Early Childhood Education
Learning Experience Template
Name: Matt Hanses
Date: 3/10/24
Standard(s)/Guideline(s):
Domain: Creative Development
Strand: Artistic Engagement and Expression
Standard: 1.b. Expresses self creatively through music and dance
Standard(s)/Guideline(s):
Domain: Approaches to Learning
Strand: Engagement and Persistence
Standard: 1.a. Engages in new and unfamiliar experiences and activities
Pre-assessment of current knowledge:
Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s): The student will be
able to...
The students will be able to
express themselves creatively
through music and dance.
The students will be able to show
engagement in new or familiar
music/sounds.
One Assessed Developmental
Skill:
Creative development through
musical art with shown
engagement and attentiveness to
what they are prompted with.
Safety Considerations:
- Make sure area is clear so
Rev. 1/2024
Lesson Title: Music Lesson Plan
Grade Level: Infant Circle one: ECE PKSN
Assessment of Student Learning Learning Experience
Identify Evidence: (What will you collect or record as data Academic Language:
to demonstrate students have met your objective(s) and - Listening for humming, cooing, or any vocalization.
skill?) - Shakers
- Rhythm Sticks
- Song lyrics
I will take videos of students as they engage with the music. - Dancing
I will keep an online folder of each infant and their videos. Procedural steps:
I will mark which sub strand they align with for each Introduction:
standard. - Bring out various materials such as shakers and
rhythm sticks
Example: In this video Matt “shows excitement when - Begin playing some light background movement and
introduced to new and unfamiliar experiences and activities” model usage of shakers and sticks for the infants so
– bending his knees and crouching back and forth when the they can see ways to use them.
music plays – smiling. - Allow children to interact with the instruments
(Standard 1.a.2.) Activity:
- Gather all the infants and put varied instruments in
front of them
- Play some more distinguishable sounds. This could
Program Monitoring: (How will you aggregate or compile include more vibrant music or common class songs
your evidence into a class or group view?) such as the ABCs, Twinkle-Twinkle, or any other
appropriate music
- If infants aren’t engaging, you can get up and move
I will compile all videos into a central file or location. This will with them (example of this could be holding their
be accessible to all participating adult roles including arms and swaying with them)

that infants can move
around without tripping or
bumping into things.
- Make sure there is enough
space for all students to
move around without
contacting anyone else
physically.
- Make sure
instruments/materials don’t
have small pieces that
infants could choke on.
- Make sure
instruments/materials do
not have any sharp edges
that could hurt infants.
- Make sure the music isn’t
too loud or intense in a
way it could upset children
emotionally.
Rev. 1/2024
Early Childhood Education
Learning Experience Template
parents. This can be accessed over time and as more - Children will be seen responding by moving their
activities have occurred so each infant’s development can bodies, playing with instruments, or won’t be
be reviewed in order to determine adequate progress. impacted by the materials and music.
Reflection:
- Take note of each individual infant and where they
Differentiation: are. Some may react to the music by turning their
head to the speaker, some may dance or bob on
Some children may only respond to certain instruments and their own, some may use instruments on their own,
materials. Differentiation comes in as is made responsible and some may only start to engage once they
to the teacher for knowing their students and prompting receive a helpful push from a teacher.
them with developmentally appropriate materials. If infants - Periodically check in and continue to assess over the
are at a point where they are not responding on their own course of the infants’ time with you in order to
then adult roles can engage with them by guiding body monitor growth with both musical expression and
movements or by modelling reactions that can be mimicked engagement.
by the specific infant.
Authentic Materials: (Describe authentic real-life, hands-on
materials.)
- Device to play music (could be stereo, CD player,
iPad/speaker, or any other device that can play
music everyone can adequately hear.
- Instruments such as shakers and rhythm sticks
- Could also include mini-xylophones, drums, chimes,
depending on the development of certain infants in
classroom.
Adult Roles:
- Provide means for infants to hear music.
- Provide and set out materials that infants can engage
in.
- If infants aren’t engaging, help give them a little extra
push.
- Model how the music and instruments can be
engaged with.
- Reflect on each individual student and their
growth/stance within the standards.
 Early Childhood Education
Learning Experience Template

Resources & References:

Reflection: (What have you learned about your students? How will this inform future instruction?)

Rev. 1/2024