Вы находитесь на странице: 1из 7

*** M 3852 Music in Elementary Grades *** 2017 *** *** Dr. Veblen & Ms.

Ribeiro ***

October 19, 2017

Songs: Alex, Emily Tin, Ivy,

Guest reflection

This weeks Reading Chapter 6 The Moving Child


a) Read a sample of this weeks assignments: Why is #3 the favorite?
b) Look at Table 6.1 Childrens Movement Development pp122-123
Which of these development levels do you know from observation?
How were these stages accommodated (or not) in your schooling?
List moving activities weve done in this class so far.

Recorders

Song review: Sarah, Nina, Yvonne, Siobhan, Teresa, Michelle, Becca

For Next time:


Musical Experience: Justine, Siobhan
*** M 3852 Music in Elementary Grades *** 2017 *** *** Dr. Veblen & Ms. Ribeiro ***

Samples From This Weeks Assignment:


#1 Project: Visit a school or park playground to observe the movement of children at play.
What games do they play that include songs and movement? What movements can older children
perform for which younger children have not yet mastered the coordination? Make a list of your
observations regarding childrens use of space, time, and energy.
NINA BURCHARTZ FormyobservationprojectIwenttoaparknearbymyhousewithmydogsand
satforabit.TheparkthatIwenttowasnotverylargesothekidsthatIsawdidn'tdomuchrunning.The
parkhadajunglegymwithaslide,thingstoclimbonandsomeblueplastictoydrumsontheside,there
wasalsoasandpit.Ionlysawtwolittleboyswhoappearedtobebrothers,onewasabout4yearsoldand
theotherwasaround7.TheywantedtoseemydogswhentheyfirstcametotheparksoIletthempatthe
dogsthentheywenttoplayinthesandforabit(mainlyjustthrowingthesandateachother).Theythen
climbedalloverthejunglegym,theolderbrotherwasmoreconfidentthantheyoungerbrother(hewas
morehesitantclimbingladdersandstufflikethat).Theythenplayedwiththedrumtoy(thiswastheonly
musicalsortofexercisetheydid,itwasimprovisationalnotaplannedsongoranything).Theyscreamed
andweregenerallyloudandbangedonthedrumsinaveryenergeticsortofway.Theolderbrotherwas
moreaggressivewithhittingthedrumsandtheyoungerbrotherkindofbouncedaroundandhitthedrum
occasionally.Theybothhadalotofenergy.

SIOBHAN WALDOCK I live right across from an elementary school so I see children at play
throughout the day. I notice that the movements in older children are more clear and
coordinated. They have more control over their bodies and have better success in more difficult
movements like the ones required for sports. I notice the boys really enjoy throwing footballs or
softballs at recess. The older children seem to be more into athletic activities and sports,
whereas the younger kids enjoy using their imagination for games and playing pretend. I often
hear them creating stories and musical chants in their pretend games. I also saw lots of small
movements like finger pointing and gestures to follow a leader. When the older kids stood
around, the younger ones were running and using the entire schoolyard for their games. The
older kids tended to stay in one spot.

#2 Project: Begin a collection of songs, including game, dance, and action songs, that require
or suggest movement. Organize the songs chronologically according to the level of kinesthetic
development necessary to enable children to successfully perform them.
KELSEY SINASAC These were some of my favourite songs and games to play as a
child! I have organized each section chronologically to fit the needs of children
youngest to oldest. I have also organized the sections in an order that I feel should
be introduced to children. Teachers should start students with dance, move into
action and then finally games. Dance songs are very repetitive and generally
require little to no specific movements. Action songs are repetitive and easy to
remember even at a young age once you play them several times. Game songs
require a lot from the children at the same time. Children must sing, dance/clap
and remember the rules of the game all at the same time.
DanceSongs ShakeYourSilliesOut
RingAroundtheRossy
StandUp,SitDown
ARamSamSam
HokeyPokey
ActionSongs ImaLittleTeapot
*** M 3852 Music in Elementary Grades *** 2017 *** *** Dr. Veblen & Ms. Ribeiro ***

ItsyBitsySpider
HeadandShoulders
PattyCake
MissMaryMack
GameSongs LondonBridge
StellaEllaOlla
IWroteaLettertoMyLove
Concentration
EMILY TIN
Songs / Games Grades
- Head and Shoulders Knees and Toes KindergardenGrade2
- Patty Cake - Skidamorinky Dinky Doo
- Hokey Pokey - London Bridge
- 5 Little Monkeys - Old McDonald
- Insy Winsy Spider - Ring Around the Rosie
- Baby Beluga - The Ants Go Marching
- Happy and You Know It - The Wheels on the Bus
- Hickory Dicory Dock - I Like to Move It
- I Love You, You Love Me - This is the Way
- Patty Cake - This Old Man Grade3Grade4
- Hokey Pokey - Down Down Baby
- Do Si Do - I Like to Move It
- Skidamorinky Dinky Doo
- Rockin Robin - YMCA Grade4Grade6
- See See My Playmate - Cha Cha Slide
- Down Down Baby - Thriller
- Stella Ella Ola - Cotton Eye Joe
- Electric Slide - Boom Snap Clap
- The Cup Game Grade5Grade6
- See See My Playmate
- Seven Hand Game
- Chicken Dance KindergartenGrade6
- YMCA

YVONNE MORRIS
RingaroundtheRosyearlygradestoGrade1.Thisagoodsongtodobecauseitusesthechildren'sfullbody
toengageinthesong.Thisisusefulforyoungchildrenbecauseitkeepstheminvolved.
GameMovements
Kidsholdhandsandwalkaroundinacircle
at"ashes,ashes"claphandstwice
at"falldown"alljumpdown
PunchinellaearlygradestoGradetwo.Thissongisagoodonetodooncethekidshavedone"ringaround
therosy"becauseitissimilaractionsbutalittlemoreadvanced.Ittakesalittlebitmorethoughtandattention,
butstillfunforthekidsandinvolvesafullbodyexperience.
GameMovements
childrenholdhandsinacirclewithonechildinthecenterpretendingtobepunchinella
childrensteppingtothepulsetotheright(verse1)
childrenstop,faceforwardaschildinthecenterdoesamovement(verse2)
childrenimitatethemovementthecenterchilddid(verse3)
*** M 3852 Music in Elementary Grades *** 2017 *** *** Dr. Veblen & Ms. Ribeiro ***

"SurlepontD'avignon"Gradesthreetofour.Thissongisabitmoreadvancedforkidsbecauseitisina
differentlanguage.However,theuseofmovementsinthesongcanhelpthekidstohaveabetterunderstanding
ofthesongandlearnitmoreeffectively.
Movements
holdhandsinacircleandwalkaround
"Lesbeauxmessieursfontcommeca",bow
"Lesbellesdamesfontcommeca",curtsey
"Lessoldatsfontcommeca",salute
"Lesmusiciansfontcommeca",airguitar
"Sarasponda"Gradesfourtofive.Thissongteacheskidshowtodotwodifferentrhythmsatthesametime.It
canhelpthemwithmultitasking,whichiswhyitwouldbeforolderkidstolearn.Itwouldbealittletodifficult
foryoungerkidstodothisifthereattentionspanisshort.
Actions
Usepercussionstickswhilesingingthesongwithapartner
floor,crossleft,crossright,togetherwithpartner,crossleft,crossright,togetherwithpartnerthreetimes

#3 Project: Choose a musical concept and prepare a set of movement experiences appropriate
for children in kindergarten, grade three, and grade six.

TERESA BASZAK I would teach the musical concept of legato vs staccato to children through
movement. For the older grade levels I think that I would incorporate physical movement, plus the movement
of external objects (i.e. scarves, noise makers) to illustrate the concept separate from the students physical self.
I think it would be important for them to feel the concept in their own body but also see a physical
representation of it through an extension of their movement.
For students in kindergarten, I would create a movement repertoire for us to use in a dance to a song.
I would give them a sound (that was either staccato or legato) and have them tell me what movements they
think correspond with that sound. For example, a student may think a stomp reflects staccato or a spin
corresponds with legato. Once we had 3 or 4 options for each, I would play the students a song that had
varying staccato and legato passages and have them use the movements we created to correspond with both
concepts, demonstrating their understanding of the difference between each. For this grade level, I would not
explicitly name the movements legato or staccato but rather long or short.
For students in grade three I would incorporate external props to use to illustrate this musical concept.
By this time, students may already know the difference between legato and staccato, so I think it would be
appropriate to refer to the concepts by name. I would put on a song with varying legato and staccato rhythms
and ask students for to move to the song in a way that reflects the movement of the song. If students are
struggling, we could so a similar practice as with the kindergarten students and create a movement
repertoire. After the students had used just their bodies to move to the music, I would give each student a scarf
and ask them to move to the same song (and an additional one if time allowed), to illustrate another way of
demonstrating legato and staccato.
For students in grade five, I think I could turn this musical concept with movement into a project that
spans more than one class. For this, I would have students find their own song that has a variety of staccato and
legato passages and have them choreograph a short dance to illustrate the varying styles. They would also be
required to use a variety of movements, and not just one movement for each one. In our first class, I would have
the students improvise music to a song that has varied legato and staccato sections. After they were more
comfortable with finding movement, we would come up with a movement repertoire as a starting point for the
group dances. Students would be able to incorporate things like scarves or instruments in their dances if they
were relevant with staccato and legato movements. In the second class, the students would perform their
dances for each other.

IVY CHENG
*** M 3852 Music in Elementary Grades *** 2017 *** *** Dr. Veblen & Ms. Ribeiro ***

Kindergarten:Beginstodeveloprhythmicclappingandpatting.Theybegintodevelopsimpleskillsffjumpingand
skipping.Theyperformsimplefolkdancesincirclesandlines.Thisisalsoaroundthetimetheydeveloptheir
writingskills.
>Musicalconceptofarticulation:Childrenhoporjumptochoppy,staccatomusic,andglide,slideorswaytolegato,
smoothmusic.
>Musicalconceptofsoundversussilence:Childrenmovewhenmusicisheardandfreezeduringsilences.
Grade3:Canmaintainasteadybeatwhiletapping,patting,clapping.Canaccuratelyreproducerhythmsby
chanting,tapping,patting,clappingorstepping.Canperformostinatosonxylophones(requirespreparatory
movementtoprecedeperformance).Developssmallmusclecoordinationforplayingrecorder,keyboard.Can
respondquicklyandaccuratelytomusicalchanges(intempo,rhythmicpatterns,texture)throughmovementandcan
havequickrelations.Canperformmorecomplexfolkdancesincircles,lines,squaresandpartners.Canconduct
meterswithrhythmicaccuracy.
>Musicalconceptofpulse(tempo,timbre):Childrensteptothebeatofthedruminacircle.Whenthedrumstops
thechildrenstop.Whentheteachertapstherimofthedrum,childrenchangethedirectionoftheirwalking.
(Variation:Childrencontinuewalkingtothesamebeatevenwhenthedrumhasstopped,testingtheirinternalization
ofitssound).
>Musicalconceptofstyle(tempo,dynamics,articulation):Childrenclap,steporfollowteachersimprovisationon
pianoorxylophone.Theyshouldbeencouragedtouseasmuchvarietyofspacetime,andenergyasitisnecessaryto
kinaestheticallyrealizethemusic.

Grade6:Childrenbegintodevelopsmallmusclecoordination(anddualcoordinationofbreathingandfingers)for
performingwindandbrassinstruments.Enjoysactivephysicalinvolvement;mayprefersportstodance.Can
performrhythmiccanonsbymovingtomusicthatispreviouslysounded(fourbeatsearlier)whilelisteningtoother
music.Canrespondtotwodistinctivefeaturesofmusicthroughsimultaneousmovement(steppingtherhythmwhile
conductingthepulse).
>MusicalconceptofMeter:Inpartnersoracircleofchildren,chooseawaytodemonstrateameteroftwo,three,
four,five,six,sevenandsoon,bytossing,rollingorpassingaball.
Ex.In2/4time,studentsmaygetintopartnersandpasstheballbetweeneachotherintime.Theycanregroupinto
differentnumbersofpeopledependingonthetimesignature.
>Musicalconceptofduration:Childrenwalkthequarternotesofteachersimprovisedmusicondrumorpiano,and
stopandclapwheneighthnotesareplayed.Ortheycansitinacircle.Astheteacherimprovisesmusiconpianoor
drum,childrenwalkthequarternotesbypattingtheirlaps,runtheeighthnotesbyclapping,patthehalfnoteson
theirheadandtapthewholenotesonthefloorinfrontofthem.

#4 Project: Select a sample experience in Dalcroze eurhythmics, and prepare a ten-minute


lesson to teach in class. Develop that same idea into a thirty-minute lesson.
ALANA TALIANA
10 Minute lesson Plan: Focus - Tempo:
-Divide the room into two parts: a slow half and a fast half.
-Without music, children move from one side to the other using the designated tempo of each half.
-When I play music, children resolve their movement to that new tempo.
- I will demonstrate a movement that children will imitate.
- as music in various tempos are played, children perform the movement slower or faster.

30 Minute Lesson Plan : Focus - Meter:


-Children walk the pulse and clap on the first beat of each measure to my improvised music in;
twos, threes, fours, fives, sixes, sevens, and so on.
-Choose a number, and while I ( the teacher) plays music, children clap, pat, step, and rest for that
number of beats.
-Challenge children to respond to the call of other numbers with the same sequence of movements. (For
example, on four, children clap, pat, step, and rest for four beats each, and on seven, children clap, pat,
step, and rest for seven beats each.)
*** M 3852 Music in Elementary Grades *** 2017 *** *** Dr. Veblen & Ms. Ribeiro ***

-In partners or a circle of children, choose a way to demonstrate a meter of two, three, four, five, six,
seven, and so on,- by rolling, tossing, or passing a ball. (For example, in a 2/4 meter, partners might
bounce and catch the ball. In a meter, a circle of children might bounce, hold, and pass the ball.)
*** M 3852 Music in Elementary Grades *** 2017 *** *** Dr. Veblen & Ms. Ribeiro ***

#5 Project: Listen to recordings of music from various historical periods and cultures. Select
one or more musical concepts from each, and consider ways in which movement can be
applied as a vehicle for developing childrens understanding of the concept(s).
REBECCA DEEMING: please explain as my computer isnt cooperating in cut and paste
here.

#6 Project: To write a letter to a principal explaining how the movement experiences they
observed in your classroom were educationally justified.
EMILY APP
DearPrincipal,
Iwantedtowritetoyoutoexpressthepedagogybehindthemovementanddancingyou
observedinmygradetwoclass.Movementinclassroomsisextremelyimportantforavarietyof
reasons.Itcanprovideawelcomebreakfromsittinginachairallday.Youngstudentspay
attentionmuchbetteriftheycanmovearoundandblowoffsomesteam.Plusofcourse,sitting
inachairalldayisnothealthy,itisimportanttogetupandmove!TheactivitiesIwasdoingdo
morethanthisthough,theyhelptodevelopcoordination,finemotorskills,agility,flexibility,
listeningskills,andofcoursetheyaredevelopingmusicalskills.
Itisimportanttoincorporatemovementanddancewhenatthisagechildrensfine
motorskillsandsmallmusclecoordinationarenotquitedeveloped.Coordination,agility,
flexibility,andsynchronizedmovementcanbedevelopedbymovingtomusic.Themovements
Iwasteachinginclassrequiredintricatemovementsthathadtobeintimetobesynchronized
withotherstudents.Singinganddancingatthesametimehelpsdevelopcoordination.Inorder
todothesemovementsproperlyandinasynchronizedfashion,studentshadtolistenandpay
attention.
Movementcombinedwithmusichelpschildrenconnecttheirears,minds,andbodies.
Movementandmusicarecloselyrelatedbecausetheyarebothconcernedwithtime,soconcepts
suchaspulse,duration,accent,andtempo,canallbeexpressedthroughmovement.Movingin
timeisapedagogicaltechniquetointernalizepulseandrhythm.Itismucheasierforstudentsto
graspconceptsofbeat,pulse,andtempotodancearoundtothebeatofasongnaturallythenit
istojustexplainit.
Othermusicalconceptscanbebestdemonstratedbyusingmovementaswell,for
kinestheticandvisuallearnersespecially.Phrasingcanbeactedoutwithscarfs,dynamicscan
beshownbyenlarginganddiminishingtheirbodyspace,staccatoscanbejumpingandlegato
canbegliding,hightimberscanbeclappedandlowonessteppedto.Basicallyjustaboutevery
elementofmusiccanbeactedout.Thisactingouttheconceptstechniquecanbeagreatwayfor
themtomemorizeiteasieraswell.
Dancingrequiresstructuredandpremeditatedmovementthatdemandsconcentration.
Italsorequirespracticetomemorizethemovements.Dancingandsingingareimportantto
cultureaswell.Justabouteveryculturehasmusicanddances,fromfolksongstoPOWwows.
Connectingchildrentotheirculture,andexposingthemtootherculturesisimportantfortheir
ownwellbeing,andsotheycangainabetterunderstandingandappreciationofothercultures.
Overall,thebenefitsareimmensetoincludemovementintheclassroom,andafterall,
doesitreallyhurttoincludesomefuninschool?
Sincerely,
Miss.App