My reflection journal

 During week 4, our class focused on developing our stories through warm-up activities, group work and guided improvement of our presentation. The warm-up and small activities helped us feel more comfortable and creative, especially as we moved into storytelling. working in groups allowed us to begin embedding our stories, where we explored ideas, characters and symbols in a more structured way. The teacher also supported us by helping us refine our presentations, which made our storytelling clearer and more meaningful.   This video shows one of the activities we did in class to help us gain more confidence and ideas for our group activities. This was one of the best activities we did, acknowledging the space and people around us, which is important in our group presentation. This process allowed us to think more deeply about how stories can impact children emotionally and socially. In my story, I will use structure and surprise to benefit the children I want to reach. The cle...

  During week  3, our class focused on embodied storytelling through creative play and imagination. We began with a warm-up using simple objects like a plate and a rock, which we transformed into different items such as a phone, a steering wheel or a mirror, etc, moved through the space and physically acted out stories told by others. We also reflected on our emotions after each activity and observed how a single performer ( the teacher) could embody an entire story. These activities emphasised creativity, physical expression and emotional engagement in storytelling. This helped me understand how learning in the foundation phase is not only cognitive but also embodied and sensory, allowing children to construct meaning through actions. Reflecting on our emotions after each activity also connects to social constructivism by Vygotsky, where learning happens through interaction, reflection and shared experiences. The story of Tselani is more relevant to South African youth becaus...

During week 2, we did not engage in our usual academic activities as the class was given time space/time to grieve and process emotions due to a funeral. Now I realise that even though that was not a structured lesson, it became a meaningful learning experience. As we were encouraged to express our feelings, reflect and support one another, this highlights the importance of emotional expression, which is also a key element in drama and storytelling. I realised that storytelling is not only about entertainment, but also about processing real-life experiences and emotions. 3.1 The type of stories I remember from my childhood are many folktales, moral stories and those kinds of stories my elders used to tell us. These stories often include animals or characters that represent real-life behaviours. What made these stories memorable were the metaphors used to teach important lessons about respect, kindness and consequences. For example, animals were often used to represent human traits, suc...

This week, I was unable to attend class because I was sick, but I read the story "Towergirls and the Nursery" and reflected on its key ideas. Storytelling is an effective learning medium because it allows learners to connect emotionally and understand deeper meanings. In the story, the lesson of love, care and growth is not directly told but experienced through Towergirl's journey. As Bandura noted, learners acquire new behaviour more effectively through observation and modelling than through verbal instruction alone. So that means by listening to the story and noting that most lessons were not just talked about, but that the Towergirl was expressing them, the children would like to try them too, and that means learning will take place. This makes learning more meaningful and memorable, as it engages imagination and feelings rather than just talking things out loud. Furthermore, the story highlights the importance of patience, care and attentiveness in teaching. Towergirl...

 In week 5, we focused on the benefits of play and how learning takes place through drama. The activities were practical and suitable for a classroom environment, especially group-based tasks such as role-play and short scene creation. These activities showed me that play is not only for enjoyment, but also an important tool for developing communication, teamwork and confidence. According to the reading, drama supports children's imagination, confidence and social skills. It allows them to take on different roles and perspectives (Farmer,2011). This aligns with what we experienced in class during the past weeks, as in week 5, there was no face-to-face class, where engaging in dramatic play helped us understand concepts more deeply.  Furthermore, the week emphasised the importance of experiential learning. Instead of passively receiving information, we learned by doing, which made the experience more memorable and impactful. Drama-based learning creates a safe space for learner...

 During week 4, we participated in a variety of physical and dramatic activities, such as jumping exercises, collecting Oranges in different positions, swapping positions in a circle, and performing different seasons through dramatic play. These activities demonstrated how play supports both physical and communication development in children, while also making learning engaging and meaningful. For younger children (5-6 years), a game like collecting oranges is very effective in developing psychomotor skills. In this activity, learners moved their bodies in different ways (blending, stretching, running, and balancing) to collect objects placed in different positions. This supports coordination, balance and spatial awareness. It also strengthens fine and gross motor skills because children must control their movements carefully. At the same time, if instructions are given verbally, basic communication skills. This shows that play is not just for fun, but it actively supports p...