Case Study: Observation B
Provocation
In a preschool room for children aged 3–5 years, the educator initially asked children to paint pre-cut butterfly shapes to teach symmetry. Instructions were fixed: paint one half and fold it to make a mirror image.
- Several children lost interest one said, “I don’t want to,” and another seemed unsure how to fold.
- The task was too closed-ended and focused on the product rather than the process.
- Children had little opportunity to make choices, explore, or express understanding.
According to Boyd, Cutcher, and Deans (2019), young children make meaning through open-ended, process-based exploration, not by reproducing an adult’s model.
Group’s reimagined approach:
- Support authentic learning of symmetry through music, movement, and collaborative art.
- Create a multisensory, playful, and creative process rather than a folded outcome.
Resources
- Music for introduction activity: Ball Park Music: Oomba Baroomba (ABC iView)
- Music and video for main activity: Singing Baby Animals To Sleep | Tjitji Lullaby | ABC Kids
- Musical instruments: Rhythm sticks, small drums, different coloured scarves
- Art materials: A3 paper, paints, pencils
Planning Experience
Inquiry Name: Mirror and Movement Game
Introduction Activity
- Educator starts with interactive mirror game:
- Question: “Can you move like me?”
- Background rhythmic music is played while educator demonstrates small dance moves.
- Responses to children:
- If reluctant: “Sometimes it’s nice to just listen. Thank you for listening.”
- Encourage matching movements: “Wow, you are dancing like me! We are the same.”
- Encourage unique movements: “That looks great. Can we copy you?”
- Invite a child to create a simple clapping or tapping beat and ask others:
- “Can you move like your friend?”
- Questions to stimulate creativity:
- “What happens when the music gets faster?”
- “Can your hands make the same sound together?”
Main Activity
- Introduce rhythm sticks, small drums, scarves from a box.
- Children explore instruments while music plays.
- Educator models instrument use and encourages copying and individual creativity.
Art and Symmetry Exploration
- Use photographs of symmetrical objects (butterflies, shells, flowers) cut in half.
- Encourage children to reconstruct whole images.
- Discuss symmetry in both sound and shape.
Cultural Learning: First Nations Music
- Watch Tjitji Lullaby video (native baby animals, First Nations art).
- Encourage movement and sensory engagement: sway side to side.
- Questions for cultural responsiveness:
- “Can you say Tjitji?”
- “Did you know Tjitji means child?”
- Discuss origin and connection to Anangu Pitjantjatjara Yankunytjatjara lands.
- Reflect on emotions and animals in the video.
Differentiation
- Children with mobility, learning, or sensory needs: provide tailored support and adapted resources.
- Younger or less confident children: slower music, simple clapping, one-on-one guidance.
- Older or more confident children: lead rhythm or create musical patterns.
- Goal: Flexibility and inclusion so all children participate meaningfully.
Curriculum Outcomes
Outcome 4 – Confident and Involved Learners
- Children collaborate, explore, and find solutions through musical and visual arts experiences.
Outcome 5 – Effective Communicators
- Express feelings and ideas through creative languages such as rhythm, imagery, and movement.
Rationale
- Focuses on curiosity and creativity in rhythms and patterns.
- Demonstrates that arts and creativity are universal concepts across cultures.
- Aligns with Dinham & Chalk (2022): authentic arts education is participatory, expressive, and child-centred.
- Children experience symmetry through sound and motion, not replication.
- Supports artistic and emotional wellbeing, connecting sensory and emotional understanding.
- Encourages reflection and meaningful discussion to develop creative and critical thinking.
- Promotes cultural responsiveness and inclusivity, highlighting Aboriginal and Torres Strait Islander music, storytelling, and dance.
