Select Page

1.read the PowerPoint and article attachment 
2. ask these questions
Discussion

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
Summer
Session

MUE 2211
2
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

MUE 2211
3
“Morning Meeting”
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.

1. Greeting
2. Share
3. Group Activity
4. Morning Message

Source: https://www.responsiveclassroom.org/what-is-morning-meeting/

MUE 2211
4
“Morning” Meeting
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

MUE 2211
5
Important Info
Schedule and Syllabus Highlights
Home Page “Tour”
Module section
General Resources for Semester
APA Brief Guide
Directions and Road Map Each Week

MUE 2211
6
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

MUE 2211
7
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”
MUE 2211
8
Movement break

by Learning Station

Also Spotify

MUE 2211
9

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)

MENC Standards

MUE 2211
10
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.

MUE 2211
11
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)

MUE 2211
12
MENC
Standards Example
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.

MUE 2211
13
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
Eye Contact
Touch
Playfulness
Presence
MUE 2211
14
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

MUE 2211
15

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

MUE 2211
16
Quote

If you can walk you can dance.
If you can talk you can sing.

–Zimbabwean Proverb

MUE 2211
17
Music and Brain Research

Wilfried Gruhn

Rae Pica

MUE 2211
18
Wilfried Gruhn

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

MUE 2211

19
Brain Development—Birth to 2 Years
Neuron Connections

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.
Source: https://www.bing.com/images/search?view=detailV2&id=8ADD585AD95C70A20C065CF2E0EB0A5AFA325F37&thid=OIP.R2s5vkW2jDBi30EZbcTjRAAAAA&mediaurl=http%3A%2F%2Fgreymattersjournal.com%2Fwp-content%2Fuploads%2F2013%2F11%2FSynaptic-Development-Pruning.png&exph=276&expw=382&q=brain+development+synapses+and+neurons&selectedindex

MUE 2211
20
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)

MUE 2211
21

“Get Ready for This”

by The Hit Crew

“Get Ready for This”

MUE 2211
22
Break Time

Break Time!

MUE 2211
23
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?”

MUE 2211
24
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

MUE 2211
25

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)

MUE 2211
26
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)

MUE 2211
27
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

MUE 2211
28
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
29
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
30
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)

13. Joyfulness

MUE 2211
31
Original Song
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

Variations
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

https://
www.youtube.com
/watch?v=gjv5Jwgsn7I

“Two Little Blackbirds” Song

MUE 2211
32
“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 |
Pinkfong
Songs for Children – YouTube

MUE 2211
33
“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

MUE 2211
34
“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)

MUE 2211
35
“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
MUE 2211
36

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)

MUE 2211
37
Assignment 1
Assignment 1:
Resource Guide/ Brochure for Parents and Families

MUE 2211
38
References
References for PowerPoint are linked to Module 1

MUE 2211
39
“Goodbye Song” from “Out of the Box” TV show

Out Of The Box Goodbye Song. – YouTube

Have a great week!




Why Choose Us

  • 100% non-plagiarized Papers
  • 24/7 /365 Service Available
  • Affordable Prices
  • Any Paper, Urgency, and Subject
  • Will complete your papers in 6 hours
  • On-time Delivery
  • Money-back and Privacy guarantees
  • Unlimited Amendments upon request
  • Satisfaction guarantee

How it Works

  • Click on the “Place Order” tab at the top menu or “Order Now” icon at the bottom and a new page will appear with an order form to be filled.
  • Fill in your paper’s requirements in the "PAPER DETAILS" section.
  • Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
  • Click “CREATE ACCOUNT & SIGN IN” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
  • From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.