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Play Time: Music & Games from Around the World

Growing Up Global: Early Years Global Education Handbook

Elementary, Secondary, Middle

Description

Playtime: Music & Games From Around The World is part of a larger compilation entitled 'Growing Up Global: Early Years Global Education Handbook. This resource book and supporting CD demonstrates how global education can be introduced to students at a very young age (five and under) through the use of fun activities such as songs, games, poems and recipes.

The resource contains background information, suggested activities, such as songs and games, stories, book lists, useful website links, ideas for extension learning and a resource CD with pictures, colour photos and reproducible sheets.

Playtime: Music & Games From Around The World encourages the students to find similarities between their music and games and from others around the world. Students play with what is available locally and different children have access to different things.

Catching Dreams - Students learn about different lullabies, sleeping and dreaming through the making of a dream catcher.

Hush Now, What's That Sound? - Students play with different instruments from around the world and become familiar with the sounds they make.

Sound Ideas - Students make instruments out of junk material inspired by instruments from around the world.

What's Your Favourite - Students play a variety of different games. They are encouraged to share their favourite game, or share a game they learned from their parents or grandparents.

Ampe - Students learn and play a co-operative game from Ghana which is similar to rock, paper, scissors.

I Have a Little Driedel - Students make and play with a driedel to develop their awareness of a wider world.

The background information for teachers includes Article 31 of the United Nations Convention on the Rights of the Child - The right of the child to rest and leisure and to engage in play and recreational activities.

General Assessment

What skills does this resource explicitly teach?

  • To develop children's awareness of the wider world through cultural similarities and differences.

Strengths

  • The resource is available to download immediately.
  • The resource is well organized, easy to use and supplies all necessary materials.
  • Activities are very hands-on, very age-appropriate.
  • Excellent background information, list of website links and extensive book list.
  • Each lesson plan includes learning objectives, goals, materials needed and detailed teaching instructions.
  • Encourages students to foster a sense of responsibility for the environment by reusing junk materials.
  • The resource is up-to-date.

Weaknesses

  • There are no out-of-doors experiences included.
  • The resource lacks a significant action component.
  • Little opportunity to share what they have learned with their parents or peers.
  • No opportunity for students to clarify their values.
  • The activities suggested do not always attain their learning objectives.
  • No case studies to support the right of the child.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
    • Step 2Select a grade level
    • Grade 1
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      • Social Studies
        • Step 4Relevant matches
        • Active citizenship contributes to the vitality of communities that can promote pluralism among diverse people in a democratic society
    • Grade 3
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      • Physical Education & Health
        • Step 4Relevant matches
        • Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan.
  • British Columbia
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Global Indigenous Peoples: People from diverse cultures and societies share some common experiences and aspects of life.
  • Manitoba
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    • Kindergarten
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      • Arts
        • Step 4Relevant matches
        • Arts: Music
    • Grade 1
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      • Arts
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        • Arts: Music
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      • Arts
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        • Arts: Music
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      • Arts
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        • Arts: Music
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      • Arts
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        • Arts: Music
    • Grade 6
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      • Arts
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        • Arts: Music
    • Grade 7
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      • Arts
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        • Arts: Music
    • Grade 8
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      • Arts
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        • Arts: Music
  • New Brunswick
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    • Kindergarten
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      • Physical Education
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        • Physical Education: Movement Skills and Concepts
      • Visual Art
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        • Visual Arts: Create
    • Grade 1
      • Step 3Select a subject
      • Music
        • Step 4Relevant matches
        • Music: Creating, Making and Presenting
        • Music: Understanding and Connecting Contexts of Time, Place and Community
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Movement Skills and Concepts
      • Social Studies
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        • You and Your World: Community
        • You and Your World:Groups
      • Visual Art
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        • Visual Arts: Create
    • Grade 2
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      • Visual Art
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        • Visual Arts: Create
  • Newfoundland & Labrador
  • Northwest Territories
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    • Grade 1
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      • Arts
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        • Arts Education 1: Music
      • Physical Education
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        • Physical Education: Activity
  • Nova Scotia
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    • Kindergarten
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        • Identity
    • Grade 1
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      • Music
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        • Music 1
      • Social Studies
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        • Social Studies 1: Age Appropriate Action
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      • Music
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        • Music 2
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      • Music
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        • Music 3
    • Grade 10
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      • Visual Art
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        • Visual Arts 10: Creating, Making and Presenting
  • Nunavut
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    • Kindergarten
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      • Social Studies
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        • Being Together: Citizenship
        • Being Together: Culture & Community
        • Being Together: Global Connections
    • Grade 1
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      • Physical Education
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        • Physical Education: Movement
      • Physical Education & Health
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        • Physical Education and Health: Movement
      • Social Studies
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        • Connecting and Belonging: Citizenship
        • Connecting and Belonging: Global Connections
        • Connecting and Belonging::Culture & Community
  • Ontario
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    • Grade 1
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      • Arts
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        • Arts: Music
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        • Interactions: Groups
        • Interactions: Needs and Wants
  • Quebec
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        • To construct his/her representation of space, time and society
  • Saskatchewan
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    • Kindergarten
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      • Arts
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        • Arts: Exploring Our World
  • Yukon Territory
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    • Grade 3
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      • Social Studies
        • Step 4Relevant matches
        • Global Indigenous Peoples: People from diverse cultures and societies share some common experiences and aspects of life.

Themes Addressed

  • Human Rights (2)

    • Cultural Diversity
    • Social Justice

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Satisfactory
  • The activities support Article 31 of the United Nations Convention on the Rights of the Child. The right of the child to rest, leisure and play is promoted through the learning of a variety of games which encourages the students to identify the similarities between how children play all over the world.
Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Poor/Not considered
  • Not considered in this resource.
Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Poor/Not considered
  • Not considered in this resource.
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered
  • No significant action experience is suggested.
Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Poor/Not considered
Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Good
  • The activities encourage the students to focus on the similarities between different cultures. It teaches students to develop an awareness of the world.
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Poor/Not considered
  • No outdoor activities are suggested.
Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good
  • Students learn that there are similarities between how children play all over the world. They share games they have learned with their peers and in turn learn some new games from others.
Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Poor/Not considered
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good
  • The hands-on activities are very age-appropriate and encourage the students to learn and discover new games and songs from other cultures.
Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good
  • Social Studies
  • Music
  • Art
  • Language Arts
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good
  • The tasks allow five year olds to discover and build knowledge for themselves. The tasks are age-appropriate and encourage students to manipulate, create and discover through a variety of hands-on activities.
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory
  • kinesthetic

  • auditory

  • No adaptations for students with learning difficulties are suggested.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory
  • Students create their own instrument out of junk material inspired by instruments from around the world.
Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory
Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered
Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory
  • Students play some of the games with a partner. They introduce their favourite game to their peers.
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Poor/Not considered
Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Poor/Not considered
Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.