Weather?
Activity 3: Animals on the Farm
Page | 3
Grocery Store Activity

Description: this activity is consider as a one kind of role play and drama activity. It is has a natural an d
effective way to begin teaching young children about numeracy , literacy and writing opportunities. It aims
to promote childrens exploration and creative by dealing with materials in classroom environment. Also, it
illustrates how dramatic play can support s childrens academic learning. This area continue shelves with
food price labels, grocery bags in the basket. Students in this activity will collaborate to manage the grocery
store by themselves. They will decided the price for the items, they will use the scales to weight items and
they will act as a customer and salesman in the store. The child will explore and engage to discover the
grocery store by dealing with buy and sale concepts.
Theme: Grocery store food and sections.

Skills and Concepts to be developed in this dramatic play area:
Physical Development: Gross motor skills: This technique can develop childrens gross motor actions that include
large limbs or the whole body muscles (Perceptual and Motor Development Domain, 2015) . When children will pic the
grocery from the store and when they will use the cash register and the basket. Moreover, when will try to wear the
aprons by themselves, that will help them to use and develop their gross motors as well as. Fine motor skills: this activity
can develop childrens fine motor skills that include the use of fingers to deal and manipulate objects (Perceptual and
Motor Development Domain, 2015) . When they will use the cash register that are useful way to develop the fine motor
skills for children because they will use the small muscles in their hand. Consequently, that will help them in writing in
the future.
Communication & Language: This activity will allow children progress to their language development. They will
learn how to communicate and use the grocery language by acting as they were in the store.
Understanding the World: Children will be able to have an opportunity to deal with real thinks in their life. They
will learn how to deal in the grocer y store by themselves as well as they will be able to deal and explore materials in
this area. As Jean Piaget claimed children through growth they can give meaning to the people, places, and things in
their world to build their own knowledge (Mooney, 2013). Moreover, he believed that children build milestone in their
minds in the first years of development, when they dealing with things and materials in classroom areas to discover
themselves through interaction with the environment.
Mathematics: Children will be able to develop mathematical concepts. They will use the rational and rote counting
strategy, when they will count their shopping list. They will recognize colors and shapes of food. They will have a chance
to deal and use the money, price and the scales to weight the food.
Literacy: They will be able to learn and acquire new vocabulary to help them communicate. They will build vocabulary
such as scales, fruit and vegetables names, basket and cash register.
Personal, Social and Emotional Development: Through this activity, children will be able to develop
communication and social skills. When they will interact with each others in casher area for example. Children will
express their emotions if they like or dislike something.
Page | 4
Teacher structured Opportunities for developing dramatic play area:

Activity Name /
Activity Type:
Grocery Store
References:
C ox , K. (2016).
Groce ry st ore
dra ma t ic pla y
ce nt e r. R e trieved
F e bruary 12, 2016,

f rom Pre kinde rs:
ht t p: //www.pre kind
e rs. com/groceryst ore -drama ticpla y /
Aspect of drama being

addressed\ learning outcomes.
Resources, Key
Vocabulary, Key
Questions
Grocery Store set up in Creative Exploration

dramatic play area.
Expression:
and Recourses: Food with

price labels: mini juice and
- Students will explore and milk jugs and bread.
- Acting the role of salesman discover the grocery store. They Sections: food and snack,
and customer.
will find how many sections in dairy, fresh produce,
bakery and meat.
Pictures:
their store.
Moone y , C . G.
(2013). The orie s of
C hildhood: A n
Int roduction t o
De we y , Montessori,
Erikson, Pia get ,
a nd Vy got sky. St .
Pa ul: Re dle af
Pre ss.
Pe rce ptual a nd
Mot or De v elopme nt
Doma in. (2015,
F e bruary 12).
Re t rie ved F ebruary
12, 2016, f rom
C a lif ornia
De pa rt me nt of
Educa t ion:
ht t p://www.cde .ca.
gov /sp/cd/re/itf09p
e rcmot de v.a sp
Egg cartons, Paper bags,

- Using a grocery store materials
Cash register, Play money,
and resources.
Price tags, Shopping list ,
- Learning through experiences
form dramatic play in the grocery Scales, Play food, Grocery
cart/baskets, Aprons, name
store.
tag necklaces, Plastic
Technical Incorporation:
fruit/vegetables, Empty
Performance:
cereal boxes, tins, cartons
- Acting out the role of salesman, and Credit card.
store worker and customers.
Key vocabulary: fruit and
- Build vocabulary bank through vegetables names, money,
acting in grocery store.
price, food dairy, meat
- Being able to count from 1 to 20. bakery and scales.
- Identify the different kind of Key questions:
colors and shapes.
1) What do you see?
- Understand the concept of
2) How
many
measurement by using the scales.
sections in the
Personal and Social
store?
development:
3) What you buy
- Engage students to develop
from the store?
social skills with others.
4) Why we go to
- Learning good manners like
grocery store?
Taking turns, being polite and
5) How
many
helping others.
products you buy?
Organization:
Duration of Activity:
Whole Class in dramatic play area in classroom.
30 minutes.
Page | 5
What the teacher does:
What the children do:
The teacher will give students instructions about

applying activity. She will engage them to choose
what they want to be in the grocery store as a
salesman, store worker or customer.
The children listen to the teacher.
The teacher will observe children wearing the name

tag necklaces and putting the open sing to show
that the store open.
They are wearing their necklaces and putting the open sing.
The teacher will give the store employee the paper to

write prices and items.
The children cut the paper with scissors and write items and
prices on the receipts. Other students were writing shopping
list from store.
The teacher asking children about the sections,

products names and their favorite food.
They engaging to answer the teachers questions.
The teacher observe children work in the grocery

story.
They are acting their role in grocery store, select what they
want, counting items in their cart and go to cash register to
buy.
The teacher praising students by motivating them and Students will use the scales to weight items and compare
saying positive words.
between different weights.
The teacher observe ask them questions about colors They sort their items into colors, sizes, shapes and kinds like
of food, shapes of items in the grocery, shopping list, fruit, vegetables or diary.
identify the role of salesman, store helper and
customer, counting and using the scales.
Help the students who need support and asking
questions with praising students work.
The students who will take a part of salesman will use the
cash register and write the total price of customer purchases.
The teacher will give students instructions of tidy up

the area and place the materials in right place to close
the store.
Students will clean up the area, then move to sit on the carpet
area.
Extension Ideas:
The teacher could extend the topics of conversation t o relate to almost any theme. Also, the teacher can use the
grocery store for many activities like:
-
Pick a color before entering the store. Then, let children find how many times can see that color while
shopping. If the teacher teaching specific color.
The teacher can write some letters and numbers on a piece of paper and Let children match each letter and
number with ite ms that they find in the store (25 activities for the grocery store, 2014) .
Page | 6
Whats the weather? Activity

Description: we can consider weather in role play area as a one kind of drama tic play activity. I believe
children will learn best through hand on experiences and utilize the world around them. Its gives children
an opportunity to focus on social, emotional, cognitive, and physical development . It is an approach to teach
young children about numera cy, literacy and writing opportunities. It aims to enhance childrens exploration
and stimulate problem solving. Also, it shows how dramatic play can supports childrens academic learning.
In this activity, children will be able to iden tify the weather of the day, be create through exploring the
weathers and acting as in news weather station.
Theme: the weather.

Physical Development: Gross motor skills, this activity will help children to develop the gross motor abilities
when they will use the large muscles to wear clothes, post the map and artwork at the wall. Fine motor skills,
this activity childrens fine motor skills that include the use of fingers when they wil l use materials like crayons
and paper to create the weather condition. When they will use their hands to make news microphone.
Understanding the World: Children will be able to have an opportunity to deal wi th real thinks in their life.
They will understand the concept of changing clothes with changing weather. Identify the features of weather in
their surrounding area.
Mathematics: Children will be able to develop mathematical concepts. They will use the ra tional and rote
counting strategy, when they will count the clothes, raindrops as well as the materials that they used. They will
recognize colors and shapes of materials.
Communication & Language: This activity will allow children progress to their language development. They
will learn how to communicate and use the weather language in this area.
Personal, Social and Emotional Development: This activity will help children to develop their emotions
and communication skills. When they will start to express their artwork and talk about it, they will have an
opportunity to show their feelings and their opinion about the weather. Also, when they will contact with others
by helping each other and share their work that can help them to build relationships with others.
Literacy: They will be able to learn and acquire new vocabulary to help them communicate. They will build
vocabulary such as weather, sunny, windy, cloudy, rainy, winter, newscaster, summer and map.
Creativity: This activity, will give children a chance to be creative and use their imagination. By avoiding give
children too much direction of doing this activity. Just let them be creative to make what they want. For example,
they can make the picture of one of the weather. Just you give your ch ildren the materials and some suggestions
and trust that they can deal with materials to the activity.
Page | 7

Activity Name /
Activity Type:
Whats the weather of the

day?
-
Science theme in role play area.

Help children to identify the different
kind of weather condition.
Art activity, students will cre ate and
draw the weather and the news
microphone.
Physical activity, when children will
move around the area to post pictures,
map and weather labels.
Cognitive activity, when they will think
about the weather and identify it features.
Pictures:
Aspect of drama being

addressed\ learning
outcomes.
Resources, Key Vocabulary,

Key Questions
Creativ e Ex ploration and

Ex pres s ion:
Recourses: UAE map, White

papers, Colors\ crayons,
Cotton, Tree Leaves, Paper
plate, sticky tape, Umbrella,
Sunglasses, Winter and
summer clothes, Empty
Cartons, Cards of weather
state ( windy, sunny, snowy,
and rainy), hat, gloves and
scarf, Table for weather
station and carton to make
microphone for weather
station news.
- Students will explore and

discover
the
weather
conditions. They will find how
many seasons we have in UAE.
- Using materials and
resources to draw and create .
- Understand the different
features of clothes by
changing weather.
Learning
through
experiences form dramatic
play in the weather area.
- Identify the different kind of Key vocabulary: weather,

sunny, windy, cloudy, rainy,
weather conditions.
winter, newscaster, summer
Technical Incorporation:
and map.
Perform ance:
- Acting the
Newscaster.
role
of Key questions:
- Build vocabulary bank

through acting in wea ther
station.
- Being able to count from 1 to
20.
Pers onal
and
dev elopm ent:
S ocial
1) How we can know the

weather condition?
2) What is the different
kind of weather
condition?
3) How many seasons
we have?
- Engage students to develop

social skills with others.
Organization:
Whole Class in dramatic play area in

classroom.
30 minutes.
Page | 8

applying activity.
The teacher will observe children posting the

map.
Students will post the UAE map using sticky tape on the wall
in this area.
The teacher will tell the students to talk about the

different types of weather condition.
Students will expresses their thought to answer the teacher

question.
The teacher will introduce the specific materials

to use them to draw and create the weather of the
day for each child in the classroom.
They engaging to create their own artwork. They will count the
raindrops in their artwork.
The teacher observing, asking and praising

students by motivating them and saying positive
words.
They will post their artwork that represent the weather of the
day at the wall behind the news table.
Teacher will involve and help students wearing

clothes and asking questions.
Students will wear the different type of weather condition

clothes, they will talk about the texture and features of these
clothes.
The teacher observe and ask questions.
Students will sort the clothes into colors, seasons and sizes.
Help the students who need support and asking

questions with praising students work.
Students will use the map to identify and talk about the
weather of the day.
The teacher will provide the materials that they

need.
Students will use the carton to create their own microphone
The teacher will observe and praise her students.
Each child will express her\his thoughts and feelings to act as a

Newscaster who tell the people about the weather.
The teacher will give students instructions of tidy Students will clean up the area, then move to sit on the carpet
up the area and pla ce the materials in right place . area.
Extension Ideas:
The teacher could extend the topics of conversation to relate to almost any theme. Also, the teacher can use the
weather of the day for many activities like:
-
Reading story about the weather. Then, let children act the story in this area.
The teacher can use it to introduce the new letter for students.
Use this activity to teacher children numbers and colors. For example, teach children mixing color or
drawing the rainbows.
Doing the fan artwork by using papers and crayons for sunny weather.
Page | 9
Animals on the Farm Activity

Description: in this activity children will be able to identify the farms animals and recognize their sound.
We can consider this activity as a dramatic role play. Children, through this activity will be able to learn
numeracy and literacy. Also, they will develop man y learning developmental domains such as physical,
cognitive, social and emotional and communication and language. Students will they make farm animals like
sheep, and cows, fish in pond and chickens and chicks. They will make a house for each kind of animals.
They will act as a farmer in the farm. They will collect eggs and fed animals and clean the barn and chicken
house. This activity will applied also for special need students in the classroom like ADHD students. This
activity will help them engage and involve in the classroom be give them work to do like coloring, cutting,
and acting.
Theme: animals farm.

Physical Development: Fine motors skills: children will be able to develop their smalls muscles like the
fingers when they will use the materials to create the animals and their houses. The gross motors skills: when
they will start to manage the boxes for the animals hoses and when they will use the farmer tools to act as a
farmer.
Understanding the World: Children will be able to have an opportunity to deal with real thinks in their life.
They will learn how to be a part of community by acting the job of the farmer. Also, be inform of the animals in
the farm.
Communication & Language: This activity will develop childrens communication and language skills
through being experiences to act as a farmer.
Mathematics: Children will be able to develop mathematical concepts. They will identify the color of animals
and their houses. They will classify materials like boxes into different shapes.
Personal, Emotional Development: Children through this activity, they will be able to express their feelings
and thoughts when they will talk about their work. Also, when the teacher will praise them after they will finish
that will help them to increase their self -steam and self-confident.
Literacy: They will be able to learn and acquire new vocabulary to help them in the animal theme. They will
build vocabulary such as farm, farmer, cow, sheep, chicken, fish, pond and barn.
Creativity: Children will be able to be creative and use their imagination to act as a farmer and imitate the
animals sounds. They will be creative to use the colors of animals and design them by themselves.
Page | 10

Activity Name /
Activity Type:
Aspect of drama being addressed\

learning outcomes.
Resources, Key
Vocabulary, Key
Questions
Science activity, students

will identify the animals
farm and the role of the
farmer.
Creative Exploration and

Expression :
Recourses:
color
\
crayons,
watercolor,
carton boxes,
colored
papers and clay ( to make
animals, pond, barn and
eggs), animals and animals
house written names, sand,
farm tools ( basket, trowel,
wheelbarrow, gloves and
garden tool and straw for
chickens.
farm animals
References:
J a ckie . (2015, Ma rch
29). F a rm in t he
dra ma t ic pla y
ce nt e r. R e trieved
F e bruary 21, 2016,

f rom Pocke t of
Pre school:
ht t p: //pocket ofpre s
chool. blogspot.a e/2
015/03/farm-indra ma t ic-pla yce nt e r.html
- Students will explore and discover

the farm animals by themselves.
- Using a materials to create animals

Mathematics activity by and be creative.
counting animals in the - Learning through experiences form
farm.
dramatic play in the farm.
- Identify the different kind of colors
Creative and imagination and shapes.
activity, when students will - Engage ADHD students into the
start to make and design the activity.
animals with their house.
Performance:
Literacy activity, when their
will write the name of the - Acting out the role farmer.
animals.
- Build vocabulary bank through
Help ADHD students in the acting in the farm.
classroom to be involve and - Identify the farm animals sounds.
participate in the classroom.
- Being able to count from 1 to 20.
Personal and Social development:
- Engage students to develop social
skills with others.
- Learning good manners like being
polite and helping others.
Organization:
ADHD students in dramatic play area in

classroom.
30 minutes.

applying activity.
Key vocabulary: farm,

farmer, cow, sheep,
chicken, fi sh, pond and
barn.
Key questions:
1) What are the farm
animals?
2) What we could the
cow house?
3) What is the color of
farm animals?
4) How many animals in
the farm?
5) What does the farmer
do?
Page | 11
The teacher will give students the materials and

resources to create the farm area.
Give them support if they need.
The students will range the boxes for chicken house, cow barn,
sheep barn, eggs, and fish pond. Also, using the papers to make
grass for t he farm and use some of sand.
But the straw in chicken house.
They will decided to make their own animals for the farm which
are fish, sheep, cow and chickens.
The teacher will observe and ask questions with

praising students work.
They will count animals that they make them.

They will talk about their favorite animals.
Students will start to act as a farmer who take care of his farm by
clean and fed the animals.
Students will classify the animals into colors and shapes.
They will imitate the animals sound.
Teacher will give students opportunity to listen to

her students thoughts and feelings.
Students will engage to express their thoughts and feeling about

their area.
Observe and check students answers.
Each students will involve to write the list of what farmer do in

the farm.
The teacher will give students instructions of tidy

up the area and pla ce the materials in right place.
Students will clean up the area, then move to sit on the carpet
area.
Extension Ideas:
The teacher could extend the topics of conversation to relate to almost any theme. Also, the teacher can use the farm
animals for many others activity activities like:
-
Identify the fruit and vegetables that the farmer plant them in the farm.
Pick a letter of the alphabet before entering the farm to find the things that start with that letter.
Reading the story that related to farm theme. The teacher and students can sit in the area and let students retell
story.
Pictures:
Page | 12
Section
Dance \ music and
movement
Activity 1: One little finger song
Activity 2: What Color Are You Wearing?
Song
Activity 3: Lets Count to 20 Song
Page | 13
One Little Finger Song Activity

Description: this activity is a music and movement activity. In this activity, children will be able to identify
the body parts by following song of one little finger song with simply point and follow along with the
song. Its base on doing certain movement s with the song. The activity aims to help children recognize the
body parts, develop kinesthetic skills and cognitive abilities. Also, its target to teach children some
positions and counting skills. As a teacher, I will introduce for them the song and th e name of the body parts
to facilitate teaching them the song. As well as, that will contribute supporting childrens academic learning.
Theme: the body parts.
Skills and Concepts to be developed in this dance, music and movements area:
Physical Development: this activity will promote childrens fine and gross motors skills. When they will start
to move their fingers and taping, they will have an opportunity to support fine motors of their hands which will
help them to improve their hand writing. The gross mot ors, when they will move their arms to achieve the
movements.
Communication & Language: they will gain the vocabulary that will help them to use it to talk about the body
parts theme.
Mathematics: this activity will improve childrens counting aspect. When they will count how many times they
will taps and points.
Literacy: they will gain new words that support the body parts theme which will increase the amount of their
vocabulary bank.
Personal, Social and Emotional Development: they will learn how to manage and organize the song
movements together. They will build a strong relationship as a consequence of teamwork and giving others help
during the application of the activity .
Creativity: they will be able to apply the song and create their own movemen ts by using their imagination.
Page | 14
Opportunities for developing preschool (music and) movement:

Activity Name / Type
Aspect of movement or Promoting Reflection of:

movement in response
to
music
being
explored
Creating: children can

have the opportunity to
Movement activity whilst
express their creativity
singing.
side by doing their own
movements in front the
References:
classroom.
One little finger song
O ne Lit t le F inger. (2016).
R e t rie ved F eburary 19,

2016, f rom Supe r Simple
Le a rning:
ht t p: //supersimple le arnin
g. com/songs/originalse rie s/one/one-little f inge r/
The Body: - Children will move their Recourses:

arms and fingers to points to the body
parts. For example, singing one little - One little finger
song.
finger, one little finger, one little finger
to
with moving the one finger of the right - Computer
illustrate
the
hand. After that, tap the finger on the left
music.
hand.
Performing: children will do and apply the actions

and movements with the teacher. As well as, they
will singing the song.
Aims:
They will point their finger up, down Key vocabulary:

and on head
- Body, nose, head,
Then the children will move to point
hand, leg, arm,
on their heat by taping three times.
foot, chin, tap and
After that, put their finger on their
finger.
nose.
They will follow this pattern to do
movement for chin, arm, leg, and Key questions:
foot.
1) What are the
body parts?
They will say all the body parts
backward from foot to head with doing
2) How we can
the movement. Finally, they will wave
tap?
their hand by saying good-bye
Understand the body parts.
Recognize the
actions
that
present the body Spatial Awareness: - Using all the space
around them in the classroom specifically
parts.
in the circle time.
Engage children
to identify the - Make space between other studen ts.
sounds of words. - They have all to be stand to do this
kind of movements.
Resources,
Key
vocabulary and Key
questions.
3) How many
times we tap?
4) How many
times
we
point?
Effort Awareness: - How to move the

using the slow and fast movement.
-
Repeating the movements.
Relationships:
- They all will manage the movements
together.
-
Organization:
They will help each other to learn the

movements.
Page | 15
Whole Class in the circle time area.
Approximately 30 minutes.
The teacher will give students instructions to stand up in a The children stand up in a circle and listen to the teacher.
circle area.
The teacher will introduce new body parts names which are They will imitate the teacher actions and repeat the body parts
head, nose, foot, leg, arm and chin. She simply call out the names.
body part and then point to it.
The teacher will start to teach students the song by:
She will give each student a chance to pick a body part then
she will turn on the song.
They will follow the teacher instructions and they will involve and
engage with the teacher to learn the song and movements.
When they reach the "put it on your _____," have the next
child call out a part of the body.
She will keep going around the circle until every student
has a turn. (She will do this steps several times to help
children recognize the song).
She will teach them the lyrics and actions in parts:
They will song and do the actions with the teacher.
Part 1:
O ne little finge r, one little finge r, one little finger. [By holding up the inde x finger a nd be nd it up a nd dow n. ]
Ta p ta p ta p. [Le t c hildre n tap the ir finge r a gainst the ir othe r inde x finge r 3 times. ]
Point your finge r up. [Point up]
Point your finge r dow n. [Point dow n]
Put it on your he a d. H e a d [they w ill put the ir finge r on the ir he a d and sa y in a loud voic e, "H e ad!"]
O ne little finge r, one little finge r, one little finger.
Ta p ta p ta p. [Ta p the ir finge r a ga inst the ir he a d 3 times. ]
Point your finge r up. [Point up!]
Point your finge r dow n. [Point dow n!]
Put it on your nose . N ose ! [The y w ill put their finge r on the ir nose and sa ys in a loud voice , "N ose!"]
Ta p ta p ta p. [Ta p the ir finge r a ga inst the ir nose 3 time s.]
Put it on your c hin. Chin! [Put the ir finge r on the ir c hin a nd say in a loud voic e, "Chin!"]
Part 2:
Page | 16

Ta p ta p ta p. [Ta p the ir finge r a ga inst the ir c hin 3 time s. ]
Put it on your a rm. A rm! [Put the ir finge r on the ir a rm a nd sa ys in a loud voic e, "Arm!"]
Ta p ta p ta p. [Ta p the ir finge r a ga inst the ir a rm 3 time s.]
Put it on your le g. Le g! [Put the ir finge r on the ir le g a nd say in a loud voic e, "Le g!"]
Ta p ta p ta p. [Ta p the ir finge r a ga inst their le g 3 times.]
Put it on your foot. Foot! [Put the ir finge r on the ir foot a nd sa y in a loud voic e , "Foot!"]
Put it on your le g. Le g! [Put the ir finge r on the ir le g a nd sa y in a loud v oic e, "Le g!"]
Put it on your a rm. A rm! [Put the ir finge r on the ir a rm a nd sa y in a loud voic e , "A rm!"]
Put it on your c hin. Chin! [Put the ir finge r on the ir c hin a nd sa y in a loud voice , "Chin!"]
Put it on your nose . N ose ! [Put your finge r on your nose a nd sa y in a loud voic e , "N ose !"]
Put it on your he a d . Head ! [Put your fi nger on your head and s ay i n a l oud voi ce, "Head!"]
N ow le t's w a ve goodbye . G oodbye ! [Wa ve goodbye w ith the ir inde x finge r. ]
The teacher will let students to the whole song and action They will do the activity by themselves.
on time. She will assess their learning.
At the end of the activity, the teacher will let children express their creativity by let them do their own movements with singing
the song.
Extension Ideas:
The teacher can extend the one little finger song to teacher students other numbers by practice some simple counting by cha nging
the number of fingers with each verse. "One little finger," "two little fingers," "five little fingers," etc. also, she can apply this
song for teaching other body parts like eye, ear and mouth.
What Color Are You Wearing? Song

Page | 17
Description: this activity is a music and movement activity. In this activity, children will be able to identify
that colors with doing actions and specific movements. Its help children aware of different color that they
can wear and recognizing the positions, actions and body parts. Its aims to help children develop the
kinesthetic and cognitive sides. Also, it teach children to listen and follow directions. For this activity, as a
teacher I will let my children choose the color that they want to wear before they come to class. They will
select their favorite color such as red, blue, orange, green, yellow and purple. They will divide themselves
into groups depending in their color that they wear.
Theme: color of your clothes what color are you wearing today?
Physical Development: this activity will help students to improve the muscles like the large muscles and smalls.
When they will do the actions like jump up and down, tap toes, stomp feet and touch.
Literacy: this activity has a great impact to help children learn the vocabulary and improving listening skills.
The will build the vocabul ary like red, blue, orange, green, yellow, purple, jump, up, down, turn, tap, nose, feet,
stomp, touch, around, and toes.
Personal, Social and Emotional Development: children will improve the social skills and emotions through
this activity. They will help each other in their groups. According to Vygotsky, learning that depend on social
interactive help to increase knowledge and improve social skills for kids. Therefore, this kind of activity will
engage children to build relationships in order to incre ase the level of learning. Also, they will be able to express
their emotions when they will be free to move and do actions when they w ill be healthy, happy, and confident
by doing active movements by following song. As well as, i t helps develop self-esteem.
Cognitive development: Through this activity, children will have an opportunity to improve their cognitive
aspect. When they will recognize and explore that the color of their clothes. Moreover, when they will start to
make actions and movements, they will take images in their mind to keep remember them.
Creativity: they will be able to apply the song and create their own movements by using their imagination


movement in r esponse
to
music
being
explored
Resources,
Key
vocabulary and Key
questions.
Creating: children can The Body:

Recourses:
have the opportunity to
- Through the activity the students will - What are you
express their creativity
be able to move their hands, legs,
wearing song.
side by doing their own
arms and toes.
what color are you

wearing
singing.
Page | 18
References:
movements in front the classroom.
The Kiboome rs .
[The Kiboome rs]. (2014,
De ce mbe r 10). C olors song
f or kids . R e trie ved f rom
ht t ps: //www.youtube.com/
wa t ch?v=xR yjbyBcPok
Performing: children will

do and apply the actions
and movements with the
teacher. As well as, they
will singing the song.
-
They will move their legs by jumping - Computer

to
up and down with moving their hands,
illustrate the song.
after they will sing if you are
Key vocabulary:
wearing red.
blue,
They will move their whole body after - Red,
turn around by singing if you are
orange, green,
wearing orang
yellow, purple,
They will tap their toes after singing
jump, up, down,
if you are wearing blue
turn, tap, nose,
They will stomp their feet after
feet,
stomp,
singing if you are wearing purple
touch, around,
They will touch their nose after
and toes.
singing if you are wearing green.
Aims:
-
Identify the color

of clothes.
Spatial Awareness:
Learn
some
actions
and - Using all the space around the
classroom.
movements.
Pronouns the new words.

-
Avoiding physical contact with each

other.
Making space between each students.
Key questions:
1) What color
are
you
wearing?
2) What is your
favorite
color?
Effort Awareness :
- Do the movements with other in one
group with caring of fast movements .
Relationships:
-
Manage the movements with group

members.
Help each other in one group to
arrange actions and song.
Organization:
Whole Class group activity.
The teacher will ask children to divide themselves into six They will follow the teacher directions to make the groups.
groups, each group present color depending in their color
of their clothes which are red, orange, green, yellow,
purple and blue.
She will give them instruction about:
-
They will listen to the teacher.
Keeping space between each other.

Using the space to move and do actions.
Page | 19
She will start teaching the song without turning on the

song.
She will teach them the song and movements in parts and
she will give students support if they need :
Part 1:
The teacher will singing the song, do movement and let
children repeat with her with applying the action by saying
red group do with me following:
The red group will singing with the teacher and jumping up and
down.
If youre wearing red, If youre wearing red, If you are
wearing red, Jump up and down! Jump, jump, jump, Jump,

jump, jump, Jump up and down!
Part 2:
The orange group will singing with the teacher and turning around.

orange group do with me following:
If youre wearing orange, If youre wearing orange, If
youre wearing orange, Turn around! Turn, turn, turn,

Turn around!
Part 3:
blue group do with me following:
The blue group will singing with the teacher and tap on their nose
several times.
If youre wearing blue, If youre wearing blue, If youre
wearing blue, Tap your toes! Tap, tap, tap, Tap, tap, tap,
Tap your toes!
Part 4:
purple group do with me following:
The purple group will singing with the teacher and stomp their feet
several times.
If youre wearing purple, If youre wearing purple, If
youre wearing purple, Stomp your feet. Stomp, stomp,

stomp. Stomp, stomp, stomp. Stomp your feet!
Part 5:
green group do with me following:
The green group will singing with the teacher and touch their nose
several times.
If youre wearing green, If youre wearing green, If
youre wearing green. Touch your nose! Touch, touch,

touch. Touch, touch, touch. Touch your nose!
Page | 20
Part 6:
yellow group do with me following:
The blue group will singing with the teacher and shouting hurray
several times.
If youre wearing yellow, If youre wearing yellow, If
youre wearing yellow, Shout hurray! Hurray, hurray,

hurray. Shout hurray!
Between moving from the group to other, The teacher will They will observe and learn from others while they singing and
let students in other groups listen and observe other to moving.
learn.
Finally, the teacher will turn on the song to let children do They will do what the teacher teach them by following the song.
actions with the music.
They will answer the teacher questions and talk about their
She will observe and assess children.
experience.
She will ask children questions about the activity and let
them express their feeling about what they like and dislike.
Extension Ideas:
The teacher can engage children to apply this activity in the morning assembly or special parties that include inviting
parents. Moreover, she can let children make their own T-shirt for instance by coloring them with their favorite color
from the six color that in the song, then engage children to singing the song and apply the movements.
Page | 21
Lets Count to 20 Song Activity

Description: this activity is really fun because of the actions that go along with counting. It is aims to teach
children counting from 1 to 20 by doing physical movements. It helps children focus and can help change
challenging behaviors. Therefore, this activity will be for ADHD students in the classroom. Students will
engage in the classroom t o be attention to the teacher by having fun and at the same time learning.
Theme: math counting to 20.
Physical Development: this activity will promote childrens gross motors skills. When they will start to move
their hand and legs by clapping, spinning, jumping, and clapping on legs.
Mathematics: this activity will improve childrens counting aspect. They will be able to count from 1 to 20.
Literacy: they will gain new words like count, spin, jump and clap.
Personal, Social and Emotional Development: they will have an opportunity to follow teacher direction when
she will teach them the song. They will have a chance also to express feelings through dancing and movement.
They will help each other to manage the movements.


movement in r esponse to
music being explored
Resources,
Key
vocabulary and Key
questions.
Performing: children will do

and apply the actions and
movements with the teacher. As
singing.
well as, they will singing the
------------------------------ song.
Lets count to 20 song
References:
Dre a m English Kids .
[Dre a mEnglishKids].
(2013, A pril 11). Le t's
C ount t o 20 Song .
R e t rive d f rom
ht t ps: //www.youtube.com
/wa t ch?v=0VLxWIHR D4E
Aims:
-
The Body: - Children will move Recourses:

their arms and legs.
Lets count to 20 song.
- They will stand up and waving
Key vocabulary:
their hand.
Count,
spin,
- They will count starting with put jump and clap.
their hand up with clapping once
time and say the number.
Key questions:
- They will start counting with
1) Who can
moving both hands from the
Being able to count
count to
right to the left to count from 1
from 1 to 20.
20?
to 5. Then the will count from 6
to 10 as they count for 1 to 5 but
Recognize the actions
from left to right.
with counting.
- They will jump to move
counting from 11 to 20 by
clapping hands on their legs.
- They will jump with saying
jump, jump after that and stop
Page | 22
by saying the word stop then

spin around themselves.
Spatial Awareness: - Using all the
space around them in the classroom
specifically in the circle time.
-
Make space between other

students.
They have all to be stand to do
this kind of movements.
Repeating the movements.
Relationships:
- They all will manage the
movements together.
They will help each other to learn
the movements.
Organization:
Whole Class in the circle time area.
The teacher will give students instructions to stand up in a circle The children stand up in a circle and listen to the teacher.
area.
The teacher will introduce the song rhythm by doing the
movements and counting.
They will imitate the teacher actions and count.
The teacher will start to teach students the song by:
They will involve and engage with the teacher to learn the song
and movements.
She will start by waving and saying lets count to 20.

She will begin counting from 1 to 5 with put her hand They will imitate the teacher actions by following her.
up with clapping once time and say the number and
moving both hands from the right to the left.
Then she will count from 6 to 10 as her count for 1 to 5
but from left to right.
She will jump to move counting from 11 to 20 by
clapping hands on their legs.
She will jump with saying jump four times, then she
will stop by saying the word stop
She will spin around herself saying spin four times
then she will stop by saying the word stop
After that, she will say lets count one more time, she
will count again with doing the movements .
Page | 23
The teacher will let studen ts singing and apply movements

without turning on the song. She will assess their learning.
They will do the activity by themselves.
Extension Ideas:
-
The teacher can use this song to count objects like straws, cubs and etc. She can have them count the objects along with
the song. Use two bowls and transfer the objects from one bowl to the other while you sing and count.
The teacher can give each child a number card. When their number comes up in the song, they can hold up their card and
shout their number. They can decorate their cards in the classroom or keep them for use with other activ ities.
Page | 24
Section
Music
Activity 1: Five Little Ducks Song.
Activity 2: Incy Wincy Spider Song.
Activity 3: Finger Family Song.
Page | 25
Five Little Ducks Song Activity

Description: this activity is a musical activity with using an instrument for young children for Kg1. Children will
be able to sing the five little ducks song with using the rhythm sticks. Rhythm sticks are wonderful m usical
instruments for young children. As a teacher, I will introduce for them the instrument before teaching the
song. This activity aim to develop childrens physical and cognitive skills. They will be able to learn the
beat for this song and apply it as a one teamwork.
Theme: math counting back from 5 to 1.
Skills and Concepts to be developed in music area:

Physical Development: this activity will help young children to develop motors skills. When they will use their
hands and arms to do the beat by rhythm sticks.
Mathematics: this activity will improve childrens counting aspect. They will be able to count back from 5 to
1.
Literacy: they will gain new words like duck and hill. They will be able to say the lyrics of the song by
themselves at the end of the day.
Creativity: they will have a chance to develop the creative side. Music is a natural approach that encourage
creativity and self-expression. For example, when the teacher will let them make and create their own beat for
any song they want using the instrument.
Personal, Social and Emotional Development: they will have an opportunity to follow teacher direction when
she will teach them the song and how to use the rhythm sticks . They will have a chance also to express feelings
through music and instrument . They will help each other to manage the song together. Also, when the teacher
will apply the praising students strategy after they make their own beat. That will help to behave positively and
increase their passion to learn more. According to psychology Skinner who emphasized that when you show an
individual positive reinforcement, children will react and show you positive behavior.
Opportunities for developing aspects of preschool music:

Activity Name:
Activity Type:
Key elements of music

explored:
Singing and Playing

Instruments: Children are singing
the five little ducks song and in
groups are playing rhythm sticks
of instrument.
Pitch:
Five little ducks
Resources:
rhythm sticks
References:
C h u C h u TV K i ds S on g s .
[C h u C hu TV Ki d s S on g s ].
(2 0 1 4 , M a y 2 ). F iv e
Li t t l e D u ck s . R e t riev e d
f ro m
h t t p s ://w w w .y o u t ub e .co
m /w a t ch ?v =m hC z YK5 JC
BM
Listening to Music :
Children will use the

stick to tap it on the floor
to get a nice loud sound.
The teacher will make
different beat by taping
the sticks and children
Rhythm sticks.
A place for the
child to hide and
to play the
instruments
Make sure
everyone in the
Page | 26
Wri g h t , D . (2 0 0 4 ).
R h y t h m i n s t ru me n t
a ct i v i t i es f o r y o u n g
ch i l d re n . R e t ri ev e d
F e b ru a ry 2 1 , 2 0 1 6 , f ro m
I A ct i v e Le a rn i n g :
h t t p s ://w w w . i act iv e le a rn
i n g . co m /s i t e s /d e f au l t /fi l
e s /b o o k /s a m p l e s/A b i ga i l
_ F l e s ch _C o n n o rs1 0 1 _ R h y t hm _ In s tru m en t
_ A ct i v i t ie s _f o r_ You n g _C
h i l d re n -S a m p le . pd f
will copy teachers beat

as she play the sticks in
different ways.
Children will listen to music of the

song. As well as, they will listen
the teacher pitch for this song to
follow it.
Timbre:
Aims:
Teaching children to use the

rhythm sticks.
Being able to count back
from 5 to 1.
Identify words start with
letter d which is duck.
Children listen for the

quality of the sound and
try to copy it.
Children will make their
own beat and other will
listen to it.
Organization:
Whole Class in the Circle Time carpet area
Approximately 20 minutes .
group can see your

face and hear what
teacher saying.
Giving clear
instruction of
using the
instrument.
The teacher will give students instructions to sit in a circle.

She can ask children about their favorite kind of music they like Children sit down in a circle and listen to teacher.
to listen.
They are involve to answer the teacher question.
She will make sure the children have enough space to play their They can engage with the teacher to sit classroom tips.
instrument freely.
The teacher will in introduce the rhythm sticks instrument for
children.
She will give them an classroom safety tips with using this kind
of instrument such as:
-
We bang soft, not too hard.

We play it far away from our face and not near our
face or our friends face.
The teacher will start to teach students the music and beat that The students will copy teachers beat as she play the sticks
they can use them for the song. She can do them in parts.
in different ways.
Part 1:
They will sing with the teacher.
Five little ducks {tap the sticks together four times}

Went out one day {tap the sticks together four times}
Over the hills and far away{ tap the floor, alternating right
and left sticks four times}
Mother duck said {tap the sticks together four times}
"Quack, quack, quack, quack" {tap the sticks together four
times}
If they will need help the teacher will support them.
Page | 27
But only four little ducks came back. { tap the floor,
alternating right and left sticks four times}
Four little ducks {tap the sticks together four times}
Over the hills and far away{ tap the floor, alternating right
and left sticks twice}
Mother duck said{tap the sticks together four times}
"Quack, quack, quack, quack." {tap the sticks together four
times}
But only three little ducks came back. { tap the floor,
Part 2:
Three little ducks {tap the sticks together four times}
Over the hills and far away { tap the floor, alternating right
Mother duck said{tap the sticks together four times}
times}
But only two little ducks came back. { tap the floor,
Two little ducks {tap the sticks together four times}
times}
But only one little duck came back .{ tap the floor, alternating
right and left sticks four times}
Part 3:
One little duck {tap the sticks together four times}
times}
But none of the five little ducks came back. { tap the floor,
Sad mother duck {tap the sticks together four times}
Over the hills and far away
The sad mother duck said {tap the sticks together four times}
Page | 28
"Quack, quack, quack." {tap the sticks together four times}

And all of the five little ducks came back. { tap the floor,
She will engage them to sing the whole song together by using
the rhythm sticks.
They will sing the song together.
The teacher will let children make their own beat for the song.
They will use their imagination to create the beat for the
five little ducks song.
She will listen to their singing with making beat using sticks
and praising their great work.
Extension Ideas:
The teacher could increase the range of instruments used in this activity. She could let children do the beat by clapping or
tapping by their hands.
Page | 29
Incy Wincy Spider Song Activity

Description: This activity provides the children with an opportunity to use music and beats in order to create
a song based on the rhyme Incy Wincy Spider. Students will be able to use dram and rhyme sticks to manage
the song. They will understand the concept of what happen for the rain when the sun come. Students will
have a chance to link the science aspect with song and music to have fun.
Theme: science spider and rain

Physical Development: this activity will help children to develop the large macules such as arms and hands.
When they will use the instruments and using their hands to clap in order to make the rhythm for the song.
Literacy: students will be able to gain new vocabulary through this activity. They will lea rn new words like
rain, spider and sunshine.
Creativity: this activity will promote childrens creativity when they will start to make their own rhythm for
the song.
Personal, Social and Emotional Development: they will learn how to follow the teacher directions. Also, they
will engage to manage all the song together which will help them to improve social skills .

Activity Name:
Activity Type:

explored:
Singing and Playing

Instruments:
Pitch:
Incy Wincy Spider
References:
C huC hu TV Kids Songs.
[C huC huTV KidsSongs]. (2013,
Se pt e mber 25). Incy Wincy
Spide r . R etrieve d f rom
ht t ps: //www.youtube.com/wa tch?
v =Phck__iZFGU
Children are singing the Incy

Wincy spider and in groups are
playing rhythm sticks , drum and
making beat with clapping their
hands.
Children will listen to music of
the song. As well as, they will
listen the teacher pitch for this
song to follow it.
Aims:
Children will use the

stick, drum and clapping
to make a beat for the
song.
Children will follow the
teacher beat to create
their own beat for the
song.
Timbre:
Children listen for
teacher of the sound and
try to copy it.
Resources:
Rhythm sticks.
Drum.
A place for the
child to hide and
to play the
instruments
Make sure
everyone in the
group can see
your face and hear
what teacher
saying.
Giving clear
instruction of
using the
instrument.
Page | 30
Teaching children to use the

rhythm sticks and drum to
sing the song.
Understand the concept of
drying rain when the sun
came.
Learning the word start with
letter s like spider.
Children will make their

own beat and other will
listen to it.
Organization:
Whole Class in the Circle Time carpet area
The teacher will give students instructions to sit in a circle. She will
divide them in three groups.
Children sit down in a circle and listen to teacher.
She will make sure the children have enough space to play their
instrument freely.
The teacher will in introduce the rhythm sticks instrument for children.
She will give them an classroom safety tips with using this kind of
instrument such as:
-
We bang soft, not too hard.

We play it far away from our face and not near our face or our
friends face.
The teacher will start to teach students the music and beat that they can The students will copy teachers beat as she play the
use them for the song.
sticks, drum and clapping in different ways to make the
musical rhythm.
She will divide the groups depending on their instruments:
They will sing with the teacher.
- Group one: they will use the sticks to tap on the floor three
times.
- Group two: they will use the drum to beat on it twice.
- Group three: they will clap three times with other groups. They will repeat the rhythm several times until they
master the tone.
She will teach them the beat and tone in following:
Incy Wincy spider climbed up the water spout, {Each group will use
the instrument to make the beat}
Down came the rain and washed poor Incy out, {Each group will use
Out came the sunshine, and dried up all the rain, so {Each group will
use the instrument to make the beat}
Incy Wincy spider climbed up the sp out again! {Each group will use
Page | 31
Incy Wincy spider climbed up the water spout, {Each group will use
Down came the rain and washed poor Incy out, {Each group will use
Out came the sunshine, and dried up all the rain, so {Each group will
use the instrument to make the beat}
Incy Wincy spider climbed up the spout again! {Each group will use
She will engage them to sing the whole song together by using the
rhythm sticks , drum and clapping.
Incy Wincy Spider song.
She will listen to their singing with making beat using sticks and
praising their great work.
Extension Ideas:
The teacher can apply this activity for other musical song for preschool children. Also she can use a variety of instruments for
the song. Moreover, she can let each child have an instrument to make their own beat for this song.
Page | 32
Finger Family Song Activity

Description: this activity is consider as one of the musical activity that teacher can apply it for Kg students.
It aims to teach children the family members. Though this activity, children will have an opportunity to
recognize the rhythm of the song to express their self through feeling the song beat and tone.
Theme: literacy the family members and the names of fi ngers

Physical Development: this activity will help children to develop the large macules such as arms and hands.
When they will use their hands to clap in order to make the rhythm for the song.
Literacy: students will be able to gain new vocabulary through this activity. They will learn new words like
index finger, thumb finger, middle finger, ring finger and baby finger.
Creativity: this activity will promote childrens creativity when they will start to make their own rhythm for
the song.
Personal, Social and Emotional Development: they will learn how to follow the teacher directions. Also, they
will engage to manage all the song together which will help them to improve social skills .

Activity Name:
Activity Type:

explored:
Singing and Playing

Instruments:
Pitch:
Finger family song
Resources:
clapping hands rhythm

References:
C huC hu TV Kids Songs.
[C huC huTV KidsSongs]. (2015,
Ma rch 20). The F inger F amily
Song. R e trie ved f rom
ht t ps: //www.youtube.com/wa tch?
v =3x qqj9o7TgA
Children are singing the finger

family by making the tone with
clapping their hands and tapping
on the table.
Children will listen to music of
the song. As well as, they will
listen the teacher pitch for this
song to follow it.
Aims:
-
Identify the family

members.
Recognize the names of
fingers.
Children will clap to

make a beat for the
song.
Children will follow
the teacher beat to
create their own beat
for the song.
Timbre:
Children listen for
teacher of the sound
and try to copy it.
Children will make
their own beat and
other will listen to it.
There is no resources
for this activity.
Students will clap
their hands and tap
on the table to make
the rhythm.
A place for the child
to do the activity.
Make sure everyone
in the group can see
your face and hear
what teacher saying.
Giving clear
instruction of doing
the activity.
Page | 33
Organizati on:
Whole Class in the tables area
The teacher will give students instructions to sit in a chairs in front the
table.
Children sit in their chairs and listen to teacher.
The teacher will start to teach students the music and beat that they can
use them for the song.
The students will copy teachers beat as she clapping and

tapping in different ways to make the musical rhythm.
She will divide the groups depending on how many times they will clap They will sing with the teacher.
their hand and tap on the table:
-
Group one: they will clap twice.

Group two: they will clap twice with tapping twice on the
table.
Group three: they will tap four times on the table.
They will repeat the rhythm several times until they

master the tone.
She will teach them the beat and tone in following:

{Each group will clap and tap to make the beat for each rhythm for the
song}
Daddy finger, daddy finger, where are you?
Here I am, here I am. How do you do?
Daddy finger, daddy finger, whats your name?
Thumb I am. Thumb I am call me thumb
Mommy finger, Mommy finger, where are you?
Mommy finger, Mommy finger, whats your name?
I am called Index finger, you know me
Brother finger, Brother finger, where are you?
Brother finger, Brother finger, whats your name?
Middle finger, middle finger, now you know me
Sister finger, Sister finger, where are you?
Sister finger, Sister finger, whats your name?
Ring finger, ring finger, I wear the ring
Baby finger, Baby finger, where are you?
Page | 34

Baby finger, Baby finger, whats your name?
Thats my name, baby finger that is my name.
She will engage them to sing the whole so ng together by using the
rhythm of clapping and tapping.
She can assess students learning in this part.

She will listen to their singing with making beat and praising their
great work.
finger family song.
Extension Ideas:
The teacher can use this activity for music, dance and movements activity by let children do movements and actions to present
the rhythm. Also, she can use a musical instruments instead of clapping and tapping. As well as, she can use the beat and tone to
apply it for another song.
Page | 35
References
2 5 a ct iv it ies f or t he grocery st ore. (2014). R etrieve d F e brua ry 12, 2016, f rom In Lie u of Pre school:
ht t p://www.inlieuofpreschool.com/25 -act ivities -for-the-grocery-store/
C ox , K. (2016). Grocery store drama tic pla y ce nt er. R e trieved F ebruary 12, 2016, f rom Prekinders:
ht t p://www.pre kinders.com/grocery-st ore-dra ma tic-play/
C huC hu TV Kids Songs. [C huChuTV KidsSongs]. (2014, Ma y 2). F ive Lit t le Ducks. R et rieve d f rom
ht t ps://www.youtube.com/wa tch?v=mhC zYK5JCBM
C huC hu TV Kids Songs. [C huChuTV KidsSongs]. (2015, Ma rch 20). The F inge r F a mily Song . R etrieve d f rom
ht t ps://www.youtube.com/wa tch?v=3xqqj9o7TgA
C huC hu TV Kids Songs. [C huChuTV KidsSongs]. (2013, Septembe r 25). Incy Wincy Spide r. R e trie ved f rom
ht t ps://www.youtube.com/wa tch?v=Phck__iZFGU
Dre a m English Kids . [DreamEnglishKids]. (2013, A pril 11). Le t 's C ount t o 20 Song. R e triv ed f rom
ht t ps://www.youtube.com/wa tch?v=0VLxWIHR D4E
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Performance Art Portfolio - Hamda

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Performance Art Portfolio - Hamda

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Hig h er Co lleg e o f Tech n o log y

Sh arjah W o men s Co lleg e

Teacher: Hamda Saghayier Echtibi

Section 2: Dance, Music and

Drama and Role Play

Grocery Store Activity

Theme: Grocery store food and sections.

Teacher structured Opportunities for developing dramatic play area:

F e bruary 12, 2016,

Aspect of drama being

Grocery Store set up in Creative Exploration

and Recourses: Food with

Egg cartons, Paper bags,

Whole Class in dramatic play area in classroom.

What the teacher does:

What the children do:

The teacher will give students instructions about

The children listen to the teacher.

The teacher will observe children wearing the name

The teacher will give the store employee the paper to

The teacher asking children about the sections,

They engaging to answer the teachers questions.

The teacher observe children work in the grocery

The teacher will give students instructions of tidy up

Whats the weather? Activity

Skills and Concepts to be developed in this dramatic play area:

Teacher structured Opportunities for developing dramatic play area:

Whats the weather of the

Science theme in role play area.

Aspect of drama being

Resources, Key Vocabulary,

Creativ e Ex ploration and

Recourses: UAE map, White

- Students will explore and

- Identify the different kind of Key vocabulary: weather,

- Build vocabulary bank

1) How we can know the

- Engage students to develop

Whole Class in dramatic play area in

What the teacher does:

What the children do:

The teacher will give students instructions about

The children listen to the teacher.

The teacher will observe children posting the

The teacher will tell the students to talk about the

Students will expresses their thought to answer the teacher

The teacher will introduce the specific materials

The teacher observing, asking and praising

Teacher will involve and help students wearing

Students will wear the different type of weather condition

The teacher observe and ask questions.

Help the students who need support and asking

The teacher will provide the materials that they

Students will use the carton to create their own microphone

The teacher will observe and praise her students.

Each child will express her\his thoughts and feelings to act as a

Animals on the Farm Activity

Skills and Concepts to be developed in this dramatic play area:

Teacher structured Opportunities for developing dramatic play area:

Aspect of drama being addressed\

Science activity, students