Room 13 had made posters about helping the native birds of New Zealand. Creating a rap was another way of getting the message across as it was going to be performed at the end of term celebration.
Students were given the task of creating lists of words that rhyme and writing them in lines of poetry. Each line needed up to thirteen syllable beats. Too many and the line would have to be said too fast. Too few and the words would have to be stretched. It was a great opportunity for the students to build their vocabulary and grammar skills.
Simultaneously, body percussion was explored.
Students used their bodies to explore different rhythms and create beats. One of the first activities was to make their name into a rap.
The words to the class performance rap was decided on and students worked in pairs to edit the first draft.
I think the only slip up was the make, make mistake.
I read the sentence and it didn’t look right and it didn’t make sense.
Mrs Jackson didn’t have full stops at the end of all the sentences.
I think the rap is ‘birdtastic’ because I really like the Māori words and the rhyming words.
Chatterpix was used to record individual raps and these were shared enthusiastically with each other. All the practise helped build confidence in performing and in making musical decisions.
Hi my name is Taya and I speak for the birds
They need our help so they stay here on Earth.
Hi my name is Thomas and I speak for the birds,
Rubbish goes in the bin and not on the floor
You can’t expect change if you don’t change yourself.
Hello my name is Jasmyrah, I speak for the birds,
Stop climbing nesting trees or the birds will all leave.
Hi my name is Brodie and I speak for the birds.
They need me to speak ‘cause they can’t speak for themselves.
Develop a passion for learning. If you do, you will never cease to grow.
– Anthony J. D'Angelo
My goal is to provide learning opportunities that inspire students to be curious and creative. In a supportive environment students will explore, question and discover elements of the world around them.
Specialising in literacy education has meant I can support students to develop their reading skills. Sharing engaging stories with vibrant illustrations are a stepping stone to creating a range of unique artworks that are displayed with pride.
This hands-on approach is an important part of learning in my classroom. Students discover how words and numbers work using materials. They participate in science experiments, physical activities and creative pursuits. By accepting challenges, taking risks, making mistakes and problem solving students develop an understanding of their capabilities and develop resilience.
When I am not in the classroom I can be found in the garden. It is my connection to the natural world. The time taken to nurture and care for plants is rewarded by experiencing the beauty of flowers blooming and the taste of fresh fruit and vegetables. The sensory connection I have when gardening inspires many art projects in my class. It is important that students believe their ideas and opinions are valued and they have the opportunity to share their personal experiences. I believe that classrooms are successful when a collaborative learning environment is created by students, teachers, whānau and the school community working and celebrating progress together.
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