music and movement

MUSIC AND MOVEMENT ACTIVITIES

Theories of Musical developmentTheories of Musical development• Jerome Bruner (1968)

–Three Cognitive Stagesa. Enactiveb. Iconicc. Symbolic

a. Enactive Stagea. Enactive Stage

Physical activity and music are intertwined.Stimulates the child’s senses and foster

cognitive developmentBuild social relationships by communicating

warmth and acceptance

! Bruner’s enactive stage=Piaget’s sensorimotor stage=Erikson’s trust-building stage

b. Iconic Stageb. Iconic StageBruner

◦Children begin to use objects and pictures to represent ideas.

Piaget◦Highly imaginative

Erikson◦Assert their autonomy, yet want to be accepted

by the group.

Zimmerman“ Singing and chants are the embodiment of

symbolic play and imitation. They help the child move from sensorimotor experience to a symbolic transformation of it.”

c. Symbolic Stagec. Symbolic Stage• Children begin to use abstract symbols, primarily

language, to represent ideas.• They rely less on icons and learn to use systems

of symbols.• Piaget

– School-age children think logically and realistically.• Erikson

– They also have a sense of industry, which is manifested in their drive to master many different skills.

The History of Early Childhood The History of Early Childhood Music EducationMusic Education

Jean Jacques Rousseau (1883)◦He invented an “everychild” named Emile.

Maria Montessori◦Applied her concept of the prepared

environment to the child’s music education.◦Advocated sound exploration activities◦Invented a set of mushroom-shaped bells


• Twentieth Century

• Carl Orff– German music educator– Develop creative musicianship

- children engage in producing and creating their own music, rhythmic responses, and imaginative actions.

The History of Early Childhood Music The History of Early Childhood Music EducationEducation


Present! Childhood educator takes an eclectic

approach to music

! Childhood educators incorporate a wide variety of musical experiences.

The Role of Music and Movement The Role of Music and Movement in Child Developmentin Child Development

Psychomotor Skills◦Develop psychomotor skill by striking the keys

on a toy.◦Interpret the mood of a lively music through a

creative dance.Perceptual Skills

◦ sensory perceptions of music are not limited to the auditory chanel.

The Role of Music and The Role of Music and Movement in Child DevelopmentMovement in Child Development

Affective Skills◦Music evokes emotional responses.

Cognitive Skills◦Understanding about music is a form of

intelligence.◦It nurtures other forms of intelligences such as

linguistics or logical-mathematical.◦Musical Intelligence involves children’s ability to

process mentally the tonal aspects of rhythm and melody.


Social Skills◦It encourages participation, sharing and cooperation◦It is part of the early bonding process and part of the

basic enculturation of childhood.Cultural Skills

◦It familiarizes children with the musical heritage of various geographic regions, cultures, and ehtnic groups.


Aesthetic Skills◦It is developed when children ask questions

such as these: How does the music make us feel? What do we hear in the music? How can we express the music? Why do we respond the way we do to music?

Stages in the Development of Music Stages in the Development of Music and Movementand Movement

Music Movement

Toddlers -can distinguish among sounds; imitate it; approximate pitches-explore sound making with household objects.- Sing or hum

-use primarily arms and legs, and move in response to the tempo.-respond well to large and small motor musical activities that emphasizes repetition and rhyme.

Stages in the Development of Music Stages in the Development of Music and Movementand Movement

Music Movement

Three-Year-Olds -have better voice control, rhythmic response, and mastery of song-have names of favorite tunes, can recognize familiar tunes, can sing portions of it.-can play a simple rhythmic instrument with emerging awareness of beat, tempo, and pitch

-move n a more coordinated way to music.-experiment with different types of body movements.-tend to be more graceful.

Stages in the Development of Music and Stages in the Development of Music and MovementMovement

Music Movement

Four-Year-Olds -capable of learning basic musical concept (pitch, duration, tempo, loudness)-can use language to express these ideas.-can classify musical instruments-can sing complete song from memory with sound control-enjoy group singing games

-master new movements and can switch rapidly from one type to another when the word is substituted.

Stages in the Development of Stages in the Development of Music and MovementMusic and Movement

Music Movement

Five-Year-Olds -sense of pitch, rhythm, and melody emerge-can demonstrate some musical concepts in a small keyboard-enjoy longer songs-can reproduce the melody and have a vocal range of five to six notes.

-it has a more rhythmic, interpretive quality

Stages in the Development of Music and Stages in the Development of Music and MovementMovement

Music MovementSix-, Seven, and Eight-Year-Olds

-singing voice at a mature level-sings in tune, with a vocal range of approximately 8-10 notes-sense of harmony is emerging-learn to read song lyrics-able to master songs with greater demands of memory and sequencing skills.-musical preferences are fairly well established-may express interest in learning to play a musical instrument

-able to improvise movements and match it to the beat of the song.-capable of following more complex instructions, and can learn simple folk dances with adult direction.

How to Create a Music and How to Create a Music and Movement ProgramMovement Program

How to Create a Music and Movement How to Create a Music and Movement ProgramProgram

Developmentally Appropriate- Music activities should build upon each child’s natural strengths rather than forcing them to fit an adult’s idea of precocity in music

Pleasurable- to develop positive attitudes and emotional responses

- Lifelong love for music

VariedIndividual and Social- Children should

also learn how to participate with others and experience the pleasure of group music-making

Integrated- music throughout the day



A music program is achieving its goals when children learn to listen appreciatively, sing tunefully , move expressively and rhythmically, play classroom instruments, develop age-appropriate musical concepts, create self-satisfying music, and value music as part of everyday life (Greenberg, 1979).

Selecting Musical Materials and Selecting Musical Materials and ExperiencesExperiences

Records and RecordplayerTapes and TaperecorderRhythm band materialsVisual aidsPuppetsSong sheetsSimple Musical Instruments

A well balanced program contains many different music.

Have dominant rhythm patterns, repetition, and nonsense syllables

Evoke a mood (e.g. calm, lively)Emphasize enjoymentSuggest enactment and movementTell a story

What music do children generally prefer?

Presenting Musical Materials and Presenting Musical Materials and ExperiencesExperiences

•Use your voice- An ordinary singing voice coupled with extraordinary enthusiasm is perfectly adequate to sing most songs for young children. •Use recorded music


Use Simple Instruments

RHYTHM

MELODY HARMONY


Talk with Children about their musicLeading children to an understanding of

musical concepts requires that you identify with the child.

How can we make our rhythm sticks sound

like a clock?


LullabiesFolk SongsNursery rhymesMulticultural Music from around the

worldHoliday, religious, and seasonal musicContemporary children’s musicMusic for dancing, marching

Look for award winning materialsDeal with reputable manufacturers and

school supply companiesUse the libraryTalk with teachers

How do we evaluate musical materials and

experiences?

Teacher’s Roles and Teacher’s Roles and ResponsibilitiesResponsibilities

MotivatorMotivator

The motivation for a music activity should include a concrete object, thought-provoking question, and active participation.

Provide simple rhythm band instruments

The Dreidel

PlannerPlannerPreparationIf you are using a recording equipment,

make certain that it is in working order.The children should be seated

comfortably where they can all see.Teach children a signal indicating that it is

music time.Strive to reduce background noise and

distractions before beginning.

PlannerPlannerPacing- Alternate “mostly listening activities”

with “mostly movement”- Conclude with a quiet songVariety- Give children a variety of opportunities to

participate by listening, singing, using creative movement, and playing rhythm instruments

Co-ParticipantCo-ParticipantTeachers who enjoy music and sing with

enthusiasm, regardless of ability or training, are the ones who receive the greatest response and involvement from children.

Teachers should enjoy music with children rather than perform for them.

ObserverObserverWhat parts of the activity generate the

most response?When do children follow along best?How do children use music

spontaneously? – Note when and where children burst into song, dance around, or use musical instruments.

Integrating Music and Movement into the Subject Areas

Mathematics, Science, and Mathematics, Science, and TechnologyTechnology

Musical Sets- Children can seriate instruments from

large to small- Classify instruments into sets and subsetsSounds of Nature- Children can listen to nature’s music

Mathematics, Science, and Mathematics, Science, and TechnologyTechnology

Sound Quality- Conduct simple sound vibration

experiments- Listening to and observing the vibrations

of rubber bands stretched across cardboard

- Tuning forks- Trying different ways of beating a drum

Language, Literature, and LiteracyLanguage, Literature, and LiteracyMusical Storytelling- musical

accompanimentSong picture booksCreative Movement and Literature-

Connect music with stories and picture Can you show me how Baby Bear might go

for his walk as you move around the circle?

Language, Literature, and LiteracyLanguage, Literature, and LiteracySong Parodies Baa, baa, black sheep,

Have you any wool?Yes sir, yes sir,Three bags full.

One for my master, One for your sweater One for my dame, One for your rugAnd one for the little boy One for your blanket Who lives down the lane. To keep you warm and snug

Vocabulary Enactment

Social Studies, Health, and Social Studies, Health, and NutritionNutrition

Restaurant PlayVisiting MusicianHealth and Nutrition Songs

Grow, grow, glow and go –Eat good food each dayChoose some food from every groupTo help you work and play

When teachers make music and movement an integral part of the school day,

children’s development in all areas is supported and enriched.

If You’re Happy and You Know itIf you’re happy and you know it

Clap your handsIf you’re happy and you know it Clap your hands If you’re happy and you know it Then your face will surely show itIf you’re happy and you know it Clap your hands


Stomp your feetIf you’re happy and you know it Stomp your feet If you’re happy and you know it Then your face will surely show itIf you’re happy and you know it Stomp your feet


Scratch your furIf you’re happy and you know it Scratch your fur If you’re happy and you know it Then your face will surely show itIf you’re happy and you know it Scratch your fur


Give a roarIf you’re happy and you know it Give a roar If you’re happy and you know it Then your face will surely show itIf you’re happy and you know it Give a roar


Flap your wingsIf you’re happy and you know it Flap your wings If you’re happy and you know it Then your face will surely show itIf you’re happy and you know it Flap your wings


Laugh out loudIf you’re happy and you know it Laugh out loud If you’re happy and you know it Then your face will surely show itIf you’re happy and you know it Laugh out loud


Beat your chestIf you’re happy and you know it Beat your chest If you’re happy and you know it Then your face will surely show itIf you’re happy and you know it Beat your chest


Jump up highIf you’re happy and you know it Jump up high If you’re happy and you know it Then your face will surely show itIf you’re happy and you know it Jump up high


Crawl aroundIf you’re happy and you know it Crawl around If you’re happy and you know it Then your face will surely show itIf you’re happy and you know it Crawl around


Blink your eyesIf you’re happy and you know it Blink your eyes If you’re happy and you know it Then your face will surely show itIf you’re happy and you know it Blink your eyes


Do all ten- Clap your hands- Stomp your feet- Scratch your fur- Give a roar- Flap your wings- Laugh out load- Beat your chest- Jump up high- Crawl around- Blink your eyes

If You’re Happy and You Know itIf you’re happy and you know it Then your face will surely show itIf you’re happy and you know it Do all ten.

music and movement

Documents

presenting

movement music

musical concepts

movement program

vocal range

youre happy

enjoy music

surely show