Music Take-Away-Music Movement

As an early years practitioner you will recognise that children’s play is closely linked to their learning and development. Children learn in so many different ways but you will notice that they learn mainly through play. When children are able to do many different activity’s that allows them to lean but have fun at the same time thy will find what they are doing fun and will engage the children. It is important that when in you your setting you set up a variety of educational activity’s this way the children will be able to choose freely what they want to do.

Read the poem “Five green and speckled frogs”. Read it once out loud with them. Then pass out the little cards paper clipped together to random students. Have them find the words that match the sounds in the poems.

Teaching Strategies: Use the rice or sand to hide the objects, with the spoons and magnifying glasses have the kids look for the leprechaun’s gold, or find four leaf clovers.

When we ask the children to share their ideas orally using solid objects (teddies or animals), the teacher will be able to define their ideas and strategies. In addition, the children will have the opportunity to be involved in their learning process as part of their sense of agency.

A sound wave is a disturbance that repeats regularly in space and time and that transmits energy from one place to another with no transfer of matter. In Activity 2 on page 8 we had to model sound waves using an instrument. In our class we used a flute as the example and when the person blew into it, sound waves were produced. As they blew and changed the volume and pitch the sound waves changed. A sound wave is created when something vibrates. When something vibrates, longitudinal waves are created which we can hear. A longitudinal wave is a wave that transfers energy through compressions and rarefactions in the material that the wave travels which are all parts of a sound wave. In Activity 2 it states in some parts of the wave, the air molecules

Question 1: Describe how you might contribute to a lesson given to a group of seven year old children learning to play percussion instruments.

Put on some music and invite children to a dance party (1 – 6 years old) - Music activities and experiences help children practice important skills, including thinking, language, motor coordination and understanding emotions. Music and singing can help children follow the routine. Clean-up songs alert children that it's time to put away their toys and move to another activity. Educators can use songs to signal a transition from one activity to another, or to keep children interested and occupied while they are waiting for the next activity. Playing quiet music is a clear signal for nap time. Loud, energetic music can get children up and moving or help them use up energy before they settle down to a quieter task. For this kind of experience

The center will include musical instruments such as flutes, small drums, and guitars. Musical instruments reflect our creative arts expression program. This program will help our children express their feelings through music. We will also have all different types of arts and crafts such as markers, scissors, glue, etc. These materials are part of creative arts expression program. The center will also include dress up materials, for our children to express themselves and play pretend. Playing pretend opens up their imaginations, and helps them with self-expression which is an important factor in our philosophy.

Goal: To gain knowledge of letters of the alphabet through sensory play during small group time in the classroom.

The interesting question is how waves can become meaningful sounds. First off we must know that sound is a wave. It is impossible for sound to be a particle or atom because if it was a particle the two different sounds would eventually collide and if sound was an atom one sound would deflect another and neither one of these situations ever happens. A characteristic of sound is that different sounds pass through one another, for example, a sound and its echo. Therefore, it is safe to conclude that sound is a form of wave. Sound is molecules vibrating back and forth creating what we call a longitudinal wave. However, very few times do we consider sound as flow of power yet that is exactly what it is. It is a power that flows through the air steadily. The speed at which it travels depends on the temperature and the

When I look back to my childhood I try to think of toys that I played that helped my development move along. The one toy that I remember is the “see and say”, a toy that looked like a wheel with multiple pictures, every time I would pull the string it would stop at a picture and make the sound of the animal shown. This toy helped with assimilation and accommodation. With the increase in technology and knowledge toys have become much more advanced. As I walked down the toy aisle and played with multiple bright, loud and fun toys, it was hard to choose a specific toy to research. There was a variety of toys and games; including playing mats with buttons, sing along chairs and bath time fun toys. The toy that stood out to me the most was the bright beats, dance and moves beat Bo. The fact that it was colorful and shaped like a cute animal caught my eye quickly. As I played with the toy a pushed multiple buttons it played songs and moved to the beats, just like me. The toy also recited the ABCs and counted many numbers. The final aspect of the beat Bo is an ability to record your voice and remix it into a fun song; this sealed the deal for me. The toy is manufactured by Fisher-Price and was rewarded as TOTY 2016 (Toy of the Year). Beat Bo’s age recommendation is 9 to 36 months. Fisher-Price sells the Beat Bo by having three ways to play; dancing, learning and recording. The dancing and moving way allows babies to get up and move around. The learning and game way introduces

When listening to music do you ever wonder how it was formed? We do not think about that. So how is music formed? Music is formed when a sound is produced when something vibrates. The vibrating body causes the medium around it to vibrate. With the vibrations moving in the air they are called traveling longitudinal waves. Longitudinal waves allow us to hear. By allowing us to hear, it allows high and low pressure to form called compression and rarefaction.

rocks, sticks, and flowers probe their imagination. The sounds of nature are a unique learning experience

When a teacher fully understand the development stages and know what stage their children are in they will be in a better position to assist in their students' development. One important skill a teacher a can assist early childhood children develop, especially children in the early part of the stage, is there listening skills. It is important that teachers know that taking advantage of the world of sounds is a wonderful way to help young children develop their listening skills. (Miller, 2001) Students can read stories, play music, or just simply talk to the students in order for the children to pay attention. If it is something of interest, they will often listen to what is going on. However, having children pay attention to the sounds is not enough; therefore teachers mush request the students to repeat what is going on. This year I have decided to incorporate the Arthur® cartoon series into my classroom. This series teaches educational lessons through a story plot. I have the kids to pay attention to what is being said and ask them what is going on. I noticed that kids that watch the cartoons will remember

This science lesson Mrs.Coan started with asking students if they played any musical instruments. These questions served as an engaging strategy to direct students’ attention on the thinking about the sound and the ways the sound travels. One of the students shared that he was learning to play piano. So right away Mrs. Coan’s question was: “What do you think affects the sound that is coming out of the piano?” Another child shared that he knew how to play guitar. With the series of questions Mrs. Coan guided children to the fact that length and strength of the sound depended on the size of the instruments, vibration and strength we would be approaching the strings or keys. Next, she announced that they were about to evaluate the sound that was coming out from the two different tuning forks (big and small). After this, the teacher used the question to check the existing schema of the students and ask who could help her with the definition of hypotheses. Then, with the help of the students, she wrote down the hypothesis on the board about the length and strength of the sound generated by the big fork. So we can see here how visual strategy was incorporated into the lesson.