EDU 361 Arts in ECEEDU 361 Arts in ECE

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““Developing a Curriculum for Music”Developing a Curriculum for Music”

““Music for Infants, Toddlers, Preschool Music for Infants, Toddlers, Preschool Children & Kindergarten”Children & Kindergarten”

Session #8Session #8

Developing a Curriculum for Developing a Curriculum for Music…Music…

• (McDonald text)(McDonald text)

• Teachers should watch for spontaneous Teachers should watch for spontaneous moments to imitate rhythms produced by moments to imitate rhythms produced by children and then add a chant, an instrument, children and then add a chant, an instrument, or perhaps hand clapping.or perhaps hand clapping.

• T/F? T/F? TrueTrue According to our text, music According to our text, music educators should initiate significant music educators should initiate significant music education experiences and training as early education experiences and training as early as possible with every child. as possible with every child. To help develop To help develop the child’s musical skillsthe child’s musical skills

• Growth, experience, and training affects Growth, experience, and training affects young children’s responses to music.young children’s responses to music.

• T/F? T/F? True True According to our text, According to our text, children can respond to music and are children can respond to music and are capable at a very early age of doing capable at a very early age of doing more musically than educators have more musically than educators have previously admitted. previously admitted. Even young Even young children can learn to play an instrumentchildren can learn to play an instrument..

• T/F? T/F? True True During the early years patterns of During the early years patterns of

response are formulated that will influence all future response are formulated that will influence all future growth and development of music.growth and development of music.

• T/F? T/F? True True According to our text, if a child has According to our text, if a child has technical needs which are not satisfied, his creativity technical needs which are not satisfied, his creativity is apt to dry up because of his inability to function at is apt to dry up because of his inability to function at his proper level.his proper level.

• T/F? T/F? True True Certain musical facts and techniques must Certain musical facts and techniques must be taught. be taught. When and How depends upon the When and How depends upon the teacher’s sensitiveness, the child’s need for the teacher’s sensitiveness, the child’s need for the knowledge and readiness to learn knowledge and readiness to learn

• What happens when technical training is too What happens when technical training is too advanced for a child?advanced for a child? The child will not be The child will not be able to keep up and get frustrated. able to keep up and get frustrated.

• T/F? T/F? TrueTrue Singing, movement, and speech Singing, movement, and speech are closely related for the very young child are closely related for the very young child and their combination often results in a chant.and their combination often results in a chant.

• A guideline for teaching young children to A guideline for teaching young children to sing is to start with songs that utilize sing is to start with songs that utilize children’s comfortable range (D to A) then children’s comfortable range (D to A) then add more tones.add more tones.

• T/F? T/F? TrueTrue For very young children, rhythm is For very young children, rhythm is an individual experience and teachers should an individual experience and teachers should not require children’s movements to not require children’s movements to synchronize with a beat.synchronize with a beat.

• An important guideline for teaching rhythm to young An important guideline for teaching rhythm to young children is to plan for many opportunities through the children is to plan for many opportunities through the day to move spontaneously to music and speech day to move spontaneously to music and speech rhythmsrhythms..

• An important guideline for using instruments with An important guideline for using instruments with young children is to allow for much free, exploratory young children is to allow for much free, exploratory use of instruments to develop awareness of different use of instruments to develop awareness of different pitchespitches..

• An important guideline for teachers to encourage An important guideline for teachers to encourage

young children to listen to music is to encourage young children to listen to music is to encourage them to listen to all kinds of music. them to listen to all kinds of music.

• The The Dalcroze Method Dalcroze Method of teaching young children of teaching young children music emphasizes body movement, ear training, and music emphasizes body movement, ear training, and improvisation by the teacher at the piano to awaken improvisation by the teacher at the piano to awaken children’s awareness of musical elements.children’s awareness of musical elements.

• The The Kodaly Method Kodaly Method of teaching young children music of teaching young children music is centered around a vocal approach to music is centered around a vocal approach to music education. Where reading and writing musical education. Where reading and writing musical notation or primary goals. notation or primary goals.

• The The Carl Orff approach Carl Orff approach to teaching young children music to teaching young children music is based on the idea that music, speech, and movement is based on the idea that music, speech, and movement should be combined when teaching music. p.43should be combined when teaching music. p.43

• The The Early Childhood Music Curriculum, Manhattanville Early Childhood Music Curriculum, Manhattanville Music Curriculum Program (MMCP)Music Curriculum Program (MMCP) is based on the belief is based on the belief that personal involvement in the process of making music that personal involvement in the process of making music is the way young children learn about music.is the way young children learn about music. p.43p.43

• The The Shinichi Suzuki method Shinichi Suzuki method of teaching young children of teaching young children how to plan the violin directly involves the parents in how to plan the violin directly involves the parents in learning and auditing the lessons themselves. p.43learning and auditing the lessons themselves. p.43

Music for Infants, Toddlers, & Music for Infants, Toddlers, & Preschool Children…Preschool Children…

• (J. Beatty text , Chapter 9)(J. Beatty text , Chapter 9)• The elements of music that young The elements of music that young

children are involved with include tone, children are involved with include tone, rhythm, and melody.rhythm, and melody.• Dynamics: loudness, softness of toneDynamics: loudness, softness of tone• Duration: shortness or length of toneDuration: shortness or length of tone• Pitch: highness or lowness of tonePitch: highness or lowness of tone• Timbre: quality of toneTimbre: quality of tone

• Melody involves the particular flow of Melody involves the particular flow of tones in a certain rhythm.tones in a certain rhythm.

• The rhythm of music involves:The rhythm of music involves:• Tempo: fastness or slowness of rhythmTempo: fastness or slowness of rhythm• Beat: the pulse of rhythmBeat: the pulse of rhythm• Pattern: long/short or light/heavy accents Pattern: long/short or light/heavy accents

of rhythmof rhythm

• Children develop in their ability to recognize and to Children develop in their ability to recognize and to reproduce tone, rhythm, and melody through maturity reproduce tone, rhythm, and melody through maturity of physical, cognitive, and language abilities, as well of physical, cognitive, and language abilities, as well as being exposed to the elements of music and as being exposed to the elements of music and having a chance to try them out.having a chance to try them out.

• The natural development of music follows a The natural development of music follows a sequence somewhat similar to that of a child’s sequence somewhat similar to that of a child’s acquisition of language skills. How? acquisition of language skills. How? Through Through maturity of physical, cognitive, and language abilities, maturity of physical, cognitive, and language abilities, as well as being exposed to these elements of music as well as being exposed to these elements of music and having a chance to try them out in a secure and having a chance to try them out in a secure setting. setting.

• (Cooing, babbling, speaking, singing? (Cooing, babbling, speaking, singing? Scribbling, drawing, writing?)Scribbling, drawing, writing?)

• Birth to Six Months:Birth to Six Months:• Infants are aware of music from the Infants are aware of music from the

beginning, as shown by their different beginning, as shown by their different responses to different kinds of musicresponses to different kinds of music

• Lullabies tend to calm them down, whereas Lullabies tend to calm them down, whereas lively music makes them more active.lively music makes them more active.

• Infants vocalize with crying that varies in Infants vocalize with crying that varies in pitch, loudness, and rhythmic patterns.pitch, loudness, and rhythmic patterns.

Six Months to Two Years:Six Months to Two Years:• Infants and toddlers may move their bodies in Infants and toddlers may move their bodies in

response to music (rocking/swaying), clap their response to music (rocking/swaying), clap their hands, and may turn toward musical sounds and hands, and may turn toward musical sounds and listen intently.listen intently.

• Many infants prefer vocal to instrumental music at Many infants prefer vocal to instrumental music at this age.this age.

• Toddlers often seek out the sounds that please Toddlers often seek out the sounds that please them most (ex. TV commercials).them most (ex. TV commercials).

• Toddlers also like to use pots and pans or cups Toddlers also like to use pots and pans or cups and bowls for sound-making activities.and bowls for sound-making activities.

• Two to Three Years:Two to Three Years:• Toddlers may attempt to dance to music by Toddlers may attempt to dance to music by

bending knees, swaying, and swinging bending knees, swaying, and swinging arms.arms.

• Toddlers respond well to pattern repetition Toddlers respond well to pattern repetition and can learn simple finger plays.and can learn simple finger plays.

• Two-year-olds may experiment with their Two-year-olds may experiment with their voices by singing or humming during play.voices by singing or humming during play.

• Toddlers are increasingly interested in Toddlers are increasingly interested in listening to musical instruments and listening to musical instruments and cassette tapes. (toy xylophones, drums)cassette tapes. (toy xylophones, drums)

• Three to Four Years:Three to Four Years:• The increased cognitive and language The increased cognitive and language

development gives three-year-olds better voice development gives three-year-olds better voice control, rhythmic response, and mastery of song control, rhythmic response, and mastery of song lyrics.lyrics.

• They are beginning to understand the basic They are beginning to understand the basic musical concepts of loud-soft, fast-slow.musical concepts of loud-soft, fast-slow.

• They may also love to dramatize songs or try out They may also love to dramatize songs or try out different ways to interpret songs rhythmically.different ways to interpret songs rhythmically.

• Music enables children to express and Music enables children to express and communicate ideas that are beyond their language communicate ideas that are beyond their language abilities.abilities.

• Four to Five Years:Four to Five Years:• Children at this age are active listeners of music.Children at this age are active listeners of music.• Their attention span is longer and if encouraged, Their attention span is longer and if encouraged,

they will increase their desire to become involved they will increase their desire to become involved in music activities.in music activities.

• They can sing complete songs from memory with They can sing complete songs from memory with greater pitch control.greater pitch control.

• They can play many kinds of rhythm instruments They can play many kinds of rhythm instruments often to accompany songs, and may even create often to accompany songs, and may even create tunes of their own.tunes of their own.

Music Center in a Preschool Music Center in a Preschool Classroom…Classroom…

• Children will continue their natural Children will continue their natural development, if their preschool classroom is development, if their preschool classroom is filled with music and happy sounds, and if the filled with music and happy sounds, and if the Music Center itself encourages them to Music Center itself encourages them to participate in exciting musical activities.participate in exciting musical activities.

• T/F? T/F? True True Music in the self-directed learning Music in the self-directed learning environment takes place not only in a environment takes place not only in a designated activity center, but also in the designated activity center, but also in the entire classroom.entire classroom.

• T/F? T/F? True True The Music Center contains The Music Center contains materials and activities for individuals materials and activities for individuals and small groups to investigate sound, and small groups to investigate sound, rhythm, and melody on their own.rhythm, and melody on their own.

• T/F? T/F? True True There should also be a large There should also be a large space in the classroom to be used for space in the classroom to be used for group singing games and creative group singing games and creative movement.movement.

• T/F? T/F? True True The Block, Dramatic Play, art, and The Block, Dramatic Play, art, and Book Centers may also be infiltrated with Book Centers may also be infiltrated with music and sound by the children.music and sound by the children.

• T/F? T/F? True True Making music personal should be Making music personal should be the theme of music activities for young the theme of music activities for young children.children.

• T/F? T/F? True True Teachers should also share their Teachers should also share their personal records and tapes they enjoy with personal records and tapes they enjoy with the children. the children. (As long as they are appropriate)(As long as they are appropriate)

• T/F? T/F? True True Soft music is appropriate at Soft music is appropriate at naptime.naptime.

• T/F? T/F? True True Rock music is appropriate at Rock music is appropriate at times when children are actively times when children are actively engaged in the learning centers.engaged in the learning centers.

• When should a teacher play classical When should a teacher play classical music…music…Any time.Any time.

• T/F? T/F? True True The Music Center itself should contain The Music Center itself should contain a cassette recorder for the children to use.a cassette recorder for the children to use.

• Should children record their own productions? Should children record their own productions? Yes.Yes.

• Should a clipboard be provided for children to Should a clipboard be provided for children to sign-up to use the recorder? sign-up to use the recorder? Yes.Yes.

• Should headsets be made available for tapes that Should headsets be made available for tapes that are for personal use rather than group usage? are for personal use rather than group usage? Yes.Yes.

• A music center should be set up to promote A music center should be set up to promote listening, sound exploration, rhythm, and listening, sound exploration, rhythm, and music making.music making.

• T/F? T/F? True True A music center can also contain A music center can also contain picture books with musical themes, costumes, picture books with musical themes, costumes, scarves, and materials for children to make scarves, and materials for children to make their own music.their own music.

• T/F? T/F? False False All rhythm instruments should be All rhythm instruments should be displayed at all the time. displayed at all the time. Display drumming Display drumming sounding instruments together.sounding instruments together.

Music for Preschoolers & Young Music for Preschoolers & Young School-age Children…School-age Children…

• (See Explorations with Young Children –Bank Street (See Explorations with Young Children –Bank Street handout)handout)

• Cultural Diversity: Music has been termed “the universal Cultural Diversity: Music has been termed “the universal language”. Explain?language”. Explain?

• T/F? T/F? True True Music is also a medium through which children Music is also a medium through which children can extend their social awareness and sensitivity?can extend their social awareness and sensitivity?

• T/F? T/F? True True When children play and touch musical When children play and touch musical instruments, they may be engaging in a concrete cultural instruments, they may be engaging in a concrete cultural experience.experience.

• T/F? T/F? True True It is recommended for teachers to foster the It is recommended for teachers to foster the sharing of diverse musical expressions. If so, why?sharing of diverse musical expressions. If so, why?

• T/F? T/F? False False Music should be played only for the sake of Music should be played only for the sake of keeping background noise.keeping background noise.

• T/F? T/F? True True Transition time music can provide a Transition time music can provide a productive listening environment.productive listening environment.

• T/F? T/F? True True Children should be encouraged to bring Children should be encouraged to bring favorite music selections from home. If so, why? If not, favorite music selections from home. If so, why? If not, why not?why not?

• T/F? T/F? True True Does a self-made classroom audiotape help Does a self-made classroom audiotape help children develop a sense of community? If so, how?children develop a sense of community? If so, how?

• List some musical equipment and other items that are List some musical equipment and other items that are appropriate for a Kindergarten Music Center.appropriate for a Kindergarten Music Center.