Music and Movement

Carly Bain & Courtney Fore

Overview
Music, sound, movement continuously contribute to the learning processes of young children Human bodies function in rhythms Children are acquainted with music from birth (heartbeat) Music is a language because its a means of communication Its communicated through tone, rhythm, volume, tempo

Music is one of our greatest inheritances as human beingsit is often

been called the universal language of humankind

Music and Creative Movement Education

Music makes children want to clap hands, dance, tap, or beat drums they learn best through acting upon what they experience Music and movement activities help the development of minds, bodies, emotions, and language.

Activities
Physical Development can help children gain control over large and small muscles Intellectual Growth- children experiment how sound is created through their voice and instruments Listening ask questions about how they felt about the music, remembering parts of a song, or listening for a particular instrument Socially & Emotionally Responsive energize, soothe, and enhance childrens expression of feelings Language Development- encourage the acquisition and use of language to extend vocabulary. Take advantage of music and movement opportunities that stimulate creativity and uniqueness.

Physical Fitness
Early education curriculum should include opportunities, both indoor and outdoor, for children to develop motor skills. Types of movement: Locomotor ability to move whole body from one place to another (running, jumping, climbing) Nonlocomotor- feet remain stationary (standing, sitting, lying) Manipulative large movements demonstrated by pulling, lifting, throwing, or kicking

Physical Fitness Cont.

Kinesthetics- the use of the body to learn about physical capabilities, body awareness, and gain understanding of the world As teachers we should provide daily developmentally appropriate movement and exercise for our students No limits discover the wonderful things through movement and music!

Type of Music
Human voice Instruments Environmental sounds Radio Videotapes DVDs CDs Audiocassettes

Songs and Singing

Young children love to sing Singing can be experienced alone or with others Songs encourage the children to make up new words and move to music Singing along with daily routines nurtures important learning connections Developmentally appropriate practice Enthusiastic teacher participation in singing encourages the development of the childrens ability

Just open your mouth and sing!

1. 2. 3. 4. 5. Suggestions: Songs that have repetition Mary Had a Little Lamb Songs with repeated words or phrases (or echo)- Miss Mary Mack Songs with sound effects Old MacDonald Had a Farm Songs that tell a story Humpty Dumpty Songs that have question-and-answers that make the transition from speaking to singing Do you Know the Muffin Man? Let us not forget how important a song can be to a young child -McGraw 2002

Using the Voice

When young children experiment with their voice and tongues, they can sound like instruments, animals, and the wind Try making these sounds: Whisper Talk softly, then loudly Sneeze Purr Hum Cluck

Buzzz Growl Bark Snore Cry Laugh

Classical Music
Research states classical music stimulates musical responses from young children Can be played when they are conducting, relaxing, listening, or moving creatively

Musical Instruments
Children should be encouraged to listen to musical instruments, touch them, and experiment making sounds with them.

Type of Instruments
1st instrument sounds are the ones from home -pots and pans, spoons, or banging wooden spoons together As teachers we should have good quality instruments such as tambourines, wooden maracas, woodblocks, rhythm stick, drums, bells, triangles, and rain sticks List of musical instruments on page 307 in textbook Teach instruments with poems
Percussion means hitting. Bang on a can. Bang on a pan. Thats percussion. Pound on a drum. Tap with your thumb. Thats percussion.

How to Introduce Musical Sounds and Instruments

Introduce music they can sway to Select a favorite song to have them clap to Wind chimes are a great way to have students focus on soft sounds Music boxes offer unique sounds-have them bring some from home to share Introduce musical instruments on at a time Divide children into two groups and face each other-give one group triangles and the other maracas conduct the children when to play their instrument Use jingle bells when singing songs Jingle Bells

Making Musical Instruments

Make your own
Rolls from bathroom tissue or paper towels Aluminum pie plates Paper plates Sale, cereal, and oatmeal boxes Large, round ice-cream cartons Bottle caps Spools Embroidery hoops Wooden blocks There is a list on pages 309-310 on how to make different homemade instruments

Multicultural Opportunities
Music is a universal language
You can introduce a piece of music from a different cultures

Ex. When teaching about Africa you can play a piece of African music

Tips for Teachers

Tape record the children singing songs or playing instruments and share with parents Invite parents to participate in music experiences Use instruments as cues for transitions from one activity to another thunder stick Ask children to provide sound effects for a story Have rules set when bringing out musical instruments treat them gently Be involved! Be part of the activity!

USE MUSIC DAILY

Music gets the whole child involved in the process of learning. Music activities prepare the brain for more difficult tasks needed later by preparing the brain to work from both hemispheres (Harmon, 2007)