music and movement
DESCRIPTION
EDTEG 102 report (2nd sem, AY 2009-2010)TRANSCRIPT
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MUSIC AND MOVEMENT ACTIVITIES
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Theories of Musical developmentTheories of Musical development• Jerome Bruner (1968)
–Three Cognitive Stagesa. Enactiveb. Iconicc. Symbolic
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a. Enactive Stagea. Enactive Stage
Physical activity and music are intertwined.Stimulates the child’s senses and foster
cognitive developmentBuild social relationships by communicating
warmth and acceptance
! Bruner’s enactive stage=Piaget’s sensorimotor stage=Erikson’s trust-building stage
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b. Iconic Stageb. Iconic StageBruner
◦Children begin to use objects and pictures to represent ideas.
Piaget◦Highly imaginative
Erikson◦Assert their autonomy, yet want to be accepted
by the group.
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Zimmerman“ Singing and chants are the embodiment of
symbolic play and imitation. They help the child move from sensorimotor experience to a symbolic transformation of it.”
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c. Symbolic Stagec. Symbolic Stage• Children begin to use abstract symbols, primarily
language, to represent ideas.• They rely less on icons and learn to use systems
of symbols.• Piaget
– School-age children think logically and realistically.• Erikson
– They also have a sense of industry, which is manifested in their drive to master many different skills.
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The History of Early Childhood The History of Early Childhood Music EducationMusic Education
Jean Jacques Rousseau (1883)◦He invented an “everychild” named Emile.
Maria Montessori◦Applied her concept of the prepared
environment to the child’s music education.◦Advocated sound exploration activities◦Invented a set of mushroom-shaped bells
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The History of Early Childhood The History of Early Childhood Music EducationMusic Education
• Twentieth Century
• Carl Orff– German music educator– Develop creative musicianship
- children engage in producing and creating their own music, rhythmic responses, and imaginative actions.
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The History of Early Childhood Music The History of Early Childhood Music EducationEducation
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The History of Early Childhood The History of Early Childhood Music EducationMusic Education
Present! Childhood educator takes an eclectic
approach to music
! Childhood educators incorporate a wide variety of musical experiences.
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The Role of Music and Movement The Role of Music and Movement in Child Developmentin Child Development
Psychomotor Skills◦Develop psychomotor skill by striking the keys
on a toy.◦Interpret the mood of a lively music through a
creative dance.Perceptual Skills
◦ sensory perceptions of music are not limited to the auditory chanel.
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The Role of Music and The Role of Music and Movement in Child DevelopmentMovement in Child Development
Affective Skills◦Music evokes emotional responses.
Cognitive Skills◦Understanding about music is a form of
intelligence.◦It nurtures other forms of intelligences such as
linguistics or logical-mathematical.◦Musical Intelligence involves children’s ability to
process mentally the tonal aspects of rhythm and melody.
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The Role of Music and The Role of Music and Movement in Child DevelopmentMovement in Child Development
Social Skills◦It encourages participation, sharing and cooperation◦It is part of the early bonding process and part of the
basic enculturation of childhood.Cultural Skills
◦It familiarizes children with the musical heritage of various geographic regions, cultures, and ehtnic groups.
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The Role of Music and The Role of Music and Movement in Child DevelopmentMovement in Child Development
Aesthetic Skills◦It is developed when children ask questions
such as these: How does the music make us feel? What do we hear in the music? How can we express the music? Why do we respond the way we do to music?
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Stages in the Development of Music Stages in the Development of Music and Movementand Movement
Music Movement
Toddlers -can distinguish among sounds; imitate it; approximate pitches-explore sound making with household objects.- Sing or hum
-use primarily arms and legs, and move in response to the tempo.-respond well to large and small motor musical activities that emphasizes repetition and rhyme.
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Stages in the Development of Music Stages in the Development of Music and Movementand Movement
Music Movement
Three-Year-Olds -have better voice control, rhythmic response, and mastery of song-have names of favorite tunes, can recognize familiar tunes, can sing portions of it.-can play a simple rhythmic instrument with emerging awareness of beat, tempo, and pitch
-move n a more coordinated way to music.-experiment with different types of body movements.-tend to be more graceful.
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Stages in the Development of Music and Stages in the Development of Music and MovementMovement
Music Movement
Four-Year-Olds -capable of learning basic musical concept (pitch, duration, tempo, loudness)-can use language to express these ideas.-can classify musical instruments-can sing complete song from memory with sound control-enjoy group singing games
-master new movements and can switch rapidly from one type to another when the word is substituted.
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Stages in the Development of Stages in the Development of Music and MovementMusic and Movement
Music Movement
Five-Year-Olds -sense of pitch, rhythm, and melody emerge-can demonstrate some musical concepts in a small keyboard-enjoy longer songs-can reproduce the melody and have a vocal range of five to six notes.
-it has a more rhythmic, interpretive quality
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Stages in the Development of Music and Stages in the Development of Music and MovementMovement
Music MovementSix-, Seven, and Eight-Year-Olds
-singing voice at a mature level-sings in tune, with a vocal range of approximately 8-10 notes-sense of harmony is emerging-learn to read song lyrics-able to master songs with greater demands of memory and sequencing skills.-musical preferences are fairly well established-may express interest in learning to play a musical instrument
-able to improvise movements and match it to the beat of the song.-capable of following more complex instructions, and can learn simple folk dances with adult direction.
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How to Create a Music and How to Create a Music and Movement ProgramMovement Program
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How to Create a Music and Movement How to Create a Music and Movement ProgramProgram
Developmentally Appropriate- Music activities should build upon each child’s natural strengths rather than forcing them to fit an adult’s idea of precocity in music
Pleasurable- to develop positive attitudes and emotional responses
- Lifelong love for music
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VariedIndividual and Social- Children should
also learn how to participate with others and experience the pleasure of group music-making
Integrated- music throughout the day
How to Create a Music and How to Create a Music and Movement ProgramMovement Program
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How to Create a Music and How to Create a Music and Movement ProgramMovement Program
A music program is achieving its goals when children learn to listen appreciatively, sing tunefully , move expressively and rhythmically, play classroom instruments, develop age-appropriate musical concepts, create self-satisfying music, and value music as part of everyday life (Greenberg, 1979).
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Selecting Musical Materials and Selecting Musical Materials and ExperiencesExperiences
Records and RecordplayerTapes and TaperecorderRhythm band materialsVisual aidsPuppetsSong sheetsSimple Musical Instruments
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A well balanced program contains many different music.
Have dominant rhythm patterns, repetition, and nonsense syllables
Evoke a mood (e.g. calm, lively)Emphasize enjoymentSuggest enactment and movementTell a story
What music do children generally prefer?
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Presenting Musical Materials and Presenting Musical Materials and ExperiencesExperiences
•Use your voice- An ordinary singing voice coupled with extraordinary enthusiasm is perfectly adequate to sing most songs for young children. •Use recorded music
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Presenting Musical Materials and Presenting Musical Materials and ExperiencesExperiences
Use Simple Instruments
RHYTHM
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MELODY HARMONY
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Presenting Musical Materials and Presenting Musical Materials and ExperiencesExperiences
Talk with Children about their musicLeading children to an understanding of
musical concepts requires that you identify with the child.
How can we make our rhythm sticks sound
like a clock?
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Presenting Musical Materials and Presenting Musical Materials and ExperiencesExperiences
LullabiesFolk SongsNursery rhymesMulticultural Music from around the
worldHoliday, religious, and seasonal musicContemporary children’s musicMusic for dancing, marching
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Look for award winning materialsDeal with reputable manufacturers and
school supply companiesUse the libraryTalk with teachers
How do we evaluate musical materials and
experiences?
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Teacher’s Roles and Teacher’s Roles and ResponsibilitiesResponsibilities
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MotivatorMotivator
The motivation for a music activity should include a concrete object, thought-provoking question, and active participation.
Provide simple rhythm band instruments
The Dreidel
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PlannerPlannerPreparationIf you are using a recording equipment,
make certain that it is in working order.The children should be seated
comfortably where they can all see.Teach children a signal indicating that it is
music time.Strive to reduce background noise and
distractions before beginning.
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PlannerPlannerPacing- Alternate “mostly listening activities”
with “mostly movement”- Conclude with a quiet songVariety- Give children a variety of opportunities to
participate by listening, singing, using creative movement, and playing rhythm instruments
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Co-ParticipantCo-ParticipantTeachers who enjoy music and sing with
enthusiasm, regardless of ability or training, are the ones who receive the greatest response and involvement from children.
Teachers should enjoy music with children rather than perform for them.
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ObserverObserverWhat parts of the activity generate the
most response?When do children follow along best?How do children use music
spontaneously? – Note when and where children burst into song, dance around, or use musical instruments.
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Integrating Music and Movement into the Subject Areas
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Mathematics, Science, and Mathematics, Science, and TechnologyTechnology
Musical Sets- Children can seriate instruments from
large to small- Classify instruments into sets and subsetsSounds of Nature- Children can listen to nature’s music
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Mathematics, Science, and Mathematics, Science, and TechnologyTechnology
Sound Quality- Conduct simple sound vibration
experiments- Listening to and observing the vibrations
of rubber bands stretched across cardboard
- Tuning forks- Trying different ways of beating a drum
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Language, Literature, and LiteracyLanguage, Literature, and LiteracyMusical Storytelling- musical
accompanimentSong picture booksCreative Movement and Literature-
Connect music with stories and picture Can you show me how Baby Bear might go
for his walk as you move around the circle?
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Language, Literature, and LiteracyLanguage, Literature, and LiteracySong Parodies Baa, baa, black sheep,
Have you any wool?Yes sir, yes sir,Three bags full.
One for my master, One for your sweater One for my dame, One for your rugAnd one for the little boy One for your blanket Who lives down the lane. To keep you warm and snug
Vocabulary Enactment
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Social Studies, Health, and Social Studies, Health, and NutritionNutrition
Restaurant PlayVisiting MusicianHealth and Nutrition Songs
Grow, grow, glow and go –Eat good food each dayChoose some food from every groupTo help you work and play
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When teachers make music and movement an integral part of the school day,
children’s development in all areas is supported and enriched.
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If You’re Happy and You Know itIf you’re happy and you know it
Clap your handsIf you’re happy and you know it Clap your hands If you’re happy and you know it Then your face will surely show itIf you’re happy and you know it Clap your hands
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If You’re Happy and You Know itIf you’re happy and you know it
Stomp your feetIf you’re happy and you know it Stomp your feet If you’re happy and you know it Then your face will surely show itIf you’re happy and you know it Stomp your feet
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If You’re Happy and You Know itIf you’re happy and you know it
Scratch your furIf you’re happy and you know it Scratch your fur If you’re happy and you know it Then your face will surely show itIf you’re happy and you know it Scratch your fur
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If You’re Happy and You Know itIf you’re happy and you know it
Give a roarIf you’re happy and you know it Give a roar If you’re happy and you know it Then your face will surely show itIf you’re happy and you know it Give a roar
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If You’re Happy and You Know itIf you’re happy and you know it
Flap your wingsIf you’re happy and you know it Flap your wings If you’re happy and you know it Then your face will surely show itIf you’re happy and you know it Flap your wings
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If You’re Happy and You Know itIf you’re happy and you know it
Laugh out loudIf you’re happy and you know it Laugh out loud If you’re happy and you know it Then your face will surely show itIf you’re happy and you know it Laugh out loud
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If You’re Happy and You Know itIf you’re happy and you know it
Beat your chestIf you’re happy and you know it Beat your chest If you’re happy and you know it Then your face will surely show itIf you’re happy and you know it Beat your chest
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If You’re Happy and You Know itIf you’re happy and you know it
Jump up highIf you’re happy and you know it Jump up high If you’re happy and you know it Then your face will surely show itIf you’re happy and you know it Jump up high
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If You’re Happy and You Know itIf you’re happy and you know it
Crawl aroundIf you’re happy and you know it Crawl around If you’re happy and you know it Then your face will surely show itIf you’re happy and you know it Crawl around
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If You’re Happy and You Know itIf you’re happy and you know it
Blink your eyesIf you’re happy and you know it Blink your eyes If you’re happy and you know it Then your face will surely show itIf you’re happy and you know it Blink your eyes
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If You’re Happy and You Know itIf you’re happy and you know it
Do all ten- Clap your hands- Stomp your feet- Scratch your fur- Give a roar- Flap your wings- Laugh out load- Beat your chest- Jump up high- Crawl around- Blink your eyes
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If You’re Happy and You Know itIf you’re happy and you know it
Do all ten- Clap your hands- Stomp your feet- Scratch your fur- Give a roar- Flap your wings- Laugh out load- Beat your chest- Jump up high- Crawl around- Blink your eyes
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If You’re Happy and You Know itIf you’re happy and you know it Then your face will surely show itIf you’re happy and you know it Do all ten.