Chapter 10

Chapter 10Music and Movement

Overview

• All humans are born with an innate capability for music– That capability is influenced by the music system of

the culture in which the child is born

• Music is a language, a means of communication• A developmentally appropriate classroom will

weave music and movement into the daily curriculum

• In young children, music and movement are intertwined

Music and Creative Movement Education

• Children learn best by acting on what they experience

• Music and movement activities nurture the development of minds, bodies, emotions, and language

Effect of Music and Movement on Domains

• Music and movement activities:– Encourage physical development

• The importance of play• The importance of recess

– Incorporate intellectual growth– Involve listening– Provide socially and emotionally responsive

activities– Cultivate musical language development– Stimulate children’s creativity and uniqueness

Large and Small Muscle Development and Physical

Fitness• Requires indoor and outdoor activities• Motor development

– Large muscle development– Small muscle development

• Physical fitness

Types of Movement

• Locomotor movement (movement in space)– Moving the whole body from one place to another

• Nonlocomotor movement (movement in place)– Feet remain stationary while other parts of the body

move• Manipulative movement

– Gross motor movements involving force imparted to or received from objects, or any gross motor skill in which an object is involved

• Kinesthetic

Types of MusicClassical music Songs and singing

Using the voice Instruments

• Human voice• Instruments• Environmental

sounds• Music from

radio, TV, CDs, etc.

Other Musical Experiences

• Chants, nursery rhymes, folk music• Popular music, show tunes, country tunes• Patriotic music• Seasonal music• Music for dancing and marching• Rock, jazz, blues, hip-hop• Gradually introduce heavily orchestrated music• Guard against sound pollution

Musical Instruments

• Types of instruments– Percussion– Wind– String– Brass

Sequence of Introducing Musical Sounds and

Instruments• Introduce recordings children can sway to• Have children clap to rhythm• Use wind chimes• Use music boxes• Introduce instruments one at a time• Have children play in groups• Use jingle bells• Have children discriminate between sounds

Making Musical Instruments• Drums• Tambourine• Wood-block tambourine• Sandpaper blocks• Shakers• Wind chimes• Nail scraper• Shoe box guitar• Flute

Storing and Caring for Instruments

• Instruments are not to be used as toys• Instruments are not to be used as

weapons

Music and Movement Environments

• Numerous music and movement activities should be provided

• Consider sound levels• Classrooms should be arranged to

accommodate music and movement• Incorporate books

Music and Movement Activities

• Simon Says• Move the body• Poem, music, and movement• Obstacle course• Beanbags• Move with scarves

Tips for Teachers• Connect to other curriculum areas

– Include at least two movement and music activities each week

• Use a variety of approaches for including music and movement

• Introduce children to different styles of music• Include families • Rotate the instruments inside and outside• Establish rules for handling and storing

instruments

Developmentally Appropriate and Multicultural/Anti-Bias

Activities• Expose children to music of their cultures• Expose children to music of other cultures• Use dance as a multicultural activity