Transcript Music and Movement

CREATIVE MOVEMENT &
MUSIC
Do music freeze to the Chicken Dance Song
The Music Program
1. Singing
Songs, Fingerplays, and Chants
2. Instruments
Using their body as a musical instrument
Musical Instruments
3. Movement Experiences
Listening to music and moving to it
Doing an activity with a song
Benefits From Music and Movement
• Music naturally delights and moves AND Calms
and soothes kids
• Music is a great transition for change (Clean Up Song)
• Provides children with opportunities to explore
elements of music (rhythm, sound, dynamics).
• Develops self-confidence
• Develops language skills
• Develops listening skills
• Develops Creativity skills
• Develops their Cognitive skills
CHOOSING SONGS:
• Familiar songs and tunes that they have
heard or sung before
• Simple Songs with lots of repetition
– Old Macdonald had a farm
• Songs with funny sounds or silly lyrics
– Hey-Diddle-Diddle, Name Song (Annie, Annie, Bo Bannie..)
– What is a Knick-Knack Paddywhack? This song has it all!
THIS OLD MAN
Create a hand-jive to go with this song
•
This old man, he played one
He played knick-knack on my thumb [some
versions use "drum"]
With a knick-knack paddywhack, give a
dog a bone, This old man came rolling
home
This old man, he played two
He played knick-knack on my shoe
With a knick-knack paddywhack, give a
dog a bone, This old man came rolling
home
This old man, he played three
He played knick-knack on my knee
With a knick-knack paddywhack, give a
dog a bone, This old man came rolling
home
This old man, he played four
He played knick-knack on my door
With a knick-knack paddywhack, give a
dog a bone, This old man came rolling
home
This old man, he played five
He played knick-knack on my hive
With a knick-knack paddywhack, give a
dog a bone, This old man came rolling
home
•
This old man, he played six
He played knick-knack on my sticks
With a knick-knack paddywhack, give a
dog a bone, This old man came rolling
home
This old man, he played seven
He played knick-knack up in heaven
With a knick-knack paddywhack, give a
dog a bone, This old man came rolling
home
This old man, he played eight
He played knick-knack on my gate
With a knick-knack paddywhack, give a
dog a bone, This old man came rolling
home
This old man, he played nine
He played knick-knack on my spine [some
versions use "line" here]
With a knick-knack paddywhack, give a
dog a bone, This old man came rolling
home
This old man, he played ten
He played knick-knack once ag'n [some
versions use "on my hen" here]
With a knick-knack paddywhack, give a
dog a bone, This old man came rolling
home
Sing when you are doing routine
tasks.
• Children will pick up on the joyful
atmosphere you are creating and also begin
spontaneous singing as they move around
the classroom.
• Remember that making up the words is fine.
PIGGY BACK SONGS
Use familiar tunes as "frames" for songs with
different words.
A. Many children know the tune to:
– "Row, Row, Row Your Boat",
– "Mulberry Bush",
– "Frère Jacques",
– "Twinkle, Twinkle Little Star",
B. Children will often make up verses
themselves, spurring on literacy learning.
PIGGGY BACK SONG ACTIVITY:
• Group is given a copy of a song and a topic. Change the song in
some way that deals with the assigned topic.
–
Sample ideas:
– 5 Little Monkeys Jumping on a Bed (Change monkeys to “Fish”)
– Ring Around the Rosies (Change “All Fall Down” to something about water)
– Bumble Bee Song (Change “Bee” to an animal on the farm)
– Happy Birthday to you (sing about cleaning up)
– The farmer in the Dell (sing about the weather)
– Row Row Row your boat (sing about the Zoo)
- She’ll Be Coming Round the mountain (can you climb like a monkey?)
• Divide into groups by giving out two copies of several well know
tunes. They are to find the partner with the same song by
humming the melody.
Sing songs that have movement in the
words.
• Examples:
– "Head and Shoulders, Knees and Toes",
– "If You're Happy and You Know It",
– "I'm a Little Teapot",
– "Itsy Bitsy Spider",
– "Ring Around the Rosy",
– "Hokey Pokey",
– "Wheels on the Bus“
– "Old McDonald".
A Chubby Little Snowman
(A Fingerplay)
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A chubby little snowman
Hold your arms in a circle to make
a fat belly .
Had a carrot nose.
Point your forefinger out from your
nose.
Along came a bunny.
Make a bunny with your fingers.
Make it hop.
And what do you suppose?
Turn palms upward and shrug in
disbelief
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That hungry little bunny
Rub your tummy.
Looking for his lunch
Shade your eyes, as if looking into
the distance.
Ate that snowman's carrot nose
Make a bunny with one hand and a
carrot with the other.
Nibble, nibble, CRUNCH!
Make the bunny eat the carrot with
two small bites and a final big bite.
Listen to this song.
www.songsforteaching.com/hugh
hanley/achubbylittlesnowman.ht
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Choose songs that everyone can act
out together, rather than have to wait
for a turn, as is the case with a song
like "London Bridge".
Add on new verses to
familiar songs to enrich
vocabulary and concepts.
• "Head and Shoulders, Knees and Toes" can
have numerous substitute body parts, such
as chest and stomach, or hips and thighs.
• Children enjoy suggesting the substitutes.
• Build on their knowledge.
Keep the rhythm
instruments near at hand.
• sticks,
• drums,
• tambourines
• for children to latch onto
when a song is brewing.
Rhythm Sticks
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Tap out your Name
Create a beat pattern and we repeat it
Tap out the beat as someone moves around
Follow a teacher directed beat movement
– Listen to a walking beat (slow), Listen to a jogging beat (faster),
Pound for a jumping beat. Now have the kids listen to the beat and
do the actions. Use a bell to signal freeze.
• Tap out a beat to a story (Click Clack Moo By: Doreen Cronin)
• Tap out a beat to a song (Sing ‘Ring around the Rosies’
or ‘Sally the Camel’
and tap a beat with it.)
Why Rhythm?
Model clapping and knee slapping to
music-celebrate the beat!
• Some children may feel shy about
singing, but will heartily drum or
clap.
Large Group Music Time
Small Group Music Center
• Placed away from noisy and active play areas.
• Wide variety of musical instruments for the children
to use and explore.
• Supplies to create their own musical instruments.
• Carpeted / rug to sit on and move around on.
• Tape recorders / CD players / Microphones
Headphones, Tapes/CD’s
• Supplies for the children to do creative movement to
the music.
– Streamers, scarves, paper plates, costumes, feathers…
ELEMENTS OF
MUSIC:
• RHYTHM
– Clap, clap different sequences
Playing guitar to Elvis Presley music
• SOUND / TONE
– Sounds of different instruments, sound of voice
• MELODY
– Move hand up and down with notes
– HARMONY
• Identify notes that don’t sound right
• DYNAMICS
– Soft, loud
• TEMPO/ BEAT
– How fast & slow
BINGO
TEACHING A SONG:
1.
2.
Practice the song and know it by heart
Being enthusiastic is more important than having
a good voice. Animated and smile.
Catch their interest with a picture, object, or
story. Relate it to life in a story.
Sing it from beginning to end. Allow them to
participate with you while the listen.
3.
4.
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5.
6.
Give the children something to listen for.
They can clap along while you sing it a second time
Use musical instruments, pictures, props,
costumes, or gestures to remind children of
words.
Teach the part that is repeated most often first
and then teach other sections of the song.
Create Listening Pictures
• Draw or cut and color pictures to an 8x11
poster to teach listening skills for music
time:
• Soft/Loud
• Boys/girls/everybody
• Fast/slow
Preschool Playlist
• Go through the variety of songs and create a
playlist of your top ten playlist songs
Other MUSIC ideas
to not Frog”get:
• Act out the song
– Pretend to be or do what the music says (Horses, Rabbits, etc.)
• Guessing games
– (Play Name That Tune – guess the sing with first 3-5 notes)
• Let them choose the songs to sing
• Vary the way you sing, listen to, and move
– Sing 5 speckled Frogs in an opera voice, with a country twang, fast, like
an old person without teeth, …..
CREATIVE MOVEMENT
a) Children explore the way their body moves
–
Opportunity for a child to pretend to be something else
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EGG MOVEMENTS (in a plastic egg are different movements)
It teaches body awareness, and what their body can do.
Develops coordination & control of movement.
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Touch your ear to your shoulder, keep a balloon in the air using only
body parts, move both body parts at the same time
b) Combines feeling rhythm with movement
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Draw to music, streamers or scarves to music, Carpet skate
Have a Musical instrument parade
Shake Bells to ‘Twinkle Twinkle’ and “ring” a xylophone in between
lines
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Blow up your balloon!
Country music.
Feather or balloon float
Fast paced music.
c) Communicates and Expresses their ideas
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Children move much better than they speak.
It simultaneously involves the inner being and the
physical body.
•
Move as if you were carrying a heavy box, walk like a giant, run
like an animal, be an ice cream cone melting in the summer, make
an interesting shape with your body.
d) Learn how movement is related to space
•
Make yourself big, small, tall, short
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Move around without touching anyone, pretend to be driving a car
around the room, float around the room lie a feather
Lift your leg in front of you, backwards, sideways. Step
backwards
•
Have 4 people link arms back
to back and walk around like
a spider while singing Eensy
Weensy Spider
Teaching CREATIVE
MOVEMENT:
• Have lots of room, bare feet allows them to feel the movement.
• Children love the familiar & repetition.
• Don’t show them how. It restricts creativity.
• Say, “Use your whole self”.
• “Move how it sounds or makes you feel”.
• “Can you. . . . ? Follow me!”
• Encourage each child to do it in a different way.
• Teach about personal space (bubbles pop if they are bumped)
• Teach them how to stop when the music stops:
• Emphasize that to stop means not to move at all – not a muscle
or a bone!
• Encourage children to listen carefully or else they won’t know
when to stop.
• Blow bubbles and have them imagine a bubble
around their body.
• Each bubble should be as wide as their
outstretched arms and as tall as they are.
• Place children far enough apart so that no one is
touching their bubble.
• Ask one child to move among the children, being
careful not to break or touch anyone’s bubble.
• Add more children until all children are moving and
no one is breaking anyone else’s bubble.