mue2211b - Early Childhood Music and Movement
(Laura) Junie Albers-Biddle

Syllabus

Course content:

This course that prepares teachers of young children to use music in their instruction will include the following subjects:

• The musical world and musical nature of the young child, including the role of musical play
• The impact (intellectual, physical, social, emotional, and spiritual) of music on the whole child
• The musical growth of the young child through singing, moving, listening, creating, playing instruments, and thinking about sound
• Techniques for reaching all children through music, including at-risk children and those with special needs
• Music materials for young children, with opportunities for:
1. building a repertoire of songs, including multicultural materials, movement activities, rhymes, and singing games
2. becoming familiar with recordings, instruments, literature about music, and musical toys that are appropriate for young children at various developmental stages
• The role of the teacher, focusing on:
1. integrating music across the curriculum, infusing it into play, daily activities, and nonmusical subjects, while focusing on musical learning and development
2. creating music centers and selecting materials for musical play
3. helping children find their singing voices
4. interacting musically and discussing music
5. encouraging "musical parenting"
6. observing musical behaviors and documenting musical growth
7. modeling musical behaviors, including a valuing of music.

Schedule

Assignments:

Modules: Each module consists of an activity to be completed on-line each week.

Final:  The last module requires a visitation to a music & movement program along with a written assignment.

Activity Plan:  Ready – To – Use Teaching Ideas (Scholastic, 1992)

• Each team will design an Activity Plan for a specified age group, following the format on page 36 of their textbook.  The team will then present the Activity Plan to the class as a whole.
• Aim – the value of the activity is explained through a list of the skills and concepts that the plan develops more fully.
• Group Size – the suggested number of children to involve at one time.  Adjust this to your own needs.
• Materials – basic materials and special items to gather are suggested here.
• In Advance – materials to prepare or arrangements to make before introducing an activity.
• Getting Ready – ways to introduce the theme to one child, a small group, or a large group of children.  Open-ended questions help children think and talk about topics related to the activity.
• Begin – suggestions for introducing materials; helping children get started; and guiding the activity in non-directive ways.  Some of the plans also offer suggestions for ways to bring the activity to a close, as well as extension ideas to further enhance an experience.
• Remember – developmental considerations to keep in mind, an occasional safety reminder, and tips about ways to relate other skills and concepts to the activity them.
• Books and CD’s – music selections to use, children’s books related to the topic, or professional books where you can look for additional ideas. 

In-Class Participation:  Attendance is required due to the experiential nature of this course and emerging sense of professionalism that pre-service teacher must demonstrate. At designated times, you will be asked to engage other students in music, movement, and/or dance activities for preschool or primary aged children that correspond to the topic that week.

Grading:

• Modules (20 points each) = 100 points
• Final (40 points)
• Activity Plan - group project (40 points)
• In-Class Participation (20 points each) = 120 points

Course Home

This page was last updated on May 11, 2007
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