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