UNIVERSITY OF CALOOCAN CITY

Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

COLLEGE OF EDUCATION

CREATIVE ARTS, MUSIC AND MOVEMENT IN ECED

SUBJECT CODE: ECE 005
TOPIC OR LESSON 11: Developing Creativity through Music and Movement
WEEK: 13
SUB-TOPIC/S:
1.1. Key Experiences in Movement
1.2. Developing Basic Timing
1.3. Music and Movement throughout the Preschool Day

OVERVIEW OF THE TOPIC

How do we select and organize activities for music and movement? To answer this
question, we need to know how young children engage in music and movement. We
also need to familiarize ourselves with group singing and movement activities for
children. In addition, we need to know how to identify and use the key experience for
music and movement throughout the preschool day.

LEARNING OUTCOMES
Students are expected to create developmentally appropriate activities integrating
music and movement to deliver particular lesson in class.

LEARNING OBJECTIVES
At the end of the lesson, students should be able to:

a. Select and organize means and methods in teaching music and movement to
young children.

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 ENGAGE

Explain how young children learn through the following music and movement activities:

Listening
Singing
Moving to Music
Playing instruments
Imitating/representing movement

EXPLORE
Think about it!
In your own opinion, how will movement experiences strengthened social and
cognitive skills of our learners?

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EXPLAIN

KEY EXPERIENCES IN MOVEMENT

Movement experiences in the preschool years lay the foundation for health,
fitness, and success in sports and music activities throughout life. Movement
experiences are also important for strengthening their social and cognitive skills. In
addition, movement activities offer valuable practice in attending, following, directions
and linking language with movement – skills that contribute to a child’s academic
achievement. In order to optimize the benefits of movement, teachers should include
the following key experiences in their daily plans.

• Following movement directions. Provide activities that require children to

respond to spoken directions, visual demonstrations or hands-on assistance.
• Describing movement. These experiences require children to use language to
develop an awareness of what the body is doing, to plan movements and to
recall movements.

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 • Moving in non-locomotor ways. These experiences require children to move in
place without transferring weight. Nonlocomotor movements include bending,
stretching, shaking and many others.
• Moving in locomotor ways. These experiences require children to move from
place to place. Walking, running, hopping, jumping, skipping and galloping are
locomotor movements.
• Moving with objects. These experiences require children to move with objects
like balls, ribbons, bean bags, scarves, and sticks.
• Expressing creativity in movement. These experiences require children to use
movement to solve problems, represent an idea or object and to fantasize.
• Feeling and expressing beat. These experiences develop the ability to feel and
walk to a steady beat of music and rhythmic language.
• Moving with others to a common beat. These experiences require children to
perform sequences of movement to the beat in coordination with a partner or
with the group.

DEVELOPING BASIC TIMING

Feeling and expressing beat or basic timing or is one of the most important skills
that young children should acquire because it is the foundation for so many other skills.
Children must master basic timing before they can develop other basic motor skills like
performing a series of jumps, hops or skips. It is also a prerequisite for learning most sport
skills and for participating in music activities.

Here are some activities that can help children move to the beat.

1. Pat a Body Part

• Have the children pat different parts of the body with both hands.
• Simultaneously chant the name of the body part as it is touched.
• Repeat this sequence using different body parts.
• Ask the children to take turns picking what part of the body the group
will pat.
2. Marching to the Beat
• Have the children march in place or around the room to the beat of
instrumental music.
• Prepare the children for marching to the music by chanting “March,
March, March” with them as they march with their feet in place.
(Children do not chant as they march to the music.)
• Establish the steady beat by chanting, “March, March, March” once or
twice.
3. Pat a Rhyme
• If you are sitting next to children during circle time, pat the steady
beat on children’s backs or knees as you sing or chant rhymes and
songs.
• If a child hangs on to you or sits on your lap, move that child to the
beat while chanting or singing.
4. Chanting Names
• Chant children’s names with children, as everyone pats themselves
or takes steps to each beat of the chant.

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 • Allow children to choose which name will be used next.
• Be sure to work up to weight-bearing, stepping as you use the
activity.

MUSIC AND MOVEMENT THROUGHOUT THE PRESCHOOL DAY

Music and movement activities provide both children and teachers a focus.
Music and movement activities help make transitions go more smoothly, and help
children make good use of time while waiting for something else to do. However,
teachers must remember that music and movement activities are not used as a means
of controlling children but as a tool for managing them.
The following are some ways of using music and movement experiences
throughout the preschool daily routine.

1. Greeting Time or Morning Circle Time

Here are songs and activities that you can use during greeting time or the
morning circle time. You may record the songs and introduce them as listening
activities first. Encourage the children to suggest appropriate actions.

2. Planning Time
Planning time activities could be both child-initiated and teacher-initiated. For
example, after the morning circle, the teacher and the children can form a long train
then chug around the room. They move to the beat of a song or to a taped music.
Each child drops off the train as it passes the preferred work area or learning center.
Vary the activity by flying an airplane or galloping like a horse.
Get a long fabric or plastic mat and lay it on the floor. Ask the children of a way
to move their bodies on the mat such as hopping, rolling, sliding, or galloping until they
reach the place or activity center of their choice.

3. Working Time
Children can start singing a song and making appropriate movements while in
their chosen activity centers. For example, a child may start singing as he or she paints
on an easel using big broad strokes. The other children may join the singing in their
respective working areas. This may lead to group singing and dancing.
While the children are working, the teacher can play some music. The children
respond to the music by singing or humming along. They may also tap the beat of the
song using body parts, sticks, or other instruments.

4. Clean-up Time
We can also use music and movement during clean-up time.

5. Snack Time
During snack time, the teacher can ask children to pass things out while
describing the movement they are using.

6. Circle Time
Circle time provides many opportunities for music and movement activities.

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 7. Small Group Time
The teacher builds an obstacle course for children using tables, blankets,
hula hoops, chairs and large boxes. The teacher explains what an obstacle
course is, and demonstrates how to move through the course. Children choose
different ways to move through the course while taped music is played in the
background. The next day, the children create their own obstacle course using
the same materials.

8. Transition Time
Teachers also use music and movement activities as children move from
activity to the next. This can be done by simply asking one or more children to
show or tell others how they will move their bodies to the next activity by
chanting.

Indeed, there are endless possibilities for music and movement activities during
all parts of the preschool daily routine. All the teacher needs to do is support the
movement experiences they see the children engage in spontaneously and encourage
children to add a movement dimension to the ongoing activities.

ELABORATE

Select and organize appropriate music and movement activities throughout the
preschool day. Describe the activity and explain your purpose in selecting the activity.

Type of Musical Activity Title/description Purpose

EVALUATE

Let’s Create
1. Choose one routine in a preschool class.

2. Create a song/chant in introducing a certain activity on that routine.

3. Take a video of yourself singing and acting the chant/song that you created.

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 RUBRIC FOR EVALUATION SCORE
3– The 2 – The 1– The explanation 0.5 – The 0–
explanation is explanation is is quite relevant to explanation is not Has no
RELEVANCE
directly relevant relevant to the the topic. Only few clear and has a explanation
to the topic. Every topic. Most of the of the details very rough
detail points details contribute contribute to the transition of idea.
toward the topic. to the development of The details are
development of the topic. not relevant to
the topic. the topic.
3– The 2– The 1– The explanation 0.5 – The 0–
ARGUMENT
EVIDENCE/

explanation shows explanation shows at 3 to 5 explanation Has no

at least 9 shows at least 6 correct/valid shows at most 2 explanation
correct/valid to 8 correct/valid evidences to correct/valid
evidences to evidences to support his/her evidences to
support his/her support his/her answer. support his/her
answer. answer. answer.
2– The 1.5 – The 1– The explanation 0.5 – The 0–
explanation is explanation is is somewhat clear explanation is not Has no
CLARITY

clear, has a very clear, has a good and has a rough clear and has a explanation
good flow of transition, most of transition from one very rough
discussion, every the details are idea to another. transition of
detail is connected to ideas.
connected to each other.
each other.
2– The 1.5 – The 1– The explanation 1.5 – The 0–
TECHNI-

explanation has explanation has 1 has 3 to 4 errors in explanation has Has no

CALITY

no error in to 2 errors in grammar, spelling, at least 5 errors in explanation

grammar, spelling, grammar, and punctuations. grammar,
and punctuations. spelling, and spelling, and
punctuations. punctuations.
OVERALL SCORE:

REFERENCES

Alcodia, Editha (2012) Creative Arts, Music and Drama for Young Children

Barnes & Noble Education Integrating Music, Art, Play and Movement in the Early
Childhood Curriculum

Sarrazin, Natalie (2012) Music and the Child

ADDITIONAL
MATERIALS

Charlie Parker’s Definition of Sound and Music

https://www.newyorker.com/culture/the-front-row/how-charlie-parker-defined-the-
sound-and-substance-of-bebop-jazz

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PREPARED BY:

Ms. Desiree S. Isidro

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