Music Playdate

Theme Materials List

Books Related to Theme: M is for Music by Kathleen Krull Mi Msica = My Music by George Ancona Just a Little Music by Mercer Mayer A is For Alliguitar: Musical Alphabeasts by Nancy Raines Day Zin! Zin! Zin!: A Violin by Lloyd Moss Boom bah! By Phil Cummings Animal Music by Harriet Ziefert My Family Plays Music by Judy Cox Jazzmatazz! by Stephanie Calmenson Bing Make Music by Ted Dewan Farmer Joe and the Music Show by Tony Mitton Music by Carol Diggory Shields Street Music by Richard Brown Music by Nria Roca Crash Bang Donkey! written and illustrated by Jill Newton The First Music as told by Dylan Pritchett The Brass family on parade! by Trisha Speed Shaskan Eagle drum: On the powwow trail with a young grass dancer by Robert Crum Buffalo dance : a Blackfoot legend retold by Nancy Van Laan Jos!: Born to dance: The story of Jos Limn by Susanna Reich Pedro, the Angel of Olvera Street by Leo Politi Ah, music! written and illustrated by Aliki Trumpets by Cynthia Klingel and Robert B. Noyed Wind instruments by Anita Ganeri Strings by Daniel Nunn

Materials: Pictures of different instruments (ie. drums, trumpet, piano, violin, flute, etc.) CD Player and CDs of different types of music genres and ethnic music DVD/VHS player and various DVD/VHS of various types of ethnic dancing Various types of childrens toy instruments (maracas, pianos, drums, guitar, etc.) Sequencing pictures of the song, Itsy Bitsy Spider, construction paper, crayons, glue, stapler, scissors Bottle Xylophone: Eight glass bottles, each filled with different amounts of water and sealed with a cap and labeled with a letter from A H; two wooden dowels with a wooden bead securely attached to one end; several song cards: using the same letters as written on the bottles, vary the sequencing to create different songs for the children to play on the xylophone; blank song cards and markers to write own songs Supplies for instrument crafts: empty toilet paper and/or paper towel rolls, precut 5 inch square pieces of wax paper, rubber bands, markers, stickers, hole puncher Vocabulary Related to Theme: Music Orchestra Flute Singing Xylophone Rhythm Violin Beat Parade Tuba Instruments Drum Marching Music notes Band Guitar Dancing Songs

Welcome and Brief Overview of Six Early Literacy Skills Hello Song: (Choose one of the two songs) Hello Boogie Hello Neighbor, what do you say? (Children bow to each other) It's going to be a happy day. (Children clap hands together) So greet your neighbor, (Children shake hand with the child next to them) And boogie on down. (Children wiggle their hips) Give 'em a high five. (Children give each other a high five) and turn around. (Children turn around) Hello Song in both English and Spanish Hello, hello Hello and how are you? I'm fine, I'm fine And I hope that you are too. Hola, hola Hola y cmo ests Muy bien, muy bien Espero que t tambin.

Instrument Song: The Finger Band (sung to the tune Here we go round the Mulberry Bush) Before singing the song, show children pictures of the instruments that will be in the song, say the name of it, and show them how to play them. Instrument ideas: drums, trumpet piano, guitar, violin, flute, cymbals, etc. (First verse): The finger band has come to town, come to town, come to town. The finger band has come to town so early in the morning. (Sing this verse 2-5 times, depending on children. Change the instruments for each verse and act out playing them.) This is the way we play the drums (insert musical instrument), play the drums, play the drums. This is the way we play the drums so early in the morning. (Last verse): The finger band has gone away, gone away, gone away. The finger band has gone away so early in the morning. Story Time: Before reading the chosen book (see list of possible books above), ask children, What is music? How is music made? and have a short discussion. Read a book such as, Boom Bah!, by Phil Cummings or Animal Music, by Harriet Ziefert. Six Early Literacy Skills Connection o Print Motivation: Model enthusiasm/excitement for books and for reading. o Enriched Vocabulary: Point out and explain the vocabulary words associated with music before, during, and after reading. Reinforce the vocabulary by using it throughout the play date. o Narrative Skills: Engage children in conversation by asking, What is music? How can you make music? What kind of instruments have you seen/have at home? Where do you hear music? o Phonological Awareness: Playing with the sounds in words by having children join in on the sounds of the instruments during the reading.

Model Activities: Explain to parents and children that there will be four activity stations. They can choose to do all or just some of them. Introduce and demonstrate each activity briefly, then invite parents and children to enjoy them together. As families are participating in the activities, play some different types of music using CDs from the library.

Itsy Bitsy Spider Sequencing: Color the different sequencing pictures with words form the story, for the song, Itsy Bitsy Spider, and glue onto a piece of construction paper. Put the pictures in the order of the song, and staple into a book. Sing the song as you read the book. o Print Awareness: Noticing print everywhere, knowing how to handle a book and following words on a page. o Print Motivation: Being excited about and interested in books. Bottle Xylophone*: Using the supplied song cards, play the song on the bottle xylophone matching the letters from the song card to the correct bottle. Try to write your own song and then play it. o Letter Knowledge: Knowing the difference between how letters look, their names, and their sounds. Make a Kazoo*: Write name on outside of empty tube, taking time to say name, sounding out each letter, and saying the name of each letter. Color and/or decorate with stickers; talk about how you want to decorate it and the shapes or objects you are putting on it. Cover one end of tube with wax paper and secure it in place with a rubber band. To play the kazoo, hum or sing into the open end of the tube. Try to play one of your favorite songs. o Enriched Vocabulary: Knowing the specific names of things. o Letter Knowledge: Knowing the difference between how letters look, their names, and their sounds. o Narrative Skills: Telling stories and describing things. o Phonological Awareness: Playing with the sounds in words. Marching Band: Using the supplied play instruments, create your own marching band. Each person chooses one instrument to play, and lines up behind a leader. March in a circle while playing the instrument, maybe singing a song. o Phonological Awareness: Playing with the sounds in words. Dancing: Watch the video about dancing and try to dance the same way.

Families engage in activities: Encourage parents/guardians to participate in the activity stations with their children. Encourage parents/guardians to have conversations with their children about what they are doing. Interact with families modeling and discussing skills/behaviors. Walk around to assist families. Discuss with parents/guardians the Six Early Literacy Skills that were addressed during this play date, and how they can support these at home: conversations help build enriched vocabulary and narrative skills; letting children write/scribble helps build letter knowledge and print awareness; reading books expressively builds print motivation and phonological awareness. Encourage parents/guardians to use the vocabulary words at home when listening to music, dancing, or singing.

Provide parents/guardians with ideas that they can do at home to continue the Music theme at home. (referenced on the website: http://mplplaydates.weebly.com/index.html)

Closing Activity: Ask parents to help their children put away the toys and clean up the supplies. Review some of the music vocabulary. Review the instrument names, having the children act out playing them. Additional Story: If time permits, read an additional story, such as Mi Msica = My Music, by George Ancona or Meeow and the Pots and Pans by Sebastien Braun. Goodbye Song: Goodbye, goodbye. It's time to go. Goodbye, goodbye. I don't want to go. See you later. Alligator. Bye bye bye. Butterfly. Goodbye! [Wave your right hand, then your left hand.] [Point to your watch.] [Shake your head "no" and wave your hand in front of your face.] [Look through your hands as if they were binoculars, and then point out.] [With your arms, mimic a big alligator snapping his mouth shut.] [Do a one-handed wave, opening and shutting your hand.] [Lock your thumbs together and mimic a butterfly with your hands.] [Wave with both hands.]

Helpful Hints: Precut as much of the paper supplies and wax paper as possible to avoid having scissors out for safety reasons. Have activity stations set up prior to play date start time. Continuously model for parents how to engage children in conversation.