2015 Northern Territory Early Childhood and School Aged Education and Care Conference Little People Big Dreams COMMUNITY CHALLENGE CELEBRATION Therese Balanzategui PLAY with MUSIC & LITERATURE Notes for presentation Sat 10.10.15

1

PART 1 Stories + Music Linking stories and music or songs can enhance the tale and build concepts of the subject matter, as well as help form links to assist recall and build schemata. Most of us learn best when we involve a range of senses and participate. The innate appeal of both stories and songs make them an irresistible teacher tool. Felix (Pamela Allen) + Naughty Pussy Cat Naughty Pussy Cat You are very fat You have butter on your whiskers Naughty Pussy Cat Waddle Giggle Gargle (Pamela Allen) + Magpie Ma-g pie, up on a post Ma-g pie, thinks he's the most Ma-a-ag pie. Alexander’s Outing (Pamela Allen) + …

PART 2 Songs and Stories for Auditory Discrimination and Sound Production Many children's authors use alliteration, rhyme, repetition and onomatopoeia. Sometimes, I reread interesting vocabulary over and over, just to enjoy the sound and feel of those words, and I encourage the children to do the same. Anything by Pamela Allen is fun to read aloud, and includes all these features, as well as appealing to a young child's sense of humour. The Hairy Maclary books by Lynley Dodd have some deliciously catchy phrases. John Burningham uses repetition and lists

Figure 1 Therese and her "ducklings" Down to the river they would go, wiggle, waddle, wiggle waddle to and fro.

For further reading

about how Music

supports Literacy

development as

well as some

practical ideas and

a few songs, I

recommend: Songs

and Rhymes as a

Springboard to

Literacy by Pam

Schiller, Ph.D http://www.earlychildhood

news.com/earlychildhood/a

rticle_home.aspx?ArticleID=

478

Catch a Song by

Deanna Hoermann

and Doreen Bridges

is a super collection

of over 200

children's songs,

with sheet music

and easy to read

teacher notes for

each song including

musical features,

activities and notes

(solfa: doh ra mi fa

so la ti doh). They

also have CDs. http://www.musicworksma

gic.com/catch-a-song

2015 Northern Territory Early Childhood and School Aged Education and Care Conference Little People Big Dreams COMMUNITY CHALLENGE CELEBRATION Therese Balanzategui PLAY with MUSIC & LITERATURE Notes for presentation Sat 10.10.15

2

Sound (aural)

discrimination, speech

production and thinking

skills are enhanced

through participation in

musical experiences

including singing.

which lend themselves to make picture cards to support retelling. (The Shopping List and Mr Gumpy's Outing). Dyan Sheldon's The Whales' Song is full of glorious language, including these similes: 'Once upon a time,' she said, 'the ocean was filled with whales. They were as big as the hills. They were as peaceful as the moon. They were the most wondrous creatures you could ever imagine.' I recommend reading aloud to children as the litmus test. Like any art form, what constitutes "good" literature will always be somewhat subjective, but if it engages children, instils a love of books, encourages clear speech, and builds vocabulary, that's a great start.

Skimminy Rink CSP: G PURPOSE: Action Song from Miss Lyla Will. It's one we sing to parents.

Skimminy rink-ee-dink- ee-dink (right hand twirl) Skimminy rink-ee-dink- ee-doo (left hand twirl) I love you (point in to self, cross forearms on chest, hands out towards the ones you love)

Skimminy rink-ee-dink- ee-dink Skimminy rink-ee-dink- ee-doo I love you

I love you in the morning (follow the sun from horizon to horizon, large arch with hands)

and in the afternoon I love you in the evening underneath the moon (make circle with fingers/thumbs high above head)

Oh... Skimminy rink-ee-dink- ee-dink Skimminy rink-ee-dink- ee-doo I... love ... you

Jig Jog D=do d r m f s l d I want someone to buy me a pony, Jig jog jig jog jigga jog jig. Not too fat and not too boney, Jig jog jig jog jigga jog jig. For I want to go for a ride. All around the country side, With a Jig jog jig jog Jig jog jig jog Jig jog jigga jog jig. With a Jig jog jig jog Jig jog jig jog Jig jog jigga jog jig.

FUN SOUND SONGS Wheels on the Bus Ging Gang Gooli Old McDonald Hickory Dickory Dock Days of the Week (click, click) Peter Combe songs

Our brain employs

shared neural process

to learn both language

and music.

2015 Northern Territory Early Childhood and School Aged Education and Care Conference Little People Big Dreams COMMUNITY CHALLENGE CELEBRATION Therese Balanzategui PLAY with MUSIC & LITERATURE Notes for presentation Sat 10.10.15

3

Willoughby Wallaby Woo G A D (Raffi)

Willoughby wallaby wee, an elephant sat on me Willoughby wallaby woo, an elephant sat on you. Willoughby wallaby wustin, an elephant sat on Austin. Willoughby wallaby waria, an elephant sat on Maria. Willoughby wallaby wee, a kangaroo hopped on me Willoughby wallaby woo, a kangaroo hopped on you. Willoughby wallaby wabrielle, a kangaroo hopped on Gabrielle. Willoughby wallaby wevan, a kangaroo hopped on Evan Willoughby wallaby wee, a buffalo stepped on me Willoughby wallaby woo, a buffalo stepped on you. Willoughby wallaby warlos, a buffalo stepped on Carlos. Willoughby wallaby wadison, a buffalo stepped on Madison. Willoughby wallaby wee, an elephant sat on me Willoughby wallaby woo, an elephant sat on you Willoughby wallaby Wustin, an elephant sat on Justin Willoughby wallaby Wania, an elephant sat on Tania Willoughby wallaby Wenny, an elephant sat on Jenny Willoughby wallaby Woel, an elephant sat on Joel Willoughby wallaby wong, I hope that you sing along Willoughby wallaby wee, a sing along along with me Rat, tat, tat, tat, tat, tat, ta La, la, la, la, la, la la, Doodle loo, doodle loo, doodle loo, doodle loo Ba ba ba ba ba ba ba ba bum Willoughby wallaby Wonnie, an elephant sat on Bonnie Willoughby wallaby Wartin, an elephant sat on Martin Willoughby wallaby Wusan, an elephant sat on Susan Willoughby wallaby Wennis, an elephant sat on Dennis Willoughby wallaby Wen, an elephant sat on Ken And Willoughby wallaby Waffi, and elephant sat on Raffi Willoughby wallaby willoughby, whoa! Look at that elephant sitting there Willoughby wallaby, Willoughby wallaby, ba da ba da ba da ba da dum

Check out Raffi if you

are not familiar with his

work. He has lots of

great songs and

philosophy about "it

takes a village".... but

that's another song!

http://www.lyrictabs.co

m/Willoughby-Wallaby-

Woo-Chords-Lyrics-Raffi

Also:

http://www.musicarm.c

om/tracks/Raffi/It-

Takes-a-Village.html

2015 Northern Territory Early Childhood and School Aged Education and Care Conference Little People Big Dreams COMMUNITY CHALLENGE CELEBRATION Therese Balanzategui PLAY with MUSIC & LITERATURE Notes for presentation Sat 10.10.15

4

Learning music is a workout

for the whole brain,

requiring auditory, visual and

motor functions to be

engaged simultaneously.

Music is a great way to

build these literacy skills:

vocabulary, articulation,

syllabification

(chunks/sound parts),

onset and rime (beginning

and endings of words),

responsiveness, confidence

and creativity. Songs and

rhymes are also a great

reading resource.

COMMUNITY Outcome 1: Identity; Safe, Secure, Supported; Agency, Autonomy, Interactions. Outcome 2: Belonging, Rights, Responsibilities, Diversity, Fairness, Environment Outcome 3 : Strong wellbeing - physical and emotional. BOOKS: A Baby For Grace (Ian Whybrow), The Pocket Dogs (Margaret Wild), Where The Wild Things Are (Maurice Sendak), The Magnificent Tree (Nick Bland), Window (Jeannie Baker), The Whales' Song (Dyan Sheldon), Chick's Sick (Kyle Mewburn), Home (Narelle Oliver), Pobblebonks (Garry Flemming), books by local authors about the local community, books about other communities and cultures. SONGS: I am feeling .... (x3) How are you?, Maranoa Lullaby, Ten in the Bed, Oats and Beans and Barley, Little Cabin in the Wood, Bye Baby Bunting, songs, rhymes and music from other cultures and in other languages, our National Anthem, school song, class song, or any song that everyone knows.

Autonomy and agency are promoted when children are supported to make their own decisions - like choosing props to help them to play musical games and retell their favourite stories. Shared familiarity builds a sense of belonging and kinship.

PART 3 Sounds to tell stories: Story scapes We can use body sound (claps, taps, stomps, and articulated sounds) as well as musical instruments to enhance story telling. Using instruments can support reluctant children to participate or build on their story. It can also help those with a range of learning styles access and create messages. Making a range of sound effects with our mouths helps children learn about sound formation. We can help speech production if we can clearly explain how to make a sound, which parts of the mouth are used and what we do with them. Tippy Tongue’s House is a handy story to develop this knowledge. 1. Paired activity: Retell a brief story using instruments in sequence and/or combination. 2. Select musical instruments to support story telling (characters/mood/setting etc). Pobblebonk, Lion's Lunch, The Wrong Book, Jack and the Beanstalk etc.

2015 Northern Territory Early Childhood and School Aged Education and Care Conference Little People Big Dreams COMMUNITY CHALLENGE CELEBRATION Therese Balanzategui PLAY with MUSIC & LITERATURE Notes for presentation Sat 10.10.15

5

CHALLENGE Outcome 3: Strong wellbeing - physical and emotional. Outcome 4: Learning dispositions; Skills; Understandings; Making connections. Outcome 5: Communication; Expression. BOOKS: Too Many Cheeky Dogs (Johanna Bell), The Hungry Caterpillar (Eric Carle), Puffling (Margaret Wild), Big Rain Coming (Katrina Germain) .... This list is endless. Good literature is appealing and broadens understandings, poses dilemmas and informs. The Magnificent Tree (Nick Bland) includes explicit demonstration of many learning disciplines, and is a gorgeous story. There are books to help teach many concepts, like Who Sank The Boat? and Mr Archimedes' Bath (Pamela Allen) about water displacement principles, and Where the Forest Meets the Sea (Jeannie Baker) about human impact on natural environments. Traditional tales and fables fit into this collection, too. SONGS: Peter Combe has a fun collection of songs, including Tadpole Blues, which details the lifecycle of a frog. I also recommend his Six Juicy Apples song, which we innovate upon to suit our own group. There are hundreds of counting songs and rhymes, like Seven Steps, 1,2,3,4,5 Once I Caught a Fish Alive etc. I like to use fingers or items to count, to help build one-to-one correspondence as we sing. The Rainbow Song is popular in my class, perhaps because we always sing and play this one in our gentle voices, with a plucking guitar (but the colours are not listed in the order as found in the colour spectrum!), as opposed to upbeat and raucous . Including music notation, like rhythm cards, or using some tuned percussion is often challenging. Try singing one thing and doing another.

Singing and

reciting chants

support oral

language

development.

PART 4 Stories and Songs to promote participation and clear articulation. I like to use stories with repetitive and fun phrases to join in with, as found in: The Three Billy Goats Gruff, Goldilocks and the Three Bears, Jack and the Beanstalk. I prefer Big Books that are designed for shared reading, and authors who use interesting language that just screams to be read aloud, again and again. For example: "Late one night, for no particular reason, something stirred in the black mud at the bottom of Berkeley's Creek... "What am I? it murmured. " What am I, what am I what am I?" (Jenny Wagner, The Bunyip of Berkeley's Creek). "The dismayed dragonfly saw the flabbergasted frog seeing the frightened fish seeing the hysterical heron seeing the startled snake seeing the cowering crocodile seeing the horrified hunter seeing the great, big, ravenous lion that yelled, 'YEOW!'" Over the Steamy Swamp, by Paul Geraghty).

Inside Outside Seven in the Bed Five Little/Brown Monkeys Jumping on the Bed Three Cheeky/Little Monkeys

Ickle Ockle (with innovations) Tongue Twisters

http://azcoloring.com/coloring-page/184150

2015 Northern Territory Early Childhood and School Aged Education and Care Conference Little People Big Dreams COMMUNITY CHALLENGE CELEBRATION Therese Balanzategui PLAY with MUSIC & LITERATURE Notes for presentation Sat 10.10.15

6

CELEBRATION Outcome 1: Identity

Outcome 2: Connections with Others

BOOKS: There some early childhood

Children's books that explore cultural

celebrations, but many more that celebrate

the day-to-day successes, solutions and joys.

Felix, A Baby for Grace, Big Rain Coming,

Window, The Brothers Quibble (Aaron

Blabey), Big and Little (Donna Rawlins).

SONGS: We use songs to mark special parts

of the day, for birthdays, special events,

religious and cultural occasions. At

Preschool, music is often a celebration of

life and an expression of joy, so it doesn't

have to be a particular song. If You're

Happy and You Know It, My Body Make

Music, Happy Birthday, Christmas Carols,

Holiday songs, School song, National songs.

Ickle Ockle CSP: A PURPOSE: Circle game, beat, untuned percussion instruments One child stands in the middle of the circle. The others walk around and at the end each tries to find a partner. The one left over goes to the centre. Add untuned percussion instruments.

Ickle ockle blue bottle, fishes in the sea. If you want a partner, just choose me. Inside or Outside CSP: A

PURPOSE: Call and response, Individual/Group singing, game, reading, beat Resources: 1 cardboard mouse, 6 word/picture cards – bed, fridge, TV, car, tree, garden. The outside child is the owner of the mouse. She/He covers her/his eyes, while another child hides the mouse under a card. The mouse owner walks into the circle and sings: “I’ve searched the house. Can’t find my mouse.” Circle respond: "We saw the mouse hide.” Child asks: “Inside or outside?” If the mouse is under the bed, fridge or TV cards the circle answers “inside”. The mouse owner must now decide which cards refer to “inside”, and asks "is it under the ....?" , lifts the card and repeats until she/he finds the mouse. When she/he finds the mouse, she chooses a new mouse owner, and the child who hid the mouse chooses a new child to hide it.

Child: “I’ve searched the house. Can’t find my mouse.” Circle: “We saw the mouse hide.” Child: “Inside or outside?” Circle responds with the answer

Seven in the Bed PURPOSE: individual singing, respond to lyrics, action: pencil roll, counting. Formation: small group on bed in centre of circle

There were seven in the bed and the little one said: "Roll over, roll over!" So they all rolled over and ....... fell out, and hit her/his head and gave a shout, "Please remember to tie a knot in my pyjamas, Single beds are only made for ONE, TWO, THREE, FOUR, FIVE, SIX" There were six in the bed .... Continue till There was one in the bed and the little one said, "Goodnight."

Figure 2 Child-initiated Mouse game at Preschool

http://coloringarena.com/mouse-coloring-pages/

2015 Northern Territory Early Childhood and School Aged Education and Care Conference Little People Big Dreams COMMUNITY CHALLENGE CELEBRATION Therese Balanzategui PLAY with MUSIC & LITERATURE Notes for presentation Sat 10.10.15

7

PART 5

Stories, Music and EYLF Outcome 1: Children have a strong sense of identity Children feel safe, secure, and supported Children develop their emerging autonomy, inter-dependence, resilience and sense of agency Children develop knowledgeable and confident self identities Children learn to interact in relation to others with care, empathy and respect Humans across cultures have used music to pass on culture through the generations. Music is one of life’s great joys. Positive experiences in music and story promote bonding and can sooth, excite, explain and provide for reflection. Musical games and songs can help children feel confident and social, develop awareness and consideration of others and a sense of belonging. Children's' Literature can be selected to both broaden and strengthen a child's concept of their place in the world. To facilitate the development of a child's sense of identity, incorporate stories, songs and rhymes about culture; familiar people, places, animals and events; body parts; their name; lullabies and songs that support innovations by the singer. Outcome 2: Children are connected with and contribute to their world Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation Children respond to diversity with respect Children become aware of fairness Children become socially responsible and show respect for the environment Familiar songs, stories and games enable children to feel connected and able to participate. Songs about similarities and differences can support learning about respect, fairness and diversity. Echo songs, partner games and group experiences can help children learn to take turns, contribute to group outcomes and respond to others. Whilst there is anecdotal evidence to indicated that "message" stories are generally not favourites, good stories with subtle life lessons can be helpful. Fables have long been used to pass on wisdom. Similarly, some modern texts are useful discussion starters or provide children with valuable insights, and may help to teach empathy. Thoughtful selection of instrumental pieces and song lyrics can help develop children's concepts of their world. Instrumental and traditional music can represent scenes, emotions and cultures, and there are children's songs to educate about any topic of interest. Support children's learning of their own and other's cultures by including traditional and modern songs and instruments. Music-scapes, playing around with tempo and timbre can help children consider ways to represent and interact with their world. Outcome 3: Children have a strong sense of wellbeing Children become strong in their social and emotional wellbeing Children take increasing responsibility for their own health and physical wellbeing Has a child ever asked you to read them a story? Cosy reading is a great comforter, a relationship builder, and a calming device. When you give a child the gift of the time that it takes to read them a story, you are really saying, "I value you, and I value books." Children who select a story seek out a reader (until they can read themselves) may be demonstrating "agency" as they strive to satisfy their

2015 Northern Territory Early Childhood and School Aged Education and Care Conference Little People Big Dreams COMMUNITY CHALLENGE CELEBRATION Therese Balanzategui PLAY with MUSIC & LITERATURE Notes for presentation Sat 10.10.15

8

need for comfort, connection, entertainment, etc. At bedtime, at mat time or whenever it fits into your routine, sharing a story with children can become a rich and rewarding habit - part of your family or class culture. Music is a natural and effective mode of expression, as you can hear in the earliest tuneful babblings of infants. When uninhibited, children will hum, sing, dance and play musically. In our EC settings, music can be used to alter the mood - to energise or to calm and sooth. Music can be social or personal, and many children will naturally use music to self-calm or to engage with others. Musical games provide opportunities to co-operate and collaborate, hence building on social skills. Successful musical experiences help build self-esteem, so revisiting familiar songs and games is beneficial, as is providing opportunities for children to explore and engage in self-initiated musical experiences. Combining movement and music supports kinesthetic learning and the formation of neural connections more so than either one on its own. Music and movement are complementary. This instinctive connection can be used to promote both fine and gross motor development, through finger plays and whole body movement including dance. Scarves, ribbons, beanbags, hoops and musical instruments will entice most reluctant children to join in. Musical games (freeze, Hokey Pokey) and dances can help children manage their own body and safely maneuver around their space. Outcome 4: Children are confident and involved learners Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating Children transfer and adapt what they have learned from one context to another Children resource their own learning through connecting with people, place, technologies and natural and processed materials Books provide rich and diverse connections to the imaginary and real worlds. Children's literature can be selected to introduce concepts, challenge ideas, stimulate creativity or convey messages. There is a book for every occasion, and children will revisit them and create their own stories following known story patterns. The standard narrative involves problem solving using a vast array of techniques. Retelling and enacting familiar stories is a great way to build confidence, enthusiasm and collaborative behaviours. We all learn about our world through our senses, and in early childhood, music can enhance the development of neural pathways which are then strengthened through repetition. Rich musical activities can incorporate sound, sight, language, vision, touch and emotions. Each of these senses creates connections and pathways in the brain, so it makes sense to use many senses to promote cognition regularly. Mastering instruments, singing techniques and memorizing lyrics or dance moves, all require a range of learning dispositions. Similarly, creating a piece of music, performing, responding to music or participating in games with rules provide opportunities for children to be creative, reflexive and self-motivated. Children persist, persevere, concentrate and cooperate. We can promote these thinking and learning habits by modeling and supporting their efforts. Outcome 5: Children are effective communicators Children interact verbally and non-verbally with others for a range of purposes Children engage with a range of texts and gain meaning from these texts Children express ideas and make meaning using a range of media Children begin to understand how symbols and pattern systems work

2015 Northern Territory Early Childhood and School Aged Education and Care Conference Little People Big Dreams COMMUNITY CHALLENGE CELEBRATION Therese Balanzategui PLAY with MUSIC & LITERATURE Notes for presentation Sat 10.10.15

9

Children use information and communication technologies to access information, investigate ideas and represent their thinking Literature is clearly a great motivator for developing literacy. Shared reading and reading together, noticing print features, word choices, chatting about favourite authors and illustrators, all builds expectations and knowledge to support the growing literacy development in children. Music is a fun way to develop oral language skills such as auditory discrimination, rhyme, sound production and vocabulary building. We can explore syllables, onset and rime, alliteration and a whole range of sound effects through stories, songs and musical games. By including sheet music and simple musical notation as well as other texts, children easily learn that this conveys meaning. Singing known songs and re-reading familiar stories can provide a safe way for children to practice sounds and vocabulary and build graphophonic knowledge as they build competence and confidence. Using big books and props support children to retell, reread, and innovate on songs and stories they know. Partner, echo and call and response games practice two way communication. Open-ended musical opportunities are just another way that children can express themselves. Music is a fun way to transition into a new part of the day. Certain sounds and songs can be used to signal a particular time of day and to assist memory.