Toddler Room

November 2007

EXPLORATIONS IN MUSIC

Initial experiencesThe children have been interested in the

building blocks lately and have discovered when 2 blocks are clapped together it makes a great sound!

We decided to introduce instruments that are clapped together or struck with a mallet to make sound.

We began the exploration as a group. We talked about each instrument and how it could be played. Each child was offered an instrument. The whole group played the instruments as we sat in a circle. Then we stood and played the instruments. Next we marched as we played the instruments and sang “Following the leader.”

The children developed several skills during this guided exploration. Socially and cognitively, they are developing the ability to be patient while waiting for their turn. They are developing the ability to follow directions when they are marching and following the leader. Cognitively, they are developing an awareness of the different types of instruments and the sounds they make. They are developing expressive language when they explain how each instrument should be played. They developed fine motor skills as they played each instrument. They developed gross motor skills as they marched. Emotionally, they are further developing self-esteem as they play the instruments in their own way to create a sound.

Eli, 32 months, claps the pot covers together as he says, “Clap, clap, clap.” He then places the lids on the floor and lifts them up and pounds them down on the floor. He then returns to his original action of clapping the two covers together.

Eli is developing fine motor skills as he holds the lids and claps them together and as he pounds them on the floor. He also develops gross motor skills as he meets the two lids in the center of his body. He further develops language skills as he verbally labels his actions. Emotionally, he is developing self-esteem as he successfully creates sound from this instrument. Cognitively, he is learning about the different sounds the instrument makes when it is struck on a different surface.

Tessa, 34 months, Aaron, 27 months, and Kyle, 34 months, watch Courtney play the guiro tone block. She is striking the instrument with the mallet. Tessa and Kyle imitate her movements. Aaron continues to observe. Kyle gets up onto his knees and turns away from the group. He holds the guiro tone block with the opening at the top. He places the mallet in the hole holding his hand under the mallet to keep it from falling. Aaron holds the guiro tone block with the opening at the bottom and he places it over the mallet.

Socially, Tessa and Kyle are further developing their ability to imitate the actions of another person. Cognitively, Tessa, Kyle and Aaron are developing a knowledge of the instruments characteristics. Additionally, Kyle and Aaron are further developing problem-solving skills as they discover the other ways

to use the instruments. All three children are developing fine motor skills as they explore the instruments. Emotionally, they are further developing self-esteem as they explore and are able to create sound.

The group forms a circle around Courtney a s she experiments with a pot cover and a wooden spoon. She points out the vibrations striking the cover creates and she invites the children to feel the vibrations. She says, “Can you feel the vibration when I hit the cover with the spoon?” Juliet, 30 months, gently places her hand on the cover to feel the vibrations. She giggles when she feels it. Austin , 32 months, uses just his fingertips to feel the vibrations. Juliet feels the vibrations again this time with just her finger tips.

Socially and emotionally, Austin and Juliet are developing patience as they wait for their turn to feel the vibrations. Physically, they are developing fine motor skills when they use their hand and fingers to feel the vibrations. Cognitively, they are learning about cause and effect. They are further developing receptive language skills as they listen to Courtney’s questions and descriptions.

The exploration of vibrations continues when Courtney shows the group the effect of placing the vibrating cover onto another cover on the floor. She tells the children, “The sound reverberates on the other cover.” Juliet feels the vibration again as Courtney places the vibrating cover on the other. Courtney then moves the vibrating

cover around the other. She says, “Listen to the ring of the vibrations. Now listen to what happens when I put the cover on top of the other.” She puts the vibrating cover

down on the other cover. She says, “Listen…The vibrating stopped.

All of the children are further developing receptive language skills as Courtney talks with them about the vibrations and the effects of the vibrations. They are also expanding their vocabulary as they talk about the vibrations. Juliet is further developingfine motor skills as feels the vibrations with her fingertips. Socially and emotionally, they are developing the abilities to be patient as they listen to Courtney and wait their turn.

Additional ExplorationsIn a further exploration we added shaker

eggs and maracas to the choices of instruments.

We started with teacher guided explorations and then the children guided the explorations.

We played the instruments as we danced to “The Freeze.”

In this video, we start by shaking the eggs. Austin shakes the egg with his whole body. Aaron shakes just his arm. After a few seconds of shaking the eggs, Eli says, “I want to march too.” Kate replies, “You want to march?” Eli responds, “Yeah!”Kate says, “That’s a great idea. Get up, follow Eli. Eli’s going to be the leader.”Eli leads the children around the room marching and shaking the eggs.

Eli is developing receptive and expressive language skills during his conversation with Kate. Socially, he is developing the ability to lead the group while the other children are learning to follow the directions of another person. Emotionally, Eli is enhancing his self-esteem when his idea is appreciated and carried out. Physically, Austin is developing gross and fine motor skills as he shakes the egg. All of the children are developing gross motor skills as they march with Eli and fine motor skills as they shake the eggs. Additionally, they are developing coordination as they march and shake at the same time. Cognitively, they are developing a knowledge of the characteristics of the shaker eggs.

Here the children practice shaking and stopping the eggs. They watch and listen for Kate to say, “Shake.” and then, “Stop.” They follow the cues from her first shaking the eggs and then stopping. Kate then suggests they dance while they shake the eggs to the song “The Freeze.” The children agree that it would be a good idea.

The children are developing fine motor skills as they shake and stop the eggs. They are developing receptive language skills as they listen for the instructions. Cognitively and socially, they are developing the ability to listen to instructions. Emotionally, they are further developing their self-esteem when they are able to follow directions and help make the decision of what to do next.

The children dance and shake the eggs and maracas to “The Freeze” Some of the children (Catherine, 28 months, Austin, Aaron and Joey, 26 months) stop when the music stops and start dancing again when the music starts. Eli keeps dancing. Ella, 26 months, chooses to sit and observe during the song.

Socially and cognitively, Catherine, Austin, Aaron and Joey are further developing the ability to follow the of the song. Emotionally, all of the children are further developing self-esteem as they dance (or choose not to dance) in their own way. Physically, they are developing coordination as they dance and shake the eggs and maracas. Additionally, they are developing gross motor skills as they dance and shake. They are further developing receptive language skills as they listen to the song and move to the music. Cognitively, they are developing the ability to control their body movements.

ConclusionsThe children were very interested in the

percussion instruments. The explorations continued throughout the day.

We have plans to introduce home made instruments to the children in further explorations.

The children practiced and developed skills in all areas of development during this exploration.