As part of kindergarten’s first unit of inquiry, Who We Are, initial encounters between children and educators, as well as families, began with sharing information about ourselves, developing agreements and spending time together in the spaces of our learning community.
Through a transdisciplinary lens, we have embraced the arts as symbolic languages for children to be creative, collaborate with peers, build and demonstrate conceptual understandings as well as support unit and arts learning outcomes. The Who We Are central idea, Interactions influence our relationships, required thoughtful consideration of meaningful opportunities for children to engage with one another.
Dance, drama, music and visual arts have a long tradition of acting as outlets for personal, collective and historical narratives about different peoples in a broad social context. We felt that collaborative engagement in creative spaces had great potential to draw the kindergarten community together while supporting the concepts and lines of inquiry (People have a responsibility when interacting with others within communities, Connections with the wider community help us learn about each other, Reflection on experiences helps us to understand ourselves and others) in this unit.
Initial learning proposals focused on music and movement. Music representative of the diverse cultural experiences of the children was shared. It became clear that the group felt a strong connection to different types of music through their movements and experienced joy and connection by sharing space in a purposeful kinesthetic way. As an international community the children exchanged stories of how different musical styles were familiar to them. We invited families to share personally significant music as well as research about and listen together to rhythms relevant to the group’s global ties. Music became a way of knowing about each other and our experiences.
As a community we learned about one another’s movement preferences and then developed a word bank of collaboratively generated dance words.One parent–a professional ballerina–joined us to help explore the children’s words related to movement. Children demonstrated ways they like to move when alone as well as with friends. A shared movement space provided the opportunity to consider ways our physical interactions influence others. The children often imitated one another and demonstrated joy and respect for different dance styles. To further explore this thinking, wire was offered as another way to represent and build understanding about the diversity in movement preferences. As the children created sculptures reflecting movement preferences they consolidated thinking about the fluid, abstract movement words into a tactile visible creation.
Playing in a Band
Building on the initial movement explorations, a group of children was particularly interested in the idea of creating a “band”. A shared understanding emerged that there were certain essential components that made a band work. The children engaged in dialogue about different roles and responsibilities.
“If there’s only a singer or only instruments then there wouldn’t be all the things to make the sounds.” Nikita
“Like us three boys we could set up a band. It’s like lots of people singing together on the same team.” Aaron
“There’s music and if there’s somebody singing too and the people who is singing has to follow the direction of the music with their voices.” Isabella
“The boss [has a microphone]. He knows what to sing and the whole band can quickly play with him.” Kai
Through dialogue, drawings and interactions the children developed ideas about a band as a group where collaborations, rights and responsibilities were key. A group list of “items needed by a band”, which included but was not limited to: hair gel, cool vests, a drummer and a microphone, was compiled. From there, we aimed to create opportunities in dramatic play for the children to explore pretend band play as well as engage with various musical experiences.
Building on the interest and success of these inquiries, the kindergarten community is currently in the planning stages for a “Design Studio”. Plans include transforming a dramatic play space into an area where children can create design plans and experiment with mixing fabrics, basic sewing and costume/ fashion design.
In the true spirit of the PYP as a framework for learning, the children’s interests and ideas are driving this inquiry in a truly transdisciplinary way, while at the same time supporting the broader conceptual understandings and learning outcomes rooted in the UOI as well as the arts.