Curriculum and
Program Planning
IV: Music
Session 3
Cindy Kwan
Mothercraft College
AGENDA
Why Music?
• Setting the Foundation: 0 – 6 years
• Importance of Child Development and objective observations to form music LOs
• Key components of a meaningful musical experience
• When can music be used?
• Review: Music LO Resource File assignment
• Assign: Small Group Presentation assignment
® Registered trade-mark of the Canadian Mothercraft Society Image from: www.vtsv.org
Before leaving today,
please make sure to
clean up!
® Registered trade-mark of the Canadian Mothercraft Society
Why Music? Why
Music?
® Registered trade-mark of the Canadian Mothercraft Society
Recap:
PT: Music is SO MUCH MORE
• Each learning opportunity can support skills in different areas of development
• Knowledge of child development allows you to plan appropriately for children. Consider:
– pace of your songs
– length of books
– images (books, props): realistic vs. abstract
– number of props
– size of props
– questions vs. statements
® Registered trade-mark of the Canadian Mothercraft Society
Setting the foundation: 0 – 6 years
® Registered trade-mark of the Canadian Mothercraft Society
Consider…
• Early Learning and Care Assessment
for Quality Improvement
• http://www1.toronto.ca/wps/portal/contento
nly?vgnextoid=c9a0391869c63410VgnVC
M10000071d60f89RCRD&vgnextchannel=
922e8ed34ce9e310VgnVCM10000071d60
f89RCRD
® Registered trade-mark of the Canadian Mothercraft Society
Q: Why is knowledge of Child
Development important in creating
music LOs?
Q: Why are objective observations
needed to form music LOs?
• Strength based approach to learning
Image from: www.nuage-software.com
® Registered trade-mark of the Canadian Mothercraft Society
Making Observations
Q: How?
• Look at what the children are doing: focus on
what you see, hear, smell, touch, taste; NOT
what you ‘think’ you see them doing
• Look: what skills do you see? Are they
emerging? Are they being practiced? Are
they mastered?
Image from: megalytic.com
® Registered trade-mark of the Canadian Mothercraft Society
Would you rather…
® Registered trade-mark of the Canadian Mothercraft Society
Would you rather…
® Registered trade-mark of the Canadian Mothercraft Society
The to Objective Observations
AVOID AVOID AVOID AVOID: • Commenting on how you think children feel
E.g. “Oliver hates books.” “Damon loves cars.”
• Commenting on how good/bad a child is (e.g “Jane has difficulty putting on her shoes.”) – as a student, you don’t yet know the children well enough to comment on the child’s strengths, etc.
• What you actually see children doing (5 senses)
• Child Development Image from: commons.wikimedia.org
® Registered trade-mark of the Canadian Mothercraft Society
• Be concrete: focus on what you see child ‘doing’, what toys/materials are they ‘using’
• Answer: who/what/when/where/why when you’re communicating with children
• Developmentally appropriate: how old is the child you are talking to?
ECEs ‘speak’ with intent
• Avoid subjective words: words that imply an opinion about the child or on behalf of the child
• Allow span and time for children to respond
® Registered trade-mark of the Canadian Mothercraft Society
A video
• Watch the following video, take
‘objective’ notes
• Q: what music learning opportunity
would you plan? What 6 ‘songs’
would you choose?
Making Objective Observations
Image from: megalytic.com
® Registered trade-mark of the Canadian Mothercraft Society
Q: What makes a meaningful musical experience?
• ≠ music “circle”
• ≠ identical every day
• ≠ highlight of the day
• based on your observations
• utilizes knowledge of child development (infants vs. preschoolers)
• 50% familiar, 50% new
• is at children’s level and pace – eye contact, matching facial expressions and body language
• focus on the children and the feedback they give you (e.g. be flexible to change what you are singing)
• meaningful variety: songs,fingerplays,active/slow,props
Image from: everystepmatters.blogspot.com
® Registered trade-mark of the Canadian Mothercraft Society
Planning a Meaningful Musical Experience
• Have opening song (same each time)
• Have middle (combination of familiar and new songs – ie. scaffolding)
• Have closing song (same each time)
• Choose props wisely: story (verbal or book), puppets, finger puppets, representations of song
• Have variety of pace and repetition (fast, slow, action)
• Include finger plays, oral stories, actions
• Have a transition/flow in between each song/circle item – e.g. brief conversation/sentence, a pause, an ‘oh oh!’ moment to allow children to catch up
® Registered trade-mark of the Canadian Mothercraft Society
When Can Music Be Used?
• Designated times (e.g. ‘circle’ time)
• During transitions (e.g. bathroom, time to
eat, get dressed to go outside)
• Tough situations – drop off time, getting to
know a new child, when child has an ‘off’
day
• Indoors and outdoors
• Any time during the day (bonding through
music – attachment)
® Registered trade-mark of the Canadian Mothercraft Society
How will you
READ the book?
• Never just read the text
• Add life to the text with your voice, body language, and facial expressions
• Add suspense by changing the pace of your voice
• Change your tone of voice for different characters
• Add pauses while you read ‘important’ moment in the story
• Add props
• Do the story verbally with large actions (e.g. outdoors)
• Include the children, “What do you think will happen next?” (add answer for infants/toddlers or ‘Let’s see what happens next!”)
Image from: www.booktrust.org.uk
® Registered trade-mark of the Canadian Mothercraft Society
Assign: Small Group Music Presentation
® Registered trade-mark of the Canadian Mothercraft Society
Expectations for Group work Goals:
• To strengthen student’s ability to work with others/to
collaborate and strive toward a common goal
• To enhance negotiation skills
• To hone problem solving skills
• To master time management skills
Expectations:
• Collaborate respectfully, positively despite professional
differences that may occur
• Problem solve as a group, seek Course Instructor’s
support as needed image from; www.uclan.ac.uk
® Registered trade-mark of the Canadian Mothercraft Society
Assign: Small Group Music
Presentation • Due: October 5, 1pm
• Worth: 25%
• Small group: maximum 5 (can be same group as popcorn music assignment and/or Group Art presentation).
• To do: complete a music LO sheet. Then, demonstrate all 6 ‘songs’ to the class. Class will actively participate.
• The group decides: how to divide the songs (some can be done in group, some can have 1 person lead) but tasks should be divided evenly.
• Demonstrate a seamless flow between songs with transitions so class can follow along.
• Complete group contract, submit Session 4
® Registered trade-mark of the Canadian Mothercraft Society
Small Group Presentation: cont’d
Each group will:
• Include 6 “songs”: songs/rhymes/finger plays:
– include the use of at least 1 of the following
– Remember: involve the class in your music LO
– Time: 10 minutes approx. per group
Musical instruments Felt board
Puppets Finger puppets
Visual props Book
® Registered trade-mark of the Canadian Mothercraft Society
® Registered trade-mark of the Canadian Mothercraft Society
® Registered trade-mark of the Canadian Mothercraft Society
NOTE: This is a group assignment and a group mark will be assigned. However, if group participation is NOT demonstrated, the Course Instructor will assign individual grades accordingly.
® Registered trade-mark of the Canadian Mothercraft Society
Group Music
Presentation
written
component:
format is
similar to
earlier
assignment
® Registered trade-mark of the Canadian Mothercraft Society
Note: 4 new questions for this assignment
• Reflection: briefly explain how all group members participated in this group assignment.
• Reflection: briefly explain how your group provided a seamless flow between songs with transitions so your peers could follow along.
• Reflection: briefly explain the areas of bias demonstrated and the methods used. Provide concrete details.
• Reflection: Today’s presentation took place within a large group setting amongst your peers. How would you modify your presentation for use with the age group you’ve specified in your LO? How would you change it to make it suitable for other age groups? Provide concrete details.
® Registered trade-mark of the Canadian Mothercraft Society
Assign: Small Group Music
Presentation
REMEMBER:
Complete group contract,
submit Session 4