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Music and Movement

Carly Bain & Courtney Fore

Overview • Music. tempo “Music is one of our greatest inheritances as human beings…it is often been called the universal language of humankind” . volume. 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 it’s a means of communication • Its communicated through tone. sound. rhythm.

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

encourage the acquisition and use of language to extend vocabulary. or listening for a particular instrument • Socially & Emotionally Responsive – energize. remembering parts of a song. soothe. . Take advantage of music and movement opportunities that stimulate creativity and uniqueness. and enhance children’s expression of feelings • Language Development.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.

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

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! . • Kinesthetics.Physical Fitness Cont. body awareness.the use of the body to learn about physical capabilities.

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 children’s ability .

Just open your mouth and sing! • 1. 3. 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 . 2. 4.

and the wind Try making these sounds: Whisper Talk softly.Using the Voice • When young children experiment with their voice and tongues. animals. they can sound like instruments. then loudly Sneeze Purr Hum Cluck Buzzz Growl Bark Snore Cry Laugh .

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

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

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

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” .

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 . and oatmeal boxes Large.Making Musical Instruments • Make your own • Rolls from bathroom tissue or paper towels Aluminum pie plates Paper plates Sale. cereal.

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! .

2007) .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.