1. EDU 361 Arts in ECE Laura February 22, Session 6 “Music Activities for Young Children”

2. The Significance of Music… Attention to musical sound, and interest in producing musical sounds, begins in infancy. (McDonald text)Attention to musical sound, and interest in producing musical sounds, begins in infancy. (McDonald text) T/F? True Research studies have shown that infants in their first six months (or younger than one year old) can carry on “musical conversations”.T/F? True Research studies have shown that infants in their first six months (or younger than one year old) can carry on “musical conversations”. Should musical experiences be withheld from young children until they are old enough to sing and perform rhythmic activities? No, because music learning is going on long before the traditional group music activities of school.Should musical experiences be withheld from young children until they are old enough to sing and perform rhythmic activities? No, because music learning is going on long before the traditional group music activities of school.

3. State some reasonable goals and objectives for 2-6 year-old children learning music.State some reasonable goals and objectives for 2-6 year-old children learning music. Learn to : sing tunefully... to respond rhythmically to music through creative movement and instrumental expression…to play simple classroom instruments that do not require fine muscular coordination…and to develop attentive listening habits.Learn to : sing tunefully... to respond rhythmically to music through creative movement and instrumental expression…to play simple classroom instruments that do not require fine muscular coordination…and to develop attentive listening habits. T/F? True Children’s musical development is dependent upon their active involvement in the process of making music.T/F? True Children’s musical development is dependent upon their active involvement in the process of making music. T/F? True Withholding certain kinds of music experiences that develop certain musical skills and understandings during critical stages of maturation and development can cause those skills to remain undeveloped.T/F? True Withholding certain kinds of music experiences that develop certain musical skills and understandings during critical stages of maturation and development can cause those skills to remain undeveloped.

4. T/F? True Children need adults to assist them in awakening their awareness of music. If so, how can an adult awaken a child’s awareness of music? Through acquainting them with many kinds of music and showing them what they are capable of.T/F? True Children need adults to assist them in awakening their awareness of music. If so, how can an adult awaken a child’s awareness of music? Through acquainting them with many kinds of music and showing them what they are capable of. T/F? Children five years of age and younger who have had musical experiences and maturation, express more of a wide variety of musical abilities than older children. I honestly could not find this mentioned in the book, But I would guess that it is true because children’s brains are like big sponges at this age capable of absorbing information and learning many different skills.T/F? Children five years of age and younger who have had musical experiences and maturation, express more of a wide variety of musical abilities than older children. I honestly could not find this mentioned in the book, But I would guess that it is true because children’s brains are like big sponges at this age capable of absorbing information and learning many different skills.

5. T/F? True Teachers first need to observe the children’s spontaneous music-making activities.T/F? True Teachers first need to observe the children’s spontaneous music-making activities. T/F? False Teachers need not take cues from children, but rather trust that a variety of activities and songs will accomplish the goals for music.T/F? False Teachers need not take cues from children, but rather trust that a variety of activities and songs will accomplish the goals for music. T/F? False Time should not be allotted to teach young children about music nor should teachers approve and appreciate the children’s spontaneously created music.T/F? False Time should not be allotted to teach young children about music nor should teachers approve and appreciate the children’s spontaneously created music.

6. Young children enjoy personalized musical experiences.Young children enjoy personalized musical experiences. Give an example of a personalized musical experience that a young child might enjoy. Children might enjoy experimenting with different instruments.Give an example of a personalized musical experience that a young child might enjoy. Children might enjoy experimenting with different instruments. T/F? True The best music that is appropriate for usage in an early childhood curriculum is to begin with the music of the child’s immediate environment. If so, give an example. Chanting about a daily occurrence is an example of this.T/F? True The best music that is appropriate for usage in an early childhood curriculum is to begin with the music of the child’s immediate environment. If so, give an example. Chanting about a daily occurrence is an example of this.

7. T/F? True Gospel, classical, contemporary popular, nursery songs, and folk music are all appropriate music genre for young children.T/F? True Gospel, classical, contemporary popular, nursery songs, and folk music are all appropriate music genre for young children. T/F? True Music for young children can be defined as sound used for self-expression.T/F? True Music for young children can be defined as sound used for self-expression. T/F? True Children are natural explorers of sound and creators of music.T/F? True Children are natural explorers of sound and creators of music. Word patterns of children can be turned into songs and rhythmic speech can become vocal chants.Word patterns of children can be turned into songs and rhythmic speech can become vocal chants. Through music the child’s imagination, feeling of self- worth, and capacity for self-expression can be nurtured and given room for growth. (text)Through music the child’s imagination, feeling of self- worth, and capacity for self-expression can be nurtured and given room for growth. (text)

8. Music for Classroom Guidance & Skill Development… (See “More Than Singing,” by Sally Moomaw – supplemental handout)(See “More Than Singing,” by Sally Moomaw – supplemental handout) Music provides an emotional release. How?Music provides an emotional release. How? Music encourages cultural sharing. How?Music encourages cultural sharing. How? Music increases physical knowledge. How?Music increases physical knowledge. How?

9. Music heightens listening skills. How?Music heightens listening skills. How? Music aids cognitive development. How?Music aids cognitive development. How? Music experiences foster appreciation. How?Music experiences foster appreciation. How? Music assists in motor development. How?Music assists in motor development. How? Music is a tool for scaffolding. Why?Music is a tool for scaffolding. Why? Music increases self-esteem. How?Music increases self-esteem. How? T/F? In order to plan appropriate music activities, teachers must understand the developmental stages of children and how those stages relate to music.T/F? In order to plan appropriate music activities, teachers must understand the developmental stages of children and how those stages relate to music.

10. More Music for Classroom Guidance & Transitions… (Moomaw supplemental text handout)(Moomaw supplemental text handout) Review “With Our Blocks” song.Review “With Our Blocks” song. Review “Snip, Snip, Snip” song.Review “Snip, Snip, Snip” song. Review “Throw That Ball” song.Review “Throw That Ball” song. Review “Jump Myself Jiggly” song.Review “Jump Myself Jiggly” song. Review “Where, Oh Where?” (Transition Song)Review “Where, Oh Where?” (Transition Song)

11. Review “I Have a Friend” song. (Transition Song)Review “I Have a Friend” song. (Transition Song) Review “Look at What We’re Wearing” song. (Transition Song)Review “Look at What We’re Wearing” song. (Transition Song) Review “Everybody Have a Seat” song. (Transition Song)Review “Everybody Have a Seat” song. (Transition Song) Review “If Your Name Begins” song. (Transition Song)Review “If Your Name Begins” song. (Transition Song) Review “Field Trip Song”. (Transition Song)Review “Field Trip Song”. (Transition Song)