EDU 361 Arts in ECEEDU 361 Arts in ECE

LauraLaura

February 22, Session 6February 22, Session 6

““Music Activities for Young Music Activities for Young Children”Children”

The Significance of Music…The Significance of Music…

• Attention to musical sound, and interest in Attention to musical sound, and interest in producing musical sounds, begins in infancy. producing musical sounds, begins in infancy. (McDonald text)(McDonald text)

• T/F? T/F? TrueTrue Research studies have shown that Research studies have shown that infants in their first six months (or younger than infants in their first six months (or younger than one year old) can carry on “musical one year old) can carry on “musical conversations”.conversations”.

• Should musical experiences be withheld from Should musical experiences be withheld from young children until they are old enough to sing young children until they are old enough to sing and perform rhythmic activities? and perform rhythmic activities? No, because No, because music learning is going on long before the music learning is going on long before the traditional group music activities of school.traditional group music activities of school.

• State some reasonable goals and objectives for 2-6 State some reasonable goals and objectives for 2-6 year-old children learning music.year-old children learning music.• Learn to :Learn to : sing tunefully... to respond rhythmically to music through creative sing tunefully... to respond rhythmically to music through creative

movement and instrumental expression…to play simple classroom instruments that movement and instrumental expression…to play simple classroom instruments that do not require fine muscular coordination…and to develop attentive listening habits.do not require fine muscular coordination…and to develop attentive listening habits.

• T/F? T/F? True True Children’s musical development is Children’s musical development is dependent upon their active involvement in the dependent upon their active involvement in the process of making music.process of making music.

• T/F? T/F? True True Withholding certain kinds of music Withholding certain kinds of music experiences that develop certain musical skills and experiences that develop certain musical skills and understandings during critical stages of maturation understandings during critical stages of maturation and development can cause those skills to remain and development can cause those skills to remain undeveloped.undeveloped.

• T/F? T/F? TrueTrue Children need adults to assist them in Children need adults to assist them in

awakening their awareness of music. If so, how can an awakening their awareness of music. If so, how can an adult awaken a child’s awareness of music? adult awaken a child’s awareness of music? Through Through acquainting them with many kinds of music and acquainting them with many kinds of music and showing them what they are capable of.showing them what they are capable of.

• T/F?T/F? Children five years of age and younger who have Children five years of age and younger who have had musical experiences and maturation, express more had musical experiences and maturation, express more of a wide variety of musical abilities than older children. of a wide variety of musical abilities than older children. I honestly could not find this mentioned in the book, But I honestly could not find this mentioned in the book, But I would guess that it is true because children’s brains I would guess that it is true because children’s brains are like big sponges at this age capable of absorbing are like big sponges at this age capable of absorbing information and learning many different skills.information and learning many different skills.

• T/F? T/F? TrueTrue Teachers first need to observe the Teachers first need to observe the children’s spontaneous music-making children’s spontaneous music-making activities.activities.

• T/F? T/F? FalseFalse Teachers need not take cues Teachers need not take cues from children, but rather trust that a variety of from children, but rather trust that a variety of activities and songs will accomplish the goals activities and songs will accomplish the goals for music.for music.

• T/F? T/F? FalseFalse Time should not be allotted to Time should not be allotted to teach young children about music nor should teach young children about music nor should teachers approve and appreciate the teachers approve and appreciate the children’s spontaneously created music. children’s spontaneously created music.

• Young children enjoy personalized musical Young children enjoy personalized musical experiences.experiences.

• Give an example of a personalized musical Give an example of a personalized musical experience that a young child might enjoy.experience that a young child might enjoy. Children Children might enjoy experimenting with different instruments. might enjoy experimenting with different instruments.

• T/F? T/F? True True The best music that is appropriate for The best music that is appropriate for usage in an early childhood curriculum is to begin usage in an early childhood curriculum is to begin with the music of the child’s immediate environment. with the music of the child’s immediate environment. If so, give an example. If so, give an example. Chanting about a daily Chanting about a daily occurrence is an example of this. occurrence is an example of this.

• T/F? T/F? True True Gospel, classical, contemporary popular, Gospel, classical, contemporary popular, nursery songs, and folk music are all appropriate nursery songs, and folk music are all appropriate music genre for young children.music genre for young children.

• T/F? T/F? True True Music for young children can be defined as Music for young children can be defined as sound used for self-expression.sound used for self-expression.

• T/F? T/F? True True Children are natural explorers of sound Children are natural explorers of sound and creators of music.and creators of music.

• Word patterns of children can be turned into songs Word patterns of children can be turned into songs and rhythmic speech can become vocal chants.and rhythmic speech can become vocal chants.

• Through music the child’s imagination, feeling of self- Through music the child’s imagination, feeling of self- worth, and capacity for self-expression can be worth, and capacity for self-expression can be nurtured and given room for growth. (text)nurtured and given room for growth. (text)

Music for Classroom Guidance & Music for Classroom Guidance & Skill Development…Skill Development…

• (See “More Than Singing,” by Sally (See “More Than Singing,” by Sally Moomaw – supplemental handout)Moomaw – supplemental handout)

• Music provides an emotional release. Music provides an emotional release. How?How?

• Music encourages cultural sharing. Music encourages cultural sharing. How?How?

• Music increases physical knowledge. Music increases physical knowledge. How?How?

• Music heightens listening skills. How?Music heightens listening skills. How?• Music aids cognitive development. How?Music aids cognitive development. How?• Music experiences foster appreciation. How?Music experiences foster appreciation. How?• Music assists in motor development. How?Music assists in motor development. How?• Music is a tool for scaffolding. Why?Music is a tool for scaffolding. Why?• Music increases self-esteem. How?Music increases self-esteem. How?• T/F? In order to plan appropriate music T/F? In order to plan appropriate music

activities, teachers must understand the activities, teachers must understand the developmental stages of children and how developmental stages of children and how those stages relate to music.those stages relate to music.

More Music for Classroom More Music for Classroom Guidance & Transitions…Guidance & Transitions…

• (Moomaw supplemental text handout)(Moomaw supplemental text handout)

• Review “With Our Blocks” song.Review “With Our Blocks” song.

• Review “Snip, Snip, Snip” song.Review “Snip, Snip, Snip” song.

• Review “Throw That Ball” song.Review “Throw That Ball” song.

• Review “Jump Myself Jiggly” song.Review “Jump Myself Jiggly” song.

• Review “Where, Oh Where?” (Transition Review “Where, Oh Where?” (Transition Song)Song)

• Review “I Have a Friend” song. (Transition Review “I Have a Friend” song. (Transition Song)Song)

• Review “Look at What We’re Wearing” song. Review “Look at What We’re Wearing” song. (Transition Song)(Transition Song)

• Review “Everybody Have a Seat” song. Review “Everybody Have a Seat” song. (Transition Song)(Transition Song)

• Review “If Your Name Begins” song. Review “If Your Name Begins” song. (Transition Song)(Transition Song)

• Review “Field Trip Song”. (Transition Song)Review “Field Trip Song”. (Transition Song)