VCU Training And Technical Assistance Center 10 East Franklin Street, Suite 200 Richmond, Va 23284-3081 804-827-9976.

VCU Training And Technical Assistance Center

10 East Franklin Street, Suite 200Richmond, Va 23284-3081

804-827-9976

Musical Concepts and Expression“Music is combing voice, instrumental or mechanical sounds to create melody, rhythm, or harmony”

-(Dodge, Colker, & Her0man, 2002)

Learning ObjectivesDiscover strategies for introducing musical

instruments in a group settingDevelop ideas to use music in the classroom

in developmentally appropriate waysExplore different types of music to use with

musical instrumentsExplore ideas for making musical instruments

and Have fun!

Getting Started…Young children are

not music critics!You look and sound

a lot more stupid when you worry about how you look and sound!

Music & Brain ResearchAll early sounds, including music & rhythms, play

profound effect in shaping the brain.When music resonates with our body rhythms, it is a

powerful influence on our alertness and our ability to learn.

Most classical music is in tune with our body rhythms.Research suggests that listening to music during the

first 3 years of life helps the brain form patterns that are essential to the learning process.

The brain adapts easily during the early years, so a wide variety of music should be introduced.

Music in Early Childhood Classrooms

The goal of music in ECE classrooms is to help children develop a positive disposition for music.

Beliefs Behind a Child-Centered Music Curriculum

All children have musical potential.Children bring unique interests & abilities

to the music learning environment.Very young children can develop critical

thinking skills through music activities.Children come to music experiences from

diverse backgrounds.Children should experience exemplary

musical sounds, activities, and materials.

Beliefs behind a Child-Centered Music Curriculum (cont.)

Children should not be encumbered with the need to meet performance goals.

Children learn best in pleasant environments.

Diverse learning environments are needed to serve the developmental needs of individual children.

Children need effective adult models.

Stages in the Development of Music

I can listen to the music.I can respond to music with my body.I can create music.I can understand music.I can write music.I can play music.

Critical Issues in Using Music Developmenta

lly AppropriatePleasurableVariedIndividual and

SocialIntegrated

Benefits of Using Musical Instruments with Young Children

Using musical instruments builds and develops listening skills

Allows children to experience rhythms

Children can classify and discriminate between sounds

Allows children to explore and be creative

Motor DevelopmentChildren develop

motor skills when they strike the keys on a xylophone, dance to lively music, or play a kazoo.

These activities involve the practice of large and small muscle control.

Social Skills and Cultural Awareness

Music encourages participation, sharing, and cooperation.

Music is part of early bonding.

Music is part of the culture of childhood.

Aesthetic DevelopmentHow does the

music make us feel?What do we hear in

the music?How can we

express the music?Why do we

respond the way we do to music?

Cognitive & Language Development

ComparisonDirectional WordsSelf expressionDeveloping

preferences & making choices

Increased vocabulary

Recognizing patterns

Musical activities that relate to story reading can focus children’s attention

Children learn awareness of the components of music: melody, pitch, rhythm, tempo, dynamics and timbre.

Getting Started with Musical Instruments

Music experiences must be matched to children’s developmental needs

Start with the teacher using one musical instrument as an auditory prop

Introduce one instrument at a time at circle time; talk about safety and taking care of the instruments.

Add the prop(s) to a designated shelf in your classroom

Let children explore and experiment!

Continuing with Musical Instruments

Everyone wants a turn!How many musical instruments do you have

in your classroom?What types of musical instruments do you

have ? Start by designating a “music center” in your

classroomMove it outside! Playground Parade

Whole Group Music ActivitiesHave children “vote” on their favorite musical

instrument (graph as a math activity).Using homemade instrumentsBegin with familiar songs and musicIf you have limited instrument have ½ of your

group use an instrument and the other ½ a scarf, then trade.

Gaining ParticipationIf a child does not want to participate, they may

begin with rolling something back and forth (truck) to the music

Children may participate by observingA child with developmental delay will still have the

opportunity for gaining language and social skills even if they do not want to use an instrument’

Children may be more interested if they get to make and use their own instrument

Adapted InstrumentsUsing model magic, include a large grasp mold

around the stick Attach bells to an elastic band and place on

the child’s wrist or ankleInstruments can have a ribbon run though

them and then tied to the child’s clothingUsing switchesUsing craft sticks for extensions

Using Musical Instruments Throughout The Daily Schedule

Greeting & DepartingRoutinesTransitionPlanned Large GroupPlanned Small GroupOutsideDuring CentersInstrumental music at Naptime

Music Center ActivitiesChildren can explore musical sounds and ideas

individuallyChildren explore their own interests and abilities

through specially prepared materials and activitiesChildren can discriminate between high and low

notes. While at the music center, the children can use high and low signs with a partner when the xylophone is played by their peer.

Provides opportnities for children with special needs

Rhythm SticksChildren will use

rhythm sticks to the beat of a song.

Sing a song and get children to clap to the beat; then transfer to using chunky rhythm sticks.

“Tap Your Sticks” song

Rhythm Sticks CD

DrumsHave the children march around the circle and

follow the beat of the drum made by the teacher.(Begin with a slow and very steady beat.) Variation: Let a child take a turn!

Let children use their homemade drums (made from oatmeal containers. ) Have children will march in a circle creating different steps (high, long, fast, slow).

Encourage modifications of homemade drums by using different size containers and contents

BellsThe children will ring their bell when they

hear the word bell in the story. Jingle seriation; place one to five bells in felt

bags in order according to the loudness or richness of the jingle.

Place jingle ribbons throughout the classroom.

Throw a beanbag to ring the bell.

Composing Music with Young Children

Using board maker symbolsWriting songs for instruments playedSong boards (Place a song on large poster

board; children can decide what musical instrument will be played for each word. These can be changed using board maker symbols so that you sing each day in a different way!)

Music to Use with Musical Instruments

Vivaldi (Bolero),Grieg (In the Hall of

the Mountain King

Beethoven (all), Herbert (March of

the Toys) Saint-Saens

(Carnival of the the Animals) ;

Ella Jenkins, Hap Palmer

Jazz CD Zydeco Harp Piano Horns African Drumming

Recorded Music with Musical Instruments

Tiptoe to the “Dance of the Sugarplum Fairies & allow children to take turns playing the triangle.

Paper plate streamers.Tap dancing with

quarters on our shoes.

Moving with scarves.

Listening for specific musical instruments when music is played from “Peter and the Wolf”. Children will stand up when they hear their instrument.

Books and Musical Instruments Zin, Zin the

ViolinMeet the

OrchestraThe

Philharmonic Gets Dressed

Max Has Two Sticks

Peter and the Wolf

Carnivale of the Animals

Things We can do to Encourage Appropriate Music Activities in the Classroom

Create a supportive physical & emotional environment

Provide opportunities to explore music without pressuring students to perform

Respect what is comfortable for the childMusic needs to be funSocial interaction is a key part of music experiencesVary the musical experiences and include history and

information.

During music and movement activities, notice if a child…

Enjoys listening to musicEnjoys playing an instrument and is able to follow the beatExperiments with different instrumentsMakes up new words to songsIs able to create movements to go with your rhythm and

directionsInteracts with others in music and movement activitiesRecognizes the following instruments by sight and sound:

guitar, flute, piano, drum, trumpet

www.childrensmusic.org/light4.html

Don’t be afraid to teach a new way,Use more music everydaySing a fact or maybe two,Suddenly it is fun to do!Just be careful with your songFacts through music last quite long.

and SING!…tune: ABC song