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GROUP PRESENTATIONMUSIC

By Sherlene Carter

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MATERIALS AVAILABLE IN THE MUSIC CENTER Instruments to

create or listen to music

Recorded music Song books Computers Homemade musical

instruments

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Some musical materials and toys or instruments must be accessible for play

for much of the day.

This includes anything children can use to create or listen to music such as drums,

electric keyboards, bells, a piano, triangles, xylophones, harmonicas, rattles,

chimes, a music box, or rhythm sticks. The instruments can even be homemade!

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Things needed for children to listen to recorded music such as: Tapes CD players Software for computers that offer extensive musical content such as complete songs Passages of music, song books

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Staff must initiate at least one musical activity daily, including, singing songs with children, soft music turned on at nap time, and music played for dancing.

Two music toys should be rotated monthly. Three different types of music must be used regularly.

There must be enough musical instruments for at least half of the children to use at once.

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Dance props must be accompanied by something that makes music such as recorded music, child created music, or a tape player.

Materials must be accessible for at least one hour daily (indoors or outdoors).

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CREATING DIVERSITY Using instruments that are played

around the world to include: maracas, bongo drums, bells, cymbals, xylophones, etc.

Placing pictures in Music/Movement area with different cultures and diverse music genres

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CREATING DIVERSITY CONT… Play music for every child such as

Spanish, slow or fast renditions of lullabies, and nursery rhymes.

Invite people of different cultures who play instruments to further explain the importance of music in their culture and tell about their specific instrument.

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INFANTS, TODDLERS, AND SPECIAL NEEDS CHILDREN Participate with babies and encourage the use of instruments. Clap to the rhythm with baby and participate with baby, allowing them to visibly see me and follow my movement. Include music for special needs that will engage them and allow them to follow along with the movements. Have ribbons, flags, and hand held instruments available to promote movement and dance. Make home-made instruments such as shakers to help students share in the experience with their very own instruments.

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What is the benefit of all of this music and dancing?Children are learning to be fluent in speech. Children are learning to create. They are developing their aesthetic sense. They are learning about other cultures. They are learning to have fun.

(Whitener, 2009 Part 1, Slide 23)

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THE TEACHER’S ROLE The teacher is to use music to develop relationships

with the children by participating along with them and also providing music that promotes positive development.

As a teacher, music is a way to gain a child’s attention. Making the classroom rules into a song, or daily routines into a song will help children understand and learn what the teacher expects from them in a fun way.

Music also helps teachers to display to children how to act appropriately in a classroom setting while music is playing whether in large groups or individual time.

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MILESTONES REACHED BY MUSICAL INSTRUCTION

Language and Literacy – Strand 1: Listening and Speaking 36 – 48 months – Demonstrate increased understanding of oral language through actions and responses to directions and questions. (A8) Page 13

To help children achieve this, the teacher may explain simple moves to a song and children should be able to follow the moves.

Cognition and General Knowledge – Strand 3 Sub-Strand D. Families and Communities 48 months and older – Respect differences among people, such as gender, race, special needs, culture, language, and family structures. (D10) Page 34

To help children achieve this, the teacher may provide music from another culture for children to listen to.

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MILESTONES REACHED BY MUSICAL INSTRUCTION CONT…

Fine Arts – Strand 1: Dance Arts 48 months and older – Participate in creative movement, dance, and drama. (A8) Page 36

Teacher may provide costumes and props to encourage interpretive dance to various styles of music. Physical Development and Health – Strand 1: Gross Motor Development48 months and older – Use balance and control to perform large motor tasks. (A11) Page 41

The teacher may include moves using balance during music time to help children achieve this milestone.

(Virginia Department of Social Services, 2008)

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References

Whitener, Carole (2009). Dos Clues, Activities in High Quality Programs. [PowerPoint slides].

Virginia Department of Social Services (2008). Milestones of child development. Retrieved February 16, 2016 from https://learn.vccs.edu/bbcswebdav/pid-84866173-dt-content-rid-79715204_2/courses/TC295.CHD.120.O02P.SP17/milestones%281%29.pdf

Music Is Important!