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Enhancing Children's Creative Arts Through Music and Movement

Discover strategies for supporting children's creative arts development through movement and music exploration. Engage in activities like singing, action songs, and pretending play to enhance children's imagination and expression.

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Enhancing Children's Creative Arts Through Music and Movement

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  1. Objectives Participants will be able to: • Identify the Creative Arts KDIs • State the components of each of the individual Creative Arts KDIs • Identify and use strategies to support children’s Creative Arts development.

  2. Moving to Music • Please join me in the open space. • We are going listen to 3 different musical recordings. Please move the way the music makes you feel. • Music: BeleKawe Popcorn Gaelic Waltz

  3. Well….. How did the music influence your movements?

  4. KDI 42 Movement: Children express and represent what they observe, think, imagine, and feel through movement. Children: • Explore moving their whole bodies, or parts of their bodies with and without music. • Respond to the features and moods of music through movement.

  5. Singing With Children When you are singing with children use your voice (not a CD): • You can slow down the tempo so children can sing along with you – children have a difficult time keeping up with the fast tempo on a CD • You can pitch the songs in a higher range so children can sing with you • You can’t modify a CD based on children’s interests or ideas

  6. Higher and Higher! Children have short vocal cords and will sing in tune more easily when songs are started in their range rather than where we as adults feel more comfortable!

  7. Singing on Random Pitches • Think of a topic you and your partner would like to talk about • Instead of speaking, sing your conversation to each other using random pitches • When could you do this in the classroom? This experience has no rights or wrongs! It’s a great way to have children explore their voices.

  8. Action Songs When using action songs it is important to use “Separate” to show the movements to the children. • Try out the movements first. • Then start the movements and the adult sings the song, children joining in when they can.

  9. Eensy Weensy Spider • Show a movement and everyone joins in: • Find a way to show a spider creeping up • Find a way to show down • Find a way to show the sun • Find a way to show a spider creeping up • Do the movements first, then layer on the song.

  10. What Do You Think? How does using this process allow children to be more successful than if you used a CD?

  11. Adding in Musical Elements (pitch, tempo, dynamics) Let’s do another action song called “If You are Happy and You Know It” • Please explore movements that can show you being “happy” • Who will share your movements with us? • Everyone tries out the movements of several leaders • Let’s add the song!

  12. If You’re Happy and You Know It If you’re happy and you know it move your arms. If you’re happy and you know it move your arms. If you’re happy and you know it then your face will surely show it. If you’re happy and you know it move your arms.

  13. Let’s Make it Different! This time let’s sing the song again and use a different kind of emotion such as angry, sad, shy, etc. How did we change the way we sung the song when we used a different emotion?

  14. KDI 41: Music Children express and represent what they observe, think, imagine, and feel through music. Children: • Explore and experience sound through singing, moving, listening, and playing instruments. • Experiment with their voices and make up songs and chants. • Children explore and respond to musical elements such as pitch (high, low), tempo (fast, slow), dynamics (loud, soft) and steady beat.

  15. Thinking About Movement and Music in My Classroom • In table groups, think about how to support children’s movement and music experiences throughout your daily routine. • Record your ideas on page 7 in your training booklet

  16. What Could It Be??? • In table groups, use the object you are given for pretend play. • Brainstorm how children might use this object in their pretend play. See how many different ideas you can come up with!

  17. It Can Be Anything! • Part of being a child is pretending and using anything and everything to out act out your imagination or real life situations. • Simple, inanimate objects can turn into a valuable prop for elaborate play

  18. KDI 43: Pretend Play Children express and represent what they observe, think, imagine, and feel through pretend play. • Children imitate actions, use one object to stand for another, and take on roles themselves based on their interests and experiences. • They use figures to represent characters in their pretend play scenarios (e.g., having a “family of toy bears talk to one another). • Their play themes develop in detail and complexity over time.

  19. Elements of Pretend Play • Using one object to stand for another • Using gestures, sounds and words to define an object, situation or setting • Pretending to be someone else • Sharing pretend play roles with others • Talking with others within the context of the role play situation

  20. Strategies for Supporting Children’s Pretend Play • Imitate children’s actions and sounds • Provide open-ended materials and props for pretending • Watch and listen for elements of pretend play • Participate in pretend play respectfully • Follow the theme and content set by children • Offer suggestions within play theme • Respect children’s response to your ideas • Address the pretend role rather than the child • Plan ways to support children’s pretend play • Materials, field trips, visitors • Provide time for pretend play to unfold and develop

  21. Full Scenario Example • Turn to page 9 in your Training Booklet. • As you watch the video clip, look for examples of these strategies. • Be ready to share your ideas.

  22. Playing Along Side Example • Turn to page 9 in your Training Booklet. • As you watch the video clip, look for examples of these strategies. • Be ready to share your ideas.

  23. Supporting Pretend Play in the Classroom • Look over the teaching strategies for supporting children’s pretend play on page 10 of your Training Booklet. • With a partner, complete the graph on page 11, jotting down how you would support the children in each situation. • Use the last two rows to record your children’s pretend play interests and your ideas on how to support them.

  24. Bobby’s Story • How many people had experiences similar to Bobby? • What does this say about how we can affect children’s feelings about their art work? • How might this apply to any of the Creative Arts KDIs? • What does this say to us about using coloring books or doing “craft projects” with children?

  25. KDI 40: Art Children express and represent what they observe, think, imagine, and feel through two- and three-dimensional art • Children explore and use a variety of materials and tools to draw and paint, mold and sculpt, build and assemble. • They use the properties of art materials (e.g., shape, color, texture) to represent their ideas. • Children’s representations and designs develop from simple to complex, and from accidental to intentional.

  26. Developmental Sequence of Art Exploration Representations Designs

  27. Art Materials • Look over the materials on pages 14-15 in your Training Booklet. • Put a star * by the materials you would like to add to your classroom.

  28. Are young children capable of appreciating art? • Children are natural observers. • Children can relate the subject to their own interests. • Child can express aesthetic attraction – the idea that something is pleasing in some way.

  29. KDI 44: Appreciating the Arts Children appreciate the creative arts. Children: • Express opinions and preferences about the arts. • Identify the pieces (e.g., a painting or musical selection) and styles they do or do not like and offer simple explanations about why. • Describe the effects they and other artists create and develop a vocabulary to talk about the arts.

  30. Talking with Children about Their Art • Hands-on for the artist, hands-off for the admirer! • Support the artist by being attentive. • Talk with the children about their work. • It’s the creative process, not the finished product that is most meaningful!

  31. What would you say?

  32. What would you say?

  33. What would you say?

  34. What would you say?

  35. What would you say?

  36. What to Say When… • Look at the ideas of what children might say and how you could respond on page 17 of your Training Booklet. • Write down one or two things you’ve heard your children say to you about their art. • Then write down your ideas about what you could now say back to them based on what you’ve learned today.

  37. Creative Arts Plans • Think about all the ideas shared about the Creative Arts. • List 3 new ideas (strategies or activities) that you would like to take back to use in your program on page 19 of your Training Booklet.

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