Transcript (PPT, Unknown)

EDU 361 Arts in ECE
Laura
“Developing a Curriculum for Music”
“Music for Infants, Toddlers, Preschool
Children & Kindergarten”
Session #8
Developing a Curriculum for
Music…
• (McDonald text)
• Teachers should watch for spontaneous
moments to imitate rhythms produced by
children and then add a chant, an instrument,
or perhaps hand clapping.
• T/F? True According to our text, music
educators should initiate significant music
education experiences and training as early
as possible with every child. To help develop
the child’s musical skills
• Growth, experience, and training affects
young children’s responses to music.
• T/F? True According to our text,
children can respond to music and are
capable at a very early age of doing
more musically than educators have
previously admitted. Even young
children can learn to play an instrument.
• T/F? True During the early years patterns of
response are formulated that will influence all future
growth and development of music.
• T/F? True According to our text, if a child has
technical needs which are not satisfied, his creativity
is apt to dry up because of his inability to function at
his proper level.
• T/F? True Certain musical facts and techniques must
be taught. When and How depends upon the
teacher’s sensitiveness, the child’s need for the
knowledge and readiness to learn
• What happens when technical training is too
advanced for a child? The child will not be
able to keep up and get frustrated.
• T/F? True Singing, movement, and speech
are closely related for the very young child
and their combination often results in a chant.
• A guideline for teaching young children to
sing is to start with songs that utilize
children’s comfortable range (D to A) then
add more tones.
• T/F? True For very young children, rhythm is
an individual experience and teachers should
not require children’s movements to
synchronize with a beat.
• An important guideline for teaching rhythm to young
children is to plan for many opportunities through the
day to move spontaneously to music and speech
rhythms.
• An important guideline for using instruments with
young children is to allow for much free, exploratory
use of instruments to develop awareness of different
pitches.
• An important guideline for teachers to encourage
young children to listen to music is to encourage
them to listen to all kinds of music.
• The Dalcroze Method of teaching young children
music emphasizes body movement, ear training, and
improvisation by the teacher at the piano to awaken
children’s awareness of musical elements.
• The Kodaly Method of teaching young children music
is centered around a vocal approach to music
education. Where reading and writing musical
notation or primary goals.
• The Carl Orff approach to teaching young children music
is based on the idea that music, speech, and movement
should be combined when teaching music. p.43
• The Early Childhood Music Curriculum, Manhattanville
Music Curriculum Program (MMCP) is based on the belief
that personal involvement in the process of making music
is the way young children learn about music. p.43
• The Shinichi Suzuki method of teaching young children
how to plan the violin directly involves the parents in
learning and auditing the lessons themselves. p.43
Music for Infants, Toddlers, &
Preschool Children…
• (J. Beatty text , Chapter 9)
• The elements of music that young
children are involved with include tone,
rhythm, and melody.
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•
•
•
Dynamics: loudness, softness of tone
Duration: shortness or length of tone
Pitch: highness or lowness of tone
Timbre: quality of tone
• Melody involves the particular flow of
tones in a certain rhythm.
• The rhythm of music involves:
• Tempo: fastness or slowness of rhythm
• Beat: the pulse of rhythm
• Pattern: long/short or light/heavy accents
of rhythm
• Children develop in their ability to recognize and to
reproduce tone, rhythm, and melody through maturity
of physical, cognitive, and language abilities, as well
as being exposed to the elements of music and
having a chance to try them out.
• The natural development of music follows a
sequence somewhat similar to that of a child’s
acquisition of language skills. How? Through
maturity of physical, cognitive, and language abilities,
as well as being exposed to these elements of music
and having a chance to try them out in a secure
setting.
• (Cooing, babbling, speaking, singing?
Scribbling, drawing, writing?)
• Birth to Six Months:
• Infants are aware of music from the
beginning, as shown by their different
responses to different kinds of music
• Lullabies tend to calm them down, whereas
lively music makes them more active.
• Infants vocalize with crying that varies in
pitch, loudness, and rhythmic patterns.
Six Months to Two Years:
• Infants and toddlers may move their bodies in
response to music (rocking/swaying), clap their
hands, and may turn toward musical sounds and
listen intently.
• Many infants prefer vocal to instrumental music at
this age.
• Toddlers often seek out the sounds that please
them most (ex. TV commercials).
• Toddlers also like to use pots and pans or cups
and bowls for sound-making activities.
• Two to Three Years:
• Toddlers may attempt to dance to music by
bending knees, swaying, and swinging
arms.
• Toddlers respond well to pattern repetition
and can learn simple finger plays.
• Two-year-olds may experiment with their
voices by singing or humming during play.
• Toddlers are increasingly interested in
listening to musical instruments and
cassette tapes. (toy xylophones, drums)
• Three to Four Years:
• The increased cognitive and language
development gives three-year-olds better voice
control, rhythmic response, and mastery of song
lyrics.
• They are beginning to understand the basic
musical concepts of loud-soft, fast-slow.
• They may also love to dramatize songs or try out
different ways to interpret songs rhythmically.
• Music enables children to express and
communicate ideas that are beyond their language
abilities.
• Four to Five Years:
• Children at this age are active listeners of music.
• Their attention span is longer and if encouraged,
they will increase their desire to become involved
in music activities.
• They can sing complete songs from memory with
greater pitch control.
• They can play many kinds of rhythm instruments
often to accompany songs, and may even create
tunes of their own.
Music Center in a Preschool
Classroom…
• Children will continue their natural
development, if their preschool classroom is
filled with music and happy sounds, and if the
Music Center itself encourages them to
participate in exciting musical activities.
• T/F? True Music in the self-directed learning
environment takes place not only in a
designated activity center, but also in the
entire classroom.
• T/F? True The Music Center contains
materials and activities for individuals
and small groups to investigate sound,
rhythm, and melody on their own.
• T/F? True There should also be a large
space in the classroom to be used for
group singing games and creative
movement.
• T/F? True The Block, Dramatic Play, art, and
Book Centers may also be infiltrated with
music and sound by the children.
• T/F? True Making music personal should be
the theme of music activities for young
children.
• T/F? True Teachers should also share their
personal records and tapes they enjoy with
the children. (As long as they are appropriate)
• T/F? True Soft music is appropriate at
naptime.
• T/F? True Rock music is appropriate at
times when children are actively
engaged in the learning centers.
• When should a teacher play classical
music…Any time.
• T/F? True The Music Center itself should contain
a cassette recorder for the children to use.
• Should children record their own productions?
Yes.
• Should a clipboard be provided for children to
sign-up to use the recorder? Yes.
• Should headsets be made available for tapes that
are for personal use rather than group usage?
Yes.
• A music center should be set up to promote
listening, sound exploration, rhythm, and
music making.
• T/F? True A music center can also contain
picture books with musical themes, costumes,
scarves, and materials for children to make
their own music.
• T/F? False All rhythm instruments should be
displayed at all the time. Display drumming
sounding instruments together.
Music for Preschoolers & Young
School-age Children…
• (See Explorations with Young Children –Bank Street
handout)
• Cultural Diversity: Music has been termed “the universal
language”. Explain?
• T/F? True Music is also a medium through which children
can extend their social awareness and sensitivity?
• T/F? True When children play and touch musical
instruments, they may be engaging in a concrete cultural
experience.
• T/F? True It is recommended for teachers to foster the
sharing of diverse musical expressions. If so, why?
• T/F? False Music should be played only for the sake
of keeping background noise.
• T/F? True Transition time music can provide a
productive listening environment.
• T/F? True Children should be encouraged to bring
favorite music selections from home. If so, why? If
not, why not?
• T/F? True Does a self-made classroom audiotape
help children develop a sense of community? If so,
how?
• List some musical equipment and other items that are
appropriate for a Kindergarten Music Center.