1. Early Childhood Education Music and Movement
Tammy Cannon
CUR/516
Liz Mead
April 6,2014

2. Course Outline
This course will provide instruction and experience in developing lesson plans and implementation for directing children in music and movement activities; describe ways of encouraging student participation.
Lectures: 1.5 hours, Tuesday and Thursday, 6 weeks;
Student teaching: lab hours available 8:00am-11:30am
Student observations: Monday-Friday in select classrooms; schedule with instructor

3. Goals
Upon successful completion of this course, students will be able to:
Expose children to music and movement from different cultures
Identify ways to foster the child’s creativity in music and movement
Plan, develop and implement creative activities in music and movement
Identify different types of movement patterns, that corresponds to the music
Promote language development; increase phonemic awareness
Encourage planned physical development
To experience movement through space
Participate in games and forms of exercise
Discover different patterns of beats and rhythms
Students will express their self through music and dance

4. Objectives
Model the activity by singing the entire song while demonstrating all of the movements.
Then teach the words to the students, a few words at a time, as each part is added then go back to the beginning and sing the song again.
After the students know the words then add movement to the words.
Keep repeating the song.
Collaborative learning is necessary in this style because it includes engagement and participation from students and instructors.

5. Method
Basic instruction in curriculum development for infants, toddlers and preschoolers in music and movement
Instructional designs, games, pretend play, performance. Students will participate in role play with music and movement, games that coordinate with music and movement, each student will conduct a presentation of the music and movement lesson that they have developed.

6. Instructional design
The instructional design will be the best approach with student engagement and then allowing for each student to participate in the process after given the opportunity of creating and developing the lessons.
Audience –will consist of students and Child Development Assistants
Behavior- Students will be able to teach music that encourages movement and physical development. Students will understand how music relates to physical development by introducing songs, music and movement from different cultures and backgrounds
Condition- Students will need a CD player, music CDs, lesson plans, streamers, musical instruments, rhythm sticks
Degree-each student will demonstrate mastery of the goals by presenting the lesson plan to each class member, and preforming the music and movement activity.

7. Instructional Technology
The technology instruction we would use would meet the needs of the diverse cultures and school population. We will include
Videotaping
Voice recording
Microphones
CD player

8. Evidence of understanding
Student teaching
Students engaged in activities

9. Formative Assessment Participates timeline Evaluation resources
implementation
All assistants, seasoned teachers, parents
Course will begin July 1 and end August 15, 2014
Audience will provide feedback, self-assessment, audience critique
Greg and Steven Cds, creative curriculum, preschool curriculum books,
Students will present to peers before presenting to students in the classrooms, student teaching

10. Extension of activities
Finger plays
Role playing
Literacy
Sing alongs

11. Summary Course outline Participates Timelines Goals and objectives
Evaluations

12. Resources Creative curriculum for toddlers and preschoolers
Ready already curriculum
Second Steps
Greg and Steven Music and Movement (4) CDs
SPARKS webinar presentation
Lakeshore materials (finger play puppets)
sYxMKCFmAU&feature=youtube_gdata_player

13. Reference
Denton, K (2004). A Child’s Treasury of Nursery Rhymes. Houghton Mifflin
Prelutsky, J (2000). It’s raining Pigs and Noodles. HarperCollins