A caregiver can play an important role in the future development of children and through music and movement it is quite easy where a sense of trust has to be built between the teacher and the students that help in supporting them to explore the world. As the preschool students are more cooperative and hence they gain their language skills through concentrating in the classroom. There are a number of ways that teacher through which teachers can motivate students to be concentrated in the music and movement class and one of the best examples is through storytelling (Georgios, Aspasia, Maria, Evgenia, & Basiliki, 2017).
As a teacher of music and movement, the method I will be using in the class will be the Suzuki Method of music and movement learning. This method was introduced in the country of Japan and through where it spread in the whole world (Kertz-Welzel, 2016). The main focus of this to apply language acquisition to the learning of the music and this method was later called as a mother-tongue approach. The approach of this method is that through repeated listening and memorizing the music becomes students’ part of life through building proper vocabulary. The main points of this learning methodology of music are achieved through motivation and encouragement that also require the involvement of the parents as well. The method covers almost all of the musical instruments such as piano, flute, and even guitar but it is less known that the method was started from the Violin (Campbell & Scott-Kassner, 2018).
Five Sequenced music and movement activities
The main focus of these learning courses is children of an age group of level 3 grade as the main focus should be on the teaching the music and movement that will help in their future progress and development. The activities are given as:
Use a Chair drum
Exploring the rhythm is one of the main purposes of using the drum within the students and it also enhances the pre-writing skills in the children.
Allowing free drumming to the students will help them measure the volume and it should be done before introducing a certain rhythm or a song activity (Vogl, Dorfer, Widmer, & Knees, 2017).
Teaching them basics
The third step is to taught them how to play chair drum through drumsticks. There are two different methods of holding the drumsticks that through the matched or traditional way. The drumsticks should be hold few inches away from the drum and then stick them so that students will be able to know how to play and strike these drumsticks on the drums as well. (Koops, 2017).
Learning different rudiments and rods
The first part of learning is through proper listening, the best to teach an instrument to the students is by playing that particular instrument on a video or audio and it also helps in expanding a child’s musical knowledge (Berryman, Eley, & Copeland, 2017). There are different level of stock and the students will learn each stokes either they can be one or more according to the rhythm.
The next step will be dancing on the rhythm and the steps and movement according to the rhythm of the music that has to be played on the drum and different types of beats on chair drum.
Learning the Drum sets Basic
To learn and play the students will have to learn the fill measurement. The bridges of gaps between the different sections of the song through the bass drum and crash symbol through which they are accented. (Malbon, 2017).
Keyword and Body Dancing
Kinesthetic Challenge should be given to the child with the help of body dancing. In body dancing, a certain part should be moved on the music and it should be prominent till the next one is called. Keyword dancing includes when a certain part of a song or words are appeared then repeating the same step is known as keyword dancing. This enhances the memorization skills of the movement as per the music inabilities of the child (Englund & Sandstrom, 2015). The students will be learning in the sequence the kids who play drum will not dance and kids that dance will not play drum and it will be rotated on daily basis so that each kid can learn how to play drum and dance.
Kodaly Method for teaching
Lesson Learning Activities Outcomes Resources
1 • The first task to learn and understand the knowledge perception of the children and training them to dance on the drum.
• Through different songs that have been played as cover on the drum the children will be able to learn and it is the first step in Kodaly Approach. .
• Encourage the students to put the scarves on a put a ribbon on the hand that will be very pleasing and helps in creating different dance moves. The best-recommended song will jiggle your Scarf. The purpose is according to the Kodaly approach because according to him hand sign are helpful for children to understand.
Aural recognition skills are developed within the student through teaching them rhythm and different notes. Believer – Drum Cover
2 • Rhythm introduction must be done by using the clapping technique while the dance is on. According to Kodaly the third task is introduce rhythm to the children through which they develop rhythm proficiency,
• There are different kind of rhythm that can be taught on the drum in different types of beats through the video “7 Must Know Gospel Drum Beats”.
Understanding of effects of different notes and pitches and were to use high pitches and where low pitches can be used to make the sound pleasing for the listeners and dance moves according to these pitches.
3 • Teaching them different drums sticks movement and get them to understand the sound of each key through symbols and notes because Kodaly believes that for music learning the students will be able to be creative and they should be collaborative as well.
• Playing drums with different kind of music and beats will help them creating their own music combination and dancing on these movements as well through creative dancing techniques according to the approach of Kodaly. (ACARA)
Practicing of the music and performing dance steps. https://www.youtube.com/watch?v=6P0oPdIT1gI
4 The students will be advised to write their own composition and differentiate it by using different color pencils. This is done because students with different culture will share their drumming styles and it will be very helpful to learn other cultures as well according to the last approach of Kodaly. African and Japanese are the famous drumming that should be taught first. ACARA
Composing own sound through the creativity and self-understanding of the music and movement lectures and through the videos that have been told to them. https://www.youtube.com/watch?v=k
These resources will be very beneficial for the children’s in the future classes as well because there is a certain thing that these resources help the children to develop in themselves and secure learning process for the future aspect as well. These movements will also help the students who have difficulty in speaking can raise the verbal abilities than through body movement they are able to remove the communication gap. Moreover, the body movement is adopted very quickly by the children so it is better to fire these abilities in the children that will be delivered in the future classes. Moreover, these classes will also them in daily life transmission such as gathering all the children within the circle and this will teach them discipline as well (Petry, Illandara, Elvitigala, & Nanayakkara, 2018).
The sequence of learning should be given in the following ways:
• Participating in the group activities
• Sharing music and dance of each other’s culture within the groups
• Awareness of dance step and body movements
• Creativity and imagination through musical instruments
• Practicing rhythm through different dance moves and movement
These are the link of cross-curricular activities that has been taught to the children and these are the major focus of music and movement class curriculum. Group activities make them understand different types of culture that have been enrolled within their classes. This removes the communication barrier between them and helps in understanding. The most important part of the curriculum is making them learn different steps and body parts movement in accordance with different types of rhythm that have been taught to them. This will help them in memorizing different steps at different rhythms that boost their memorizing abilities as a student as well. The best thing that will boost the student level will be enhancing the creativity within the students that tries to develop music and composition on their own using a specific instrument (Williams, 2018).
Exploring different instruments will help them aware of the methods to play these instruments that will be more beneficial for the students to learn the latest tools and techniques and will enhance their learning abilities. The last sequences are to able students through this course to understand different rhythms and practice dance moves on these rhythms and able to create certain dance moves with respect to them. Moreover, the creativeness of the children will also help them create the dance moves of their own styles and they can even participate in different events to be more popular. This is not done these classes also enable the student to set their path in the field of music and movement. Most of these students will be able to become future stars and they can earn very good earning through the music industry and film industry.
TEACHING AND LEARNING PROCESS ASSESSMENT
The assessment of the students is the best key to improve them and it is the foremost technique for improving the capabilities of the student as well. Formative assessment will be the best method to assess the student to how much extent they are learning the music and movement and the knowledge of instrument that has been told to them. The feedback that has been gathered through the formative assessment will be then used for improving the capabilities of the children.
Importance of Music and Movement class
There are several importance of the music and movement class but the foremost importance is creating the creativity and understanding the difference in variation in the academic life of the children. Moreover, it also creates a sense of team work within the child. As these classes are told to level 2 students it is imperative for them to teach these basics as they are in their growing stages and it will have greater impact on them as well. These are the importance of music and movement classes for the students.
The well-referred justification of music and movement in the classroom is that it enhances the self-esteem of most of the children. They will be able to learn new words and concepts through the classes of music and movement. They also help them in developing larger motor skills that will be added to their abilities. They can express their emotion and imagine the world as they want and on the basis, they perceived the overall world. Music and movement lectures are very important in the mental growth of a child and they be taught will uttermost passion by the assigned teacher.
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Campbell, P. S., & Scott-Kassner, C. (2018). Music in Childhood Enhanced: From Preschool through the Elementary Grades, Spiral bound Version. Cengage Learning.
Englund, B., & Sandstrom, B. (2015). Expression’and verbal expression: on communication in an upper secondary dance class. Research in Dance Education, 16(3), 213-229.
Georgios, L., Aspasia, D., Maria, K., Evgenia, N., & Basiliki, T. (2017). The Effectiveness of a Music and Movement Program for Traditional Dance Teaching on Primary School Students’ Intrinsic Motivation and Self-Reported Patterns of Lesson Participation. Mediterranean Journal of Social Sciences, 8(1) , 227-227.
Kertz-Welzel, A. (2016). Lesson learned? In search of patriotism and nationalism in the German music education curriculum. In Patriotism and nationalism in music education. Routledge, 23-42.
Koops, L. H. (2017). The enjoyment cycle: A phenomenology of musical enjoyment of 4-to 7-year-olds during musical play. Journal of Research in Music Education, 65(3), 360-380.
Malbon, B. (2017). The Dancer from the Dance: The musical and dancing crowds of clubbing. In Electronica, Dance and Club Music.Routledge, 487-526.
Petry, B., Illandara, T., Elvitigala, D. S., & Nanayakkara, S. (2018). Supporting rhythm activities of deaf children using music-sensory-substitution systems. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems, 1-10.
Vogl, R., Dorfer, M., Widmer, G., & Knees, P. (2017). Drum Transcription via Joint Beat and Drum Modeling Using Convolutional Recurrent Neural Networks. In ISMIR , 150-157.
Williams, K. E. (2018). Moving to the beat: Using music, rhythm, and movement to enhance self-regulation in early childhood classrooms. International Journal of Early Childhood, 50(1), 85-100.