Transcript Document

Welcome to Unit 6!
Movement Theories
It will be helpful to have your course books
nearby, if possible. Feel free to chat with each
other. We will begin class at 8:00PM ET!
What is the importance of
using movement and music and
movement in the classroom?
Potential intellectual benefits
Provides enjoyment to children
Expands learning experiences
Broadens their world to include the
creative arts
• Supports the development of the
whole child
Describe a good movement
activity for a two-year old
• Play “Scarves and Music”
– Children select a scarf
– Tell children to play with them – see how they
float, swerve, and respond to fast movements
– Play different types of music such as classical,
rock, jazz, or hip-hop, and let the children
move however they feel, using their scarves to
interpret the music.
Describe a good movement
activity for a four-year old
• Play “Let’s Move”
– Teacher have a collection of household items
such as a broom, clothes brush, eggbeater,
towel, or dust cloth.
– Let the children choose an item and ask them
to show how to move when using the object.
– Let the children invent a new way to use the
object. Riding a broom like a horse, swing a
towel overhead like a towel
– Children can bring other items from home and
show how to use, or invent new ways for using.
Describe a good movement
activity for a seven-year old
• Copy Cat
– Form a circle of children
– One person in the group starts to move and the
others imitate. The same motion is repeated
around the circle.
– The next person in the circle creates a
different movement that is repeated.
– Teacher can guide with questions such as, “How
do feet move when walking on hot sand?”
Describe how music develops
during the infancy years.
• Infancy - infant responds to sounds
in environment by moving arms, legs,
head. Later, may make sounds to
respond to the music. Toward the
end of the year, infants demonstrate
their recognition of a song by moving
or laughing in anticipation.
Describe how music develops
during toddler years.
• May sing a familiar phrase
• Continue a song after adult has
• Chant patterns
• Play simple instruments
How does music develop
in preschool?
• Use songs and music to accompany
their activity throughout the day.
• Jump, walk, and clap to music.
• Movement matches rhythm of music
listening to
• Can recognize familiar melodies
How does this change
during the primary grades?
Can read words of a song
Write new words to a song
Play musical instruments
Begin dance classes
How could you personalize
songs to sing with children and
• “Here We Go Round the Mulberry
Bush” can become “This is the way we
wash our hands”
• “Where is Thumbkin?” can become
“Where is David?”
• Can you think of other examples?
Weekly Reminders
• Complete reading
• Post your answer to our discussion board
question and respond to several of your
classmates’ posts
• Get started on Unit 7 Project.
Discussion Board
• Initial post is within the 100 word-range and
makes a clear connection to the unit readings.
• Respond to several classmates.
• Keep the flow of discussion going by asking
questions, sharing experiences, and posting
throughout the week.
• Use correct spelling, grammar, and punctuation
when posting. Be sure to capitalize the letter I
when using it alone.
Unit 7 Project
• Your project for Unit 7 will have you
reflecting on how children express
their creativity at each
developmental stage.
• You are to choose at least two (2)
age levels and write about how
children express their creativity at
that developmental stage in three
categories: art; music and movement;
and drama.
This is an example of how you should fill in the Unit 7 project chart (the link to the chart is below):
(Example) Isbell and
Raines (2006) state that
Gardner (1980) believed
that as children grow
older, they are more
concerned with how things
are placed on the page
and want things to be
more specific in size,
proportion, shape and
color. An 11-year-old
child's picture will usually
be neater than that of a
younger child, but it can
become less imaginative.
This stage is sometimes
called the "gang" or
"realistic" stage, when
students are
demonstrating a better
understanding of the world
as a whole. They become
more comfortable with
media and form, and
figures sometimes leave
the page. Students tend to
be more critical of their
work and teachers must
be very careful with their
comments and
suggestions (Winner,
Ways to get help!
• Email your instructor
• Visit your instructor during office hours
on AOL Instant Messenger
• Post your question to the Course
Questions discussion board (under "Course
Home" > "Course Questions")
Isbell, R.T. and Raines, S. C. (2007).
Creativity and the Arts with Young
Children. Thomson Delmar Learning.