1.read the PowerPoint and article attachment
2. ask these questions
Read the article, ” 20 Important Benefits of Music In Our Schools “by the NAfMe organization (click on article
article link: https://nafme.org/important-benefits-of-music-in-our-schools/
Choose one of the points made that connects to what we covered in class ( check PowerPoint). and Elaborate and explain how this connects to the content.
Choose one of the points made that is new information to you about the important benefits of music. Elaborate on this point especially in regards to impacting future (or current) children you will work with.
Choose one of the points made that would be most important to share with parents in your professional setting. Elaborate on why this would be important for parents to know for their child’s overall development and/ or well being. Is this something that they could reinforce at home
MUE 2211: Music and Movement
Welcome to MUE 2211!
What to Expect Today
Face to Face Class 1
Quick Share and Introductions
Small Group Ice breaker
Review Syllabus, Schedule and Expectations
Break for dinner—30 minutes
Lecture, dancing, singing.
Plan to be available until the end of class
Reflective prompt at the end of class
Relationship-Building Daily Activity (Responsive Classroom)
Morning Meetings are a daily activity in many classrooms to help build a sense of community and connection, as well as to reinforce learning. There are four components and we will be using this as a strategy to get to know each other better during our classes.
3. Group Activity
4. Morning Message
Greeting: “My name is _____” with a wave. Response is “Hello _______”. Share your major and track and what you want to do in the future after school.
Share: What is your favorite music type of music, musical artist, musical genre?
Activity: Musical Hula Hoops
News and Announcements: Tonight we’ll be learning about what’s in store for this class and we’ll be trying out lots of songs and movement
Schedule and Syllabus Highlights
Home Page “Tour”
General Resources for Semester
APA Brief Guide
Directions and Road Map Each Week
Odds and Ends
Things to Know:
Textbook is excellent current & future resource—available for purchase under “Course Materials” tab in MUE 2211 Webcourses
Modules, Weekly Activities and Responsibilities, Home Page, Syllabus and Schedule are essential to follow
30 minute dinner break halfway through
Review Home Page
Review Class Participation Rubric on Home Page
Class Participation is Essential
Reflective prompts at the end of class are a part of class participation
Focus of MUE 2211
To become knowledgeable of the research and value of music and movement in teaching children across all areas of the curriculum.
To increase your knowledge of age-appropriate songs, dance, instruments, musical books and musical games for young children to use daily with children
To increase your comfort level and confidence of using music and movement in early childhood classroom settings, regardless of your background in music and movement or your musical abilities
To increase your knowledge and use of music regarding community building, connection, multiculturalism, and inclusion
“A Ram Sam Sam”
by Learning Station
MENC is the national organization of music educators (under NAfME) that has put forth standards and guidelines regarding the appropriate developmental musical learning abilities of young children (birth to age 6). This is specifically regarding listening, moving, dancing, singing and playing musical instruments. These guidelines are helpful to educators in determining developmentally appropriate music experiences for young children.
(Edwards, 2013, p. 13-15)
Music Educators National Conference (MENC) Standards: a Part of NAfME (National Association for Music Educators)
10 MENC Belief Statements (1-5)
1. All children have musical potential
2. Children bring their own unique interests & abilities to the learning environment
3. Very young children are capable of developing critical thinking skills through music ideas.
4. Children come to early childhood experiences from diverse backgrounds
5. Children should experience exemplary musical sounds, activities and materials.
10 MENC Belief Statements (6-10)
6. Children should not be encumbered with the need to meet performance goals
7. Children’s play is their work
8. Children learn best in pleasant and social environments
9. Diverse learning environments are needed to serve the developmental needs of many individual children
10. Children need effective adult models
(Edwards, C, 2013—Music and Movement textbook)
Basic Stages of Early Musical & Movement Development
and the National Standards—2-3 years old
(Edwards, 2013, pp 13-15)
Listening and Moving to Music: Dance begins. Rhythm is especially appreciated. Children are more able to keep time, follow directions and focus better
Singing: Real singing with words and carrying tunes begins. Children enjoy familiar tunes, sung repeatedly.
Playing Musical Instruments: Interest in making music with real musical instruments and sounds increase.
Developmentally Appropriate Practice with Young Children (Edwards, 2013, p. 17)
Teachers must role model and be actively involved in music activities
The space and time for musical activities needs to be intentional and thought-out both indoors and outdoors for large muscle skills and activities
“Adults in the classroom provide many experiences and opportunities to extend children’s language and musical experiences”—i.e. nursery rhymes, fingerplays, singing, listening, circle and movement play, simple rhythm instrument
Children have daily and various opportunities to express and appreciate music in many forms
4 Elements of Connection
Music Promotes Connection
When kids feel connected in a healthy way, they feel safe and are more able to learn and grow
Dr. Becky Bailey—Childhood Classroom Management and Social Development Expert
If singing and dancing in front of people makes you nervous and if you are worried about how your voice sounds, you are in the majority. Most people feel this way.
HOWEVER, music and movement with children is NOT about a high-quality performance. It’s about INTERACTION and CONNECTION and LEARNING through playful ways.
So, embrace silly, embrace singing whole-heartedly, embrace moving. The children will follow you and adore you for it.
Music= Connection + Learning
If you can walk you can dance.
If you can talk you can sing.
Music and Brain Research
Brain connections formed in early years—electric energy between neurons (synapses)
Music enhances the development of these synapses
Left and right brain are stimulated at same time
Brain Development—Birth to 2 Years
This picture depicts brain cells (neurons) and circuit connections (synapses) that develop with learning and experiences. This photo shows the circuit connection changes that can occur from infancy to 2 years old. Early childhood is a critical time for making these connections that influence learning for a life time.
Rae Pica-ECE author & expert
There is no other activity that stimulates both the right and left side of the brain more than music. When children are involved in activities that support literacy with music, more of their brain is activated than with literacy activities alone.
Children in musical training score higher in spatial-temporal reasoning (responsible for math and science abilities)
“Get Ready for This”
by The Hit Crew
“Get Ready for This”
Favorite Musical Artist or Show
Break Out Session
In your small group, get to know each other better. Take turns, introduce yourself and answer one of the following questions—
“If you could meet any musical artist, band, or see any musical performance (including musicals), who/ what would that be?”
“If music isn’t something you think about much, what is your favorite instrument to listen to?”
Phonemic (speech sound) awareness—primary predictor of future reading skills
Rhyming abilities—another important indicator of future reading success
Syllable (beats in words) recognition—music is full of beats
Increased number of vocabulary words
Ability to write or draw more detailed stories
Improved attention span and increased memory
Music Activities Help Develop Reading, Writing, Speaking & Listening Skills
Music & Literacy Research
Both are forms of communication
Both read from left to right
Both have print awareness—reading words or reading notes
Both use hearing to discriminate and interpret sound
Both are sensitive to different sounds
Phonological awareness in words
Timbre in music
Both have patterns, sequences, pitch (high/ low), expression, dynamics (quiet/ loud)
Both use fluency or the ability to express clearly.
Literacy: reading, writing, speaking
Music: performing music smoothly and readily
Music and Literacy Similarities and Parallels
(Reading and Writing, specifically)
Donna Wiggins Research (2007)
Literacy & Young Children
Very young children are taking in new sounds as they are beginning to speak, as taking in new music sounds.
Kinesthetic learning–powerful learning occurs when pairing vocabulary with movement (i.e. moving like a turtle)
New vocabulary is introduced through musical activities—i.e. body parts, action verbs (twisting, wiggling)
Spatial/ positional words and concepts are introduced—i.e. high/ medium/ low; up/ down; behind/ in front; over/ under, on/ off; near/ far
Qualities in time and force are introduced (i.e. slow/ fast, heavy/ light, strong/ weak)
Music can be used to create a culturally aware and culturally accepting environment where all children are valued and respected.
Multicultural music should be incorporated into classroom activities on an ongoing basis—not a tourist approach
This is especially vital in a country such as the US where is extensive diversity
Often preschool is the first-time children become aware of diversity
A Preview–multicultural music and research will be covered more thoroughly in a future class
Multicultural Music & Research
Curriculum Areas & Music
1. Approaches to learning: creativity, curiosity, eagerness and perseverance
2. Literacy: reading, writing, speaking, talking (by using books with music, letter recognition, phonics, rhyming, comprehension, sequencing a story, vocabulary development, syllables)
3. Gross and Fine Motor (i.e. different ways to move—sliding, galloping, slithering, hopping, jumping, tip toeing. Also bilateral crossing, pencil grip, using fingers to count)
4. Social and Emotional (i.e. connecting with others, kindness, self-confidence, self-control, identifying/ expressing feelings, community building, feelings of security)
ADD A FOOTER
Curriculum Areas & Music (continued)
5. Listening, Communication and Following Directions
6. Math (i.e. patterning, series, counting, number recognition, adding, subtracting)
7. Science (i.e. plants, animals, bugs, weather)
8. Social Studies (i.e. awareness of environment, social roles, families, jobs, differences & similarities in people)
ADD A FOOTER
Curriculum Areas & Music (continued)
9. Other curriculum content (i.e. days of week, months of year, colors, opposites
10. Increase focus and attention—especially children with attention or sensory issues
11. Community building and connection
12. Appreciation of the beauty of music (aesthetics)
Two Little Blackbirds sitting on a hill
One named Jack
And one named Jill
Fly away Jack, fly away Jill
Come back Jack, come back Jill
Cloud (quiet/ loud)
Row (fast/ slow)
Pad (happy/ sad)
Sky (low/ high)
Gate (early/ late)
Ice (mean/ nice)
Lily (serious/ silly)
Mop (bottom/ top)
Car (near/ far)
“Two Little Blackbirds (9 verses!)” by Storytime Fingerplay
“Two Little Blackbirds” Song
“Baby Shark 1 to 5” song by Pinkfong
One, one, number one, who’s gonna sing?
One baby shark sings, Doo, doo, doo, doo, doo
Two, two, number two, who’s going to sing?
Two baby whales sing, doo, doo, doo, doo, doo
Three baby turtles sing…
Four baby rays sing….
Five baby crabs sing….
Baby Shark 1 to 5 | Sing Along with Baby Shark |
Songs for Children – YouTube
“Jumping in the Bed” by Jools
Four Little brothers jumping in the bed
One fell off and bumped his head
Mama called the doctor and the doctor said,
No more brothers jumping on the bed
Then 3, 2, 1
No more brothers jumping on the bed
They laid em down to sleep instead
Jumping In The Bed (Hip Hop Remix) – YouTube
“If You’re Wearing Colors” song by Learning Station
If you’re wearing red, stand up and shake your head
If you’re wearing green, stand up and bow to the queen
Stand up no matter what color’s on you, sit down and clap till we see what we do (refrain)
If you’re wearing yellow, stand up & shake like jello
If you’re wearing black, stand up and pat your back (refrain)
If you’re wearing blue, stand up and touch your shoe
If you’re wearing brown, stand up and spin around (refrain)
If you’re wearing grey, and holler “Hey”
If you’re wearing white, stand up and turn to the right (refrain)
If you’re wearing tan, stand up and wave your hand
If you’re wearing purple, stand up and turn in a circle (refrain)
If you’re wearing pink, stand up and wink, wink, wink
If you’re wearing peach, stand up and reach, reach, reach (refrain)
“I Wish You Well” by Dr. Becky Bailey & Jack Hartmann
My heart to your heart, I wish you well
My elbow to your elbow, I wish you well
My back to your back, I wish you well
My eyes to your eyes, I wish you well
Refrain: How can we help everyone we know
How can we help each other grow
Sometimes it’s hard to know what to do
Wishing them well connects me to you (repeat line)
(Repeat first verse and then refrain)
My knee to your knee
My shoulder to your shoulder, I wish you well
My hip to your hip, I wish you well
My hands to your hands, I wish you well, I wish you well, I wish you well
https://www.youtube.com/watch?v=V9_li6cSB5o (words only)
https://www.youtube.com/watch?v=YQpzT9zVmoc (Mrs. Doran’s K Class)
Music Categories: Organizing Classroom Music
1. Greetings (hellos and goodbyes)
2. Curriculum content/ Academic (counting, shapes, alphabet, rhyming, science)
3. Transition and Quieting Down Songs
4. Echo and Listening Songs
5. Instruments and Accessories with songs
6. Action songs
7. Books with Music
8. Connecting/ Relationship Building Songs
9. Community Connection Songs
10. Social Skills Songs (feelings, kindness, empathy, resiliency, self-control)
11. Multicultural Music
12. Classical/ Instrumental music
13. Free Play Music for Free Play bands
(See Home Page in Webcourses for Link to Songs)
Resource Guide/ Brochure for Parents and Families
References for PowerPoint are linked to Module 1
“Goodbye Song” from “Out of the Box” TV show
Out Of The Box Goodbye Song. – YouTube
Have a great week!
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