early childhood conference 2015 handout 1 ·...
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University of Wisconsin-‐Whitewater’s 37th Annual Early Childhood
Conference
The Power of Music: Amazing and Workable Musical Approaches to Teaching Children with Special Needs
Presented by Alena Holmes, PhD. and Emilee Deck
holmesa@uww.edu DeckEA12@uww.edu
Overview of Different Abilities:
• Autism Spectrum Disorders • ADHD/ADD? • Genetic Syndromes -‐ Down Syndrome -‐ Prader-Willi Syndrome -‐ Williams Syndrome • Mental/cognitive Disorders • Hearing Impaired
Autism Spectrum Disorders
• Withdrawal • Social skills challenges • Preoccupation with objects • Self-stimulating behaviors • Emotional isolation • Resist change. Structure very important (Hello/ Goodbye songs) • Wide range on the spectrum
ADHD/ ADD
• Sensory Processing is compromised • Sensory seeking behaviors • Developmentally inappropriate inattention • Impulsive
Commonly seen areas of need
• Short attention span • Easy distractibility-‐ lack of attentionfocus • Inattention/ non-‐compliance • Attention demanding behaviors
• Poor implulse control Poor self-‐concept • Excessive irratabilit or anger • Disorderliness • Disorganization • Immaturity • Social aggressiveness • Uneven academic development • Physical coordination problems • Low frustration tolerance • Axiety
WHY MUSIC?
• Rhythmic nature • Basic human behavior • Social Behavior/ Event • Physiological Response • Flexible • Motivation and nont-‐threatening • Emotional art • Real Structure Reality • Organizing force – it can help to set up an inner control • Can be caliming • Moving • Provides safety in social setting • Communication
Random TIPS for Learners with special needs
v Routine and Structure v Vary activities between moving and sitting and DO NOT stay too long on one
activity v Repetition and small steps/ chunks v Visuals ( if possible multiple colors) v Activities with personla choice v One or two step directions v Hands-‐on apporoach v Present material in a variety of learning modes v Present information clearly but with minimum directions/ talking v Set up a “ buddy” system if possible v Look for evey possible opportunity to succeed.
SINGING
o The Hello and Goodbye songs: § Begin and end the music classes § Consist of a puppet singing to each student individually in a call-
and-response pattern. For example, if “Forte” the frog puppet said “He-lo, Nan-cy,” Nancy would respond: “Hel-lo, For-te.”
§ The pattern of notes sung is used in respect with Curwen hand signs:
§ SOL to MI are the first pattern to introduced to children. § Hand signs are also encouraged and work well for visual and
kinesthetic learners.
o Welcome Songs
o Brown Bear, Brown Bear: § Have students sit in a circle and hand each student an animal
figurine from the classroom. § Demonstrate with your animal (ex. Blue horse). Make your animal
look around the circle for one of the student’s animals, and sing to them “Blue horse, blue horse, what do you see? I see a ___________ looking at me.” In the blank, a student’s animal was stated. Now, you the teacher will ask them. “_______, _______, what do you see?” The student must now select another student and sing “I see a ____________ looking at me.”
§ The song is used with alternating SOL and MI notes, just like the Hello and Goodbye songs.
• BOOK RESOURCES:
Brown Bear, Brown Bear, What Do You See? My First Reader by Bill Martin (Author), Eric Carle (Illustrator)
o Apple Tree Song: § “Apple Tree, Apple Tree, will your apple fall on me? I won’t cry, I
won’t shout, if your apple knocks me out.” § Pass an apple around the circle, and whoever it stops on when the
song says “out” is “out.” HINT: Give “out” students a boomwhacker to hold and play ONLY when they hear the word “out!” It will raise the tension and give them something exciting to do as the group of boomwhacker-players increases, and the kids in the circle decrease.
§ This song can be sung using the SOL-MI pattern again. For an extension, the word “out” can be DO.
o Doggy Doggy Where’s My Bone?: § One child in the middle must crouch down and close their eyes as a
child in the circle is given the “bone” to hide behind their back. All other students also put their hands behind their back.
§ Once the student hears this song, they can open their eyes: “Doggy Doggy where’s my bone? Somebody took it from my home.”
§ The student in the middle must go around asking the other students: “Do you have my bone?” in a SOL MI pattern. The child with the bone will then take their turn and so on.
o Elephant song: § Students sit in a circle. The following song is sung: § “One elephant went out to play, in the pre-k class one day. He had
such enormous fun that he asked another elephant to come.” § The teacher, marching around the circle, taps on a student. They
now become part of the elephant parade around the room. This can also be used with hand scarves having students use one scarf as their trunk, and the other as their tail that the student behind them holds, etc.
§ Great game for inclusion and practicing waiting your turn! o Ghost Song
§ Tell students a friendly ghost visited the class and sang like…this!: then draw squiggles going up and down on the board. Then, have kids follow with their voices the contour of the lines.
§ Have student come up to chalk board and draw lines going up and down, like hills. Then, have them sing as they do it. Have students follow them and sing their song.
o The Car Song: § Have students buzz with their mouths like a motor (this may be
hard!) § Be creative and give a story of how you got up in the morning, and
went to start your car. When you go to turn it on, it doesn’t start right away. Finally, it started to go “vroooom!”
§ Now, as you drive to school, emphasize the bumps you went over on the road by changing the pitch of your buzzing and showing the ups and downs with your hands. Let the students follow this contour of ups and downs.
Teddy Bear, Teddy Bear
o Teddy bear, teddy bear turn around, Teddy bear, teddy bear, touch the ground, Teddy bear, teddy bear, climb the stairs, Teddy bear, teddy bear, give big stares, Teddy bear, teddy bear, turn out the light, Teddy bear, teddy bear, say “good night”.
Movement/Improvisation
Free creative movement -‐ the child moving any way he/she wants to move to the music -‐ is a successful way to incorporate movement into music instruction. “It is the doing, in addition to the listening, that offers the greatest positive benefit in all aspects of learning, especially in music” (Wilcox, 1999). Moving with the Scarfs: GREAT RESOURCE: My Many Colored Days Kit (Scarves, CD, & Board Book) by arts education IDEAS
IDEAS:
o Children love to play “statue” where they make a pose with their bodies and freeze the position when the music stops. When the music starts again, the children continue to move and make poses with their bodies, again freezing into their musically created statue when the music stops. Gradually the children move to more choreographed movements modeled by the teacher.
o Peek-a-boo (with hand scarves) o Hide your scarf, throw and catch your scarf, make circles, “what other
shapes could we make?” o Animal play: elephant trunk, bird flying, snake, airplane (with hand
scarves) o With scarves, make large circles for slow songs, zig-zags for fast,
high/low, moving the pitch up and down more visually o Conducting (3-4 year olds)- allowing them to explore moving their rhythm
stick to the music and can be used alongside an instrument exploration unit. Make sure to tell them that when they hold the baton they are now leaders of the orchestra. Emphasize their importance and they will feel inclined to behave with their baton in hand.
o The fast-slow-freeze game:
§ Play notes randomly on the glockenspiel or piano, and students must move their scarves to how fast the notes are moving. When the music stops, they freeze.
Movement Stories
• Enhance education by engaging the body, the imagination and a sense of play in the learning process
Resource: Helen Landalf Movement Stories ISBN: 1-‐57525-‐048-‐9
Movement with Classical Music Purpose: To enable students to experience the form of expression of classical music using their bodily/kinesthetic intelligence Process: Use music that has a clearly defined form. Analyze the music for formal structure and expressiveness Create movements that reflect the formal structure and expressiveness and are easy to follow. Examples:
1. Sabre Dance from Gayane Suite # 3 by Aram Khachaturian ( fighting with sabers and oriental dance movements)
2. In the Hall of the Mountain King from Peer Gynt Suit Op 46 #1 by Edward Grieg. ( head , shoulders, knees and toes movements)
3. Sylvia (Pizzicato Polka ) by Leo Delibes. ( Giant Clock movements) 4. Berceuse from Firebird by Stravinsky.. ( Lullaby movements) 5. Italian Poka by Sergei Rachmaninoff …. ( Movement with yarn or string)
Development of the Rhythm
o Passing games: passing an item around the circle as the music gets faster and faster. This can also emphasize a steady pulse, having older kids wait to pass the item until the next beat happens.
o Steady beat tapping on the ground § Have students tap their egg shakers on the group and copy you § Have students tap their egg shakers while speaking “stea-dy-beat-____.” On the
fourth syllable, you can change what word to say (ex. “Shh”, freeze!) and even let students be creative and think of a word; the word has to happen as part of the steady beat pattern, though!
o Teaching steady beat and rhythm with Chave syllables used in Kodaly Approach (Ta, titi, and rest for preschoolers)
§ In terms of music notation, a quarter note would be “ta,” a pair of eighth notes would be “titi,” and a quarter rest would be “rest.” Ta’s are shown by a single hit on an instrument. Titi’s are a faster two-hit, and rests must show no sound at all.
§ This simple combination of three foundational rhythms can provide endless activities
o Creative exploring with the rhythm sticks: rolling, tapping, animal imitations, etc. Call on students and ask “what else can we do with our rhythm sticks?”…I always get a kick out of their creative pronunciations of “rhythm stick”…
§ This can be used as an initial activity once rhythm sticks are passed out to create engagement and draw students in to the activity.
o “Who’s gonna play the…djembe?” (rhythm creation game): Students can come up to the front and play for the class their created rhythms.
o Call and response exercises with simple rhythms are great for 4 year olds. These rhythms can be a combination of tas, titis, and rests. 4-year
Materials for the Pre-school Music Classroom
• Hand Scarves o Movement, improvisation, exploring, high/low sounds, fast/slow, up/down
• Rhythm sticks o A must have- the most versatile of instruments for pre-schoolers o Rhythm, movement/improvisation, exploring
• Egg shakers o Rhythm o Can be used interchangeably with rhythm sticks for variety
• Hand drums o Rhythm o Isolating children who are behaving (good behavior earns a chance to play
their rhythm on the big drum in front of the class) • Boomwhackers (pitched plastic tubes)
o Great for teaching pitch and helping with foundational singing skills o Positive behavior reinforce for games (winners/good behavior get to hold
a boomwhacker) • Glockenspiel
o Great for showing high and low sounds, and for students to have a chance to make music
• Animal puppet(s):
o These act as musical guides that start and end music class. They define the structure.
o They are also used to instill good behavior. For example, my frog puppet “Forte” hides behind my back when students are being too noisy. They quickly adjust when they notice.
o Puppets sing to students and help shy/frustrated students become more relaxed in a large group
o Puppets can be used to collect instruments for easy activity transitions. For example, students who are behaving can feed their eggs to Forte the frog (now I have all eggs back in my bag quickly and efficiently.)
• Musical books: o There are many great music books out there, but here are a few ones I
have found my students love: § The Crabfish by John Feierabend (leading early music education
name) § The Tailor and the Mouse by Feierabend § The Frog and the Mouse by Feierabend § Zin Zin Zin a Violin by Lloyd Moss (great for teaching the
instruments for 3-4 year olds) § So-Mi series § Music for Little Mozarts Series by Alfred (great for teachers new
to music in the classroom. Comes with CDs, animals, tote bags, and curriculum books).
• MUSIC!: o Have an Ipod or CD available at all times! Without the music, music time
will always fall short. o Make sure to have “fun” excerpts of various instruments o Songs that vary: fast, slow, loud, soft, opera, jazz, waltz, various cultures,
a few movie songs o Some suggestions to get started (bolded are my kids favorites):
§ In the Hall of the Mountain King by Grieg § Personages with Long Ears from the Carnival of Animals § The Aquarium from the Carnival of Animals § Rhapsody in Blue by Gershwin § Rodeo- Hoe, Down by Copland § Russian Dance by Tchaikovsky § Flight of the Bumblebee by Rimsky-Korsakov § Hittin’ on All Sixes from the Legand of Korra § The Blue Danube Waltz by Strauss § “Gayne” Sabre Dance
§ "Bandinerie" from Oveture No. 2 in B Minor by Bach § “Sanctus” From Requiem by Verdi § “Cortege” From Petit Suite by Debussy § O Mio Babbino Caro by Puccini § La Donna E Mobile by Verdi § Fossils from the Carnival of Animals § Four Scottish Dances, Op. 59: III. Allegretto by Arnold
USEFUL WEB SITES FOR STUDENTS WITH SPECIAL NEEDS
http://www.autismone.org/ http://www.autism.com/ari/ http://www.autism-society.org/ https://www.autismspeaks.org/ http://www.nas.org/uk/ http://www.deafblind.com/ http://www.aadb.org/ http://www.deafblindinternational.org/ http://www.deafblindresources.org/ https://nationaldb.org/ http://www.aph.org/ http://www.seegreatthings.com/ http://lighthouse.org/navh http://www.nbp.org/ https://nfb.org/ http://www.seeingeye.org/ http://deafchildren.org/ http://www.deafhomeschool.com/ http://www.cid.edu/ http://jdsde.oxfordjournals.org/ http://nad.org/ https://www.aap.org/ http://www.devdelay.org/ http://www.mychildwithoutlimits.org/ http://www.firstsigns.org/ http://www.zerotothree.org/ http://www.aacap.org/ http://www.cec.org/ http://www.mentalhealth.com/home/ http://mental-health-matters.com/ http://www.nami.org/ http://www.seriweb.com/ http://www.aamr.org/ http://www.thearc.org/
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