children‟s experience and development - vetres · 2019. 3. 8. · chcfc507a use music to enhance...

CHC08 Community Services

Training Package Version 4

Learner guide

Version 2

Training and Education Support

Industry Skills Unit

Meadowbank

Product Code: 5703

CHCFC507A Use music to enhance

children‟s experience and development

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CHCFC507A Use music to enhance children’s experience and development

Developed by Training & Education Support Industry Skills Unit, Meadowbank

@ TAFE NSW 2012

Acknowledgments

TAFE NSW - Training and Education Support Industry Skills Unit would like to

acknowledge the support and assistance of the following people in the production

of this resource package:

Writer:

Melissa Healy

Teacher, Child and Family Services

TAFE NSW

Contributors:

Eleanor Prouting

Fiona M Wynn

Maree Aldwinckle

Sue Shrubb

Lisa Wallmeyer

Teachers, Child and Family Services

TAFE NSW

Reviewer:

Eleanor Prouting

Teacher, Child and Family Services

TAFE NSW

Project Manager:

Gail Horwood

A/ Education Programs Manager

Child and Family Services

TAFE NSW

Enquiries

Enquiries about this and other publications can be made to:

TAFE NSW – Training and Education Support Industry Skills Unit

Locked Bag No. 6

MEADOWBANK NSW 2114

Tel: 02-9942 3200 Fax: 02-9942 3257

ISBN

ISBN 978-1-74236-412-4

© The State of New South Wales, Department of Education and Training,

TAFE NSW, Training and Education Support Industry Skills Unit,

Meadowbank, 2012.

Copyright of this material is reserved to TAFE NSW Training and Education Support

Industry Skills Unit, Meadowbank. Reproduction or transmittal in whole or in part,

other than for the purposes of private study or research, and subject to the provisions

of the Copyright Act, is prohibited without the written authority of, TAFE NSW.

Training and Education Support Industry Skills Unit, Meadowbank

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Table of Contents

INTRODUCTION ..................................................................................................................... 7 1. General introduction .................................................................................................................................. 7 2. Using this learner guide ............................................................................................................................. 7 3. Prior Knowledge and Experience ............................................................................................................... 9 4. Unit of competency overview .................................................................................................................... 9 5. Assessment .............................................................................................................................................. 14

SECTION 1 THEORETICAL PERSPECTIVES ON MUSIC AND MOVEMENT .................................................. 17

SECTION 2 CREATING ENRICHING MUSIC AND MOVEMENT PROGRAMS ............................................... 81

SECTION 3 – SETTING THE STAGE FOR MUSIC AND MOVEMENT ........................................................ 109

SECTION 4 – PROVIDING A RANGE OF MUSIC AND MOVEMENT EXPERIENCES ....................................... 137

SECTION 5 – STRATEGIES TO SUPPORT AND FACILITATE MUSIC AND MOVEMENT PROGRAMS ................... 215

ANSWERS TO ACTIVITIES ....................................................................................................... 243 Section 1 ......................................................................................................................................................... 243 Section 2 ......................................................................................................................................................... 245

APPENDICES ...................................................................................................................... 247

RESOURCES ....................................................................................................................... 259 Legislation and policy requirements .............................................................................................................. 259 Essential resources ......................................................................................................................................... 262 Other resources .............................................................................................................................................. 262 Videos ............................................................................................................................................................. 266 Sound recordings ............................................................................................................................................ 266 Organisations and web sites .......................................................................................................................... 267 Using the Internet .......................................................................................................................................... 268 Additional references ..................................................................................................................................... 268

RESOURCE EVALUATION FORM ............................................................................................... 271

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Section 1 Theoretical perspectives on music

and movement

Elements and performance criteria:

1. Provide a range of developmentally appropriate music and

movement experiences

1.1 Identify and provide a wide range of music experiences for children that

may be used to enhance children‟s development

1.2 Identify and provide a wide range of movement experiences for children

that may be used to enhance children‟s development

1.3 Select and provide appropriate music and movement resources which are

inclusive and encourage appreciation of diversity including cultural

diversity

1.4 Provide opportunities for children to practise developing skills

2. Support facilitate and extend children’s participation in music and

movement

2.1 Set up environment in a way that encourages children‟s participation in

developmentally appropriate music and movement experiences

2.2 Link music and movement activities and make them relevant to children‟s

daily life in care

2.3 Formulate strategies to encourage development of child‟s individual music

and movement potential

2.4 Encourage improvisation with instruments

2.5 Design program to respond to children‟s interests that arise spontaneously as they participate in music and movement experiences

2.6 Use strategies to model appropriate attitudes and interaction to encourage

children‟s input and participation in music and movement experiences

3. Plan and implement a range of developmentally appropriate music

and movement experiences

3.1 Use observations of individual children and groups of children to plan

developmentally appropriate music and movement experiences for children

3.2 Select and present a range of stimulating developmentally appropriate and

inclusive music experiences for individual children and small groups of

children

3.3 Select and present a range of stimulating developmentally appropriate and

inclusive movement experiences for individual children and small groups of children

3.4 Use a range of methods to evaluate children‟s participation in and reactions to planned music and movement experiences

3.5 Make ongoing modifications to stimulate interest and involvement in music

and movement experiences, based on evaluation information

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At the end of this topic you should be able to:

Demonstrate a sound knowledge and understanding of basic musical and

movement concepts

Identify some of the typical characteristics of children that relate to

musical and movement development

Understand how experiences within music and movement impact upon the

child‟s development in other areas

Getting started

Before you begin make sure you have the following resources.

A special folder or file for collecting and recording resource ideas.

Australian Breastfeeding Association, 2001, Merrily Merrily: A Book of Songs and

Rhymes for Babies and Young Children, 4th edn.

Isenberg, J. P. & Jalongo, M. R. 2001, Creative Expression and Play in

Early Childhood.

Nixon, D. & Aldwinckle, M.2005, Exploring: Child development from three

to six years, 2nd edn.

A copy of the Guide to the National Quality Standard.

Access to The video ‘Play School Meets the Orchestra‟

You will also need to arrange the following:

Internet access would be useful

Spend some time with your facilitator and other learners working through

activities and reflective exercises.

Ensure you have a suitable and safe place to practice movement exercises.

Access to a good range of recorded music through your local or TAFE

library or other sources.

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Beliefs about music, movement and the young child

According to Plato:

‘Music is the source of all learning. It gives soul to the universe,

wings to the mind, flight to the imagination, a charm to

sadness, gaiety and life to everything. It is the essence of order

and leads to all that is good, just and beautiful of which it is the

invisible, but nevertheless dazzling, passionate and eternal

form’.

The first music experience that a baby is exposed to is the sound of their

mother‟s heartbeat. All children are exposed to this initial prenatal music

experience. Later the newborn will experience hearing the sound of their parent‟s

voices and will feel the gentle rocking by their caregivers which often follows a

similar rhythmical pattern to that of the heartbeat. An infant will make and play

with vocal sounds long before they can talk. A toddler will play with vocal sounds

whilst developing their language skills. Later, the child will chant catchy rhymes

or nonsense syllables.

Music to the young child provides a medium for freedom, creativity, expression,

laughter enjoyment and movement.

Reflect upon your earliest music experiences.

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Your earliest experiences provide a basis for developing skills, knowledge and

techniques in the musical and movement arena.

Activity 1.1

Write down what you remember of your earliest music and movement

experiences:

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Activity 1.2

Using the experiences you recalled in the previous activity and your child

development knowledge identify some of the benefits and values of music and

movement experiences within each of the following developmental domains.

Physical Development Cognitive Development

Social Development Language Development

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For further information on the values of music and movement read

Machado, J. 2003, Early Childhood Experiences in Language Arts, 7th edn, Delmar

Learning, London.

Activity 1.2 continued

Using the experiences you recalled in the previous activity and your child

development knowledge identify some of the benefits and values of music and

movement experiences within each of the following developmental domains.

Emotional Development Creative/Aesthetic Development

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Different ways of using music

Families and Children‟s Services professionals use music in a variety of ways with

children.

You will find suggested answers at the end of this resource

Activity 1.3

Identify at least six (6) different ways that music and movement can be used with

children

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‘Music naturally delights and moves young children. Whether the

music is a lively dance tune or a gentle lullaby, even babies feel

its force. An infant only two months old will stop squirming at

the sound of music, entranced by what she hears. Toddlers will

happily clap, rock or swat to music. They may also sing along,

and though they may not get the words or the melody right,

they love to make music. Preschool and Kindergarten children

move in time and often make up little dances to dramatise

songs or events and to express emotions’

‘Most young children are quite comfortable with movement.

‘They begin to learn about the world by acting on objects and

people, and they ‘think with their bodies’ well before they think

with words’ (Dodge et al, 2002, p 247)

As children experiment and explore with music and movement opportunities their

sense of appreciation and knowledge grows as well as their enjoyment.

Isenberg and Jalongo (2001) outline a framework of beliefs about young children

and music and movement.

All children have potential in music and movement.

All children have their unique interests and abilities.

Children come with diverse backgrounds.

Young children are capable of developing critical thinking.

Children should experience a variety of musical sounds, activities and

materials.

They should not be pressured to „perform‟.

Experiences should be enjoyable and create a lifelong appreciation of

music and movement.

Children learn best in a safe, pleasant, physical and social environment.

Diverse learning environments and varied opportunities are essential in

order to serve the developmental needs of the children.

Children need effective, enthusiastic role models

The first thing we need to do is listen

We have sounds all around us. Sounds are usually made by either the movement

or vibration of an object. This is often from some type of impact on the object.

For example, wind blowing on chimes, hitting a saucepan with a wooden spoon,

hitting the top of a drum with a beater or drumstick or touching the stings of a

violin with a bow.

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When an object has had some type of impact on it, vibrations are caused by the

impact. These vibrations cause the air around the object to move. These can be

likened to the ripples of water around a stone that has just been thrown into the

water. These ripples gradually widen across the surface of the water. The same

happens in the air with the ripples of sound.

If you said that the bowl was full of air when it was empty, you would be correct.

The sound is very clear and at a certain pitch. When you filled the bowl halfway

with water, the sound changed and became duller and when the container was

completely full the sound changed again. This time most of the air has been

pushed out, except the air that is in the water.

Distinguishing different sounds in their world is an important skill that children

will need to develop. Knowing what the sequence of sounds is, can help with

knowing what is happening around us, often without seeing what is happening.

Encouraging children to experiment with different sounds is important to their

development and understanding of the world around them. It is also essential in

understanding the music and movement concepts.

Activity 1.4

Hit the side of a small empty stainless steel saucepan or bowl with a tea spoon.

Listen to the sound made when hitting the saucepan or bowl.

What kind of sound does it make?

Fill the saucepan or bowl halfway with water. Has the sound changed?

Completely fill the saucepan or bowl to the top. Now hit the side with a teaspoon.

What has happened to the sound?

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