TASK C : Reflective Report

Performance kit is a set of teaching aids that helps teacher to have an effective
teaching and learning process with the students. The kit are integrated with three elements of
Arts in Education which is visual arts activities, music and movements that enable pupils to
explore activities, acquire experiences and expressions related to their sensory development.
In Task A and Task B, my group mate and I have designed a teaching kit which is an innovation
of an apron into a simulation model of our body system and conducted a 30-minute lesson on
the Science KSSR Year 4 topic of human life process : Digestive System and Excretory
System. While conducting the performance, we have implemented theories, knowledge and
skills besides discovered some strength, weaknesses, and ways to overcome the problems
that will be discussed in this reflective essay.

In this kit, we comprised the three elements of Arts in Education which is music in
the form of jazz chant which is chanting on the name of organs involved in both system,
movements involved in the activities that requires students to move around helping their
friends to complete the apron organ kit and visual arts on the drawing and labelling of the
organs. By doing this, we can express new knowledge in new ways that can prevent students
from getting bored thus losing their focus on the lessons. Besides, through this elements we
can organize information and knowledge to become more accessible to students. For
instance, we sort out the jazz chant for name of organs, the improvised apron for place of the
organs and fill in the blanks activities for functions of the organs. We also can strengthen
students understanding with continued activities after teachers presentation on the content.

The theory that has been put into practice is Constructivism Theory which believed
that students create their own understanding or concept based on their prior knowledge and
experiences (Zulkifli Yaakob & M. Jamel Ismail, 2011). One of the characteristic of this theory
is teacher needs to encourage and accept student autonomy and initiative. Hence, in our
simulation, we just act as a facilitator and students are the one who plays more roles in
conducting the teaching and learning process. They need to chant, build a digestive system
and excretory system on the apron kit plus label its function by themselves. We just facilitate
them throughout the process and correct them in certain time. Next, teacher have to provide
opportunities for pupils to develop new knowledge and understanding through student
participation in real-world situations. We actualize this by making the invisible system in our
body to visible kit that can be touched and seen by the students in order for them to relate to
their own body. Through this, they can know precisely where the organs are located and its
functions for body system.

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 The strengths of this kit are it is very convenience for teacher which teacher can
bring this kit everywhere and conduct teaching and learning process outside the classroom. It
does not required any electrical appliances in order to function. Therefore, teacher does not
have to face a problem such as no electricity and malfunction of the equipment. Besides, by
using this kit, it encourage students to be actively participate in the class as it needs two way
communication in learning. Students are required to move around and play the games rather
than having a chalk and talk session with the teacher. Moreover, through this kit it also can
foster cooperative and communicative skills between students in the class as they need to do
in group task. Therefore, students can also inculcate good values and improve speaking skills
when doing this activities.

The weaknesses of this kit are it only can be played by the same gender of students.
This is due to the activities that need students to paste the organs on top of their friends body.
If we let them play the game together, we feared that it will lead to other problems such as
sexual harassment. Even though they just in primary school, but it does not mean that they
does not think or take something in the wrong ways. Next, this kit is more to student centered
learning which students required to done the activity in a group that might cause some of the
students being left out. This is because the cognitive level for all students in a class are not
the same. Some of the students may have low cognitive level that needs another approaches
in learning. They need more attention and guidance of teacher in acquiring knowledge.
Hence, this technique is less suitable for some students that will lead to an ineffective teaching
and learning process.

Ways to overcome this problems are teacher need to instruct students clearly and
divide them by following their gender to avoid mixing of girls and boys. This could avoid
students of the opposite sex from touching each other. Next, teacher can give extra exercises
for student after they completed the task by using this kit. This is to assess students level of
comprehension on the topic and if they cannot do certain questions they can ask personally.
Therefore, teacher could recover what students had left out in the class.

In conclusion, elements of Arts in Education can help teacher to facilitate learning

and teaching process in a new and attractive way of representing content. Teacher needs to
be creative and innovative in conducting the class. This is to ensure that students are more
self-dependent and at the same time can generate students high level thinking order. Not only
that, students also can enjoy and become more interested to learn Science subject.

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REFERENCES

Burhanuddin, A. (19 July, 2014). Analisis Teori Belajar. Retrieved from Kelebihan dan
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behavioristik-dan-humanistik/

Noriati, A. R., Boon, P. Y., Sharifah Fakhriah, S. A. (2017). Murid dan Pembelajaran. Selangor
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Sawyer, R. K. (2011). Structure and Improvisation in Creative Teaching. United State of

America: Cambridge University Press.

Schunk, D. H. (2012). Learning Theories An Educational Perspective Sixth Edition. Boston:

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Zulkifli Yaakob & Mohd Jamel Ismail. (2011). Seni dalam Pendidikan. Kuala Lumpur: Open
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