We visited two other preschool classrooms before they performed and shared our drawings and reflections. We also brainstormed things that made us feel comfortable performing on chart paper to share.
I observed in the children?s responses how they expressed their understanding of the sequence of the performance. Often, they would tell the story in the same order as what happened that day and even included the speaking parts of other children. I feel like the amount of practice and keeping the routines during practice consistent helped give predictability to a new situation. Knowing what to expect of the day of performance seemed to ease children?s worries.
After reading and sharing our reflections with other classes, I noticed that many children drew or wrote about seeing family or dancing with friends. That sense of community helped children of three, four, and five perform in front of a large audience with ease.