Get ready for a focus on multicultural music, picture books with music, teaching songs, review of integrating music into curriculum, social emotional aspects lea
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MUE 2211: Music and Movement
Welcome to MUE 2211!
What to Expect Today
Face to Face Class, Week 4
Integrated curriculum for art, literacy, math, science
Social and Emotional Development and Music
Picture books and music
How to Teach a Song
Cultural Competency and Anti-Bias Education
Introduce Final Assignment: Music Circle Time
30-minute dinner time
Break Out session after dinner to work on Final Assignment
Plan to be available until the end of class
Reflection journal at the end of class possibly if technical difficulties
Greeting: “Jambo” by Ella Jenkins—then greet with ‘Jambo’
Share: “Mahalo” by Laurie Berkner—then share what you are thankful for
Activity: “Palo Palo” Song
Announcement: Get ready for a focus on multicultural music, picture books with music, teaching songs, review of integrating music into curriculum, social emotional aspects learning with music, Final Assignment and more. You’ll also have time to explore music picture books and international music from around the world.
“Hello Today” by Lisa Loeb (calm and peaceful)
“Everybody Wake Up!” by Lisa Loeb (energetic)
“Jambo” by Ella Jenkins
Mahalo by Laurie Berkner: https://www.youtube.com/watch?v=Vi6fs6oittU and Spotify
Share for Morning Meeting
After listening and viewing the video by Laurie Berkner, share one thing you’re thankful for
Developing gratitude is an important social skill that can enhance happiness in young children.
“Palo Palo” by Music Together
Palo palo palo palo palito palo. Ey!
Ey, ey, ey palo palito palo-ey!
Enero, febrero, marzo, abril, y mayo—son los cinco meses primero del ano
Baila con la conga (repeat)
Baila con los bongos (repeat)
Uno, does, y tres, quatro, cincio, seis—
Ri-qui, ti-qu, ti-jin (nonsense syllables in Spanish)
Students will learn effective strategies to teach a song
Students will continue to learn how to integrate music and movement with other content areas (i.e. math, literacy, reading, social studies, science) of the academic curriculum and social curriculum in an early childhood setting.
Students will continue to learn about the importance of using books with music in a variety of ways, in order to enhance learning
Students will continue to increase their knowledge of picture books that are used with music
Students will review and understand the major concepts of cultural competency and anti-bias education
Students will learn the value of integrating different cultures with music, dance and songs
Students will develop an understanding of the requirements of the Final Project with their small group.
Odds and Ends
ECDE Newsletter in General Resources Module
Project Focus flyer in General Resources Module
Be sure you are enrolled in the ECDE department course in Webcourses. If not, notify Dr. Levin by email
“View feedback” for specific information on assignments
Individual questions about Assignment 1? Available during break and after class (after taking out instruments—with help)
Integrating Music into Curriculum Content Areas
Integrated Curriculum Approach to Music and Movement (Follow Up from last week)—
Music and movement can and SHOULD BE integrated into other curriculum content areas (literacy, math, social studies, science, social-emotional, etc.) for optimal learning. Also helpful to transition to different activities
“Big Bear” by Lynn Kleinar
Big bear, big bear what do you see?
I see a rabbit hopping by me
Rabbit, rabbit what do you see?
I see a little mouse running by me
Little mouse, little mouse what do you see?
I see a little hole, you can’t catch me (hee, hee, hee, hee)
This is my trunk, I’m a tall tall tree,
…in the spring time, the blossoms, grow on me. They open, they open.
..in the summer the breezes blow through me. I bend, I bend
…in the autumn the apples grow on me. They drop, they drop.
…in the winter, the snowflakes fall on me. Brrr….Brrrr
..in the spring time, the blossoms grow on me. They open, they open
“Tree Song” by Lorraine Hammond (seasons)
“Rhyme Time Band”
“Rhyme Time Band”(rhyming)
By Hap Palmer
ADD A FOOTER
Self-Made Alphabet Books
The following have been gems for me in helping children learn letter sounds with music (providing visuals):
Alphardy by Dr. Jean (motions when learning)—search “Alphardy download book” for resources i.e. https://www.teacherspayteachers.com/Product/Alphardy-468299
Echo the Letter Sounds by Jack Hartmann (Spotify)
I don’t do many videos but Leapfrog’s “Letter Factory” video is very helpful for learning letter sounds and is set to music
Social and Emotional Skills
Meet with your small group and do the following:
Come up with a list of at least 7 types of social-emotional skills that children are working on in their early childhood years (and throughout their lives).
Do you think music and movement has anything to do with this and why?
Social-Emotional Learning & Music Review from Last Week
Identifying and labeling feelings;
Recovering more independently/ quickly from intense emotion (resilience)
Self-control of selves and behavior
Communicating with others
Calming strategies to deal with disappointment i.e. deep breaths, self-talk, mindfulness practices.
Empathy (connecting to what another person and being able to step into their shoes)
Appropriate tone of voice
Matching the conversation and activity
Joining a group appropriately
Give and take/ turn taking with peers
Ability to focus and attend
Kindness to others
Social & Emotional Music Sampling
“Hero”—Stevesongs—YouTube and Spotify—story song about being a Hero by being a friend
“I Can Settle Down”—David Kisor (I can settle down, I can crank it up, I can keep it steady)–Spotify
“Three Rules”—David Kisor (take care of myself, take care of my friends, take care of my school)—(Spotify)
“Show Me How You Feel”—Jack Hartmann (Spotify)
Forrest Gump Theme Song from the movie Forrest Gump (breathe, criss cross yoga pose)—(Spotify)
If You’re Angry and You Know It book by Cecily Kaiser (acapella)
5 Little Ducks by Raffi (book and song on Spotify)
The Story of My Feelings by Laurie Berkner (book and song on Spotify)
Other David Kisor Songs—Check “Organizing Classroom Music Handout” Favorites (many videos on YouTube and songs on Spotify):
“I Get Angry”
“I Have Self-Control”
“ I Am a Rubberband” (resilience)
“Stop and Think (Look and See/ What’s Going On/ What About Me?)”
“Show Me How You Feel” by Jack Hartmann
“Show Me How You Feel”
By Jack Hartmann
(on Spotify or Apple Music)
(putting movement to feelings)
“Pete the Cat: I Love My White Shoes” by Eric Litwin (resilience)
ADD A FOOTER
“Story of My Feelings” book and song—Laurie Berkner
This is a video of her reading the book during COVID: https://www.youtube.com/watch?v=u5x_FHTRIYk&t=983s (start at 10:10
Here is the video: https://www.youtube.com/watch?v=3zQJyL821Ic
Also found on Spotify
“I Can Settle Down” by David Kisor
I can settle down (roll arms and sit down)
I can crank it up (roll arms and stand up)
I can keep it steady (big arms up and down)
As Quiet As Can Be by Peter & Ellen Allard
As Quiet As Can Be (0:27)
(also can eventually be acapella—a transition song)
By Peter & Ellen Allard
Transition/ Quiet Down activiites
Calming Classical Music—I chose The Carnival of the Animals, R. 125: XIII (The Swan) by Camille Saint-Sens, Yo-Yo Ma & Kathryn Stott but any can work
Sit criss cross
Deep breath to start
Slowly count to 5 with fingers
Count down from 5 with fingers
Another way to quiet down—with quiet instrumental music—move in s-l-o-w motion and end with a deep breath and slowly sit down
YouTube (seeing Yo Yo Ma playing: https://www.youtube.com/watch?v=3qrKjywjo7Q )
Orff Preschool Arm Ballet
Orff Preschool Ballet
(with classical music)
Just for fun…
Orff Preschool Percussion Symphony
(connected to instruments)
Teaching a Song or Chant (Part 1)
Enthusiastically, introduce the song/ chant with something to get their attention: “I want to teach you a really awesome chant” and continue this enthusiasm throughout
Have students listen the entire verse or song.
Tell them to repeat after you(acapella) and then break the chant/ song down into small segments (one line at a time).
If there are movements in the song, be sure to do them with enthusiasm and demonstrate them while practicing.
Make sure it fits the age group and includes everyone
ADD A FOOTER
Teaching a Song or Chant (Part 2)
Consider doing a “practice” session
Show warmth and give frequent smiles and individual eye contact
Speak in a pleasant voice with a reasonable volume and warm tone as you would speak to a friend (not “barking” commands or instructions)
If there are hand motions, keep in mind that children will probably master only the motions or only the words before they participate in both—also they might appear reluctant to sing the first couple times but often they’re taking it in and absorbing it. It’s a lot of information.
“5 Brown Buns” by Peter & Ellen Allard (Spotify)
I’ve got 5 brown buns in a bakery shop 5 brown buns with the sugar on top Along comes a boy with a penny to pay He takes one bun and he runs away. Leaving…… 4 brown buns in a bakery shop I say 4 brown buns with the sugar on top Along comes a girl with a penny to pay She takes one and she runs away. Leaving…. (repeat all the way to zero) (Last line with zero): She takes one look and she runs away
Khelo Khelo Body Rhythm Game (Music Basti)
Watch how the instructor teaches and engages the children:
Picture Books and Music
There are numerous types of picture books that can be used with music. Here are a few ideas:
Books that illustrate the song that is being sung (Happy by Pharrell Williams)
Books that are variations of a popular song–usually acapella (especially ones with a variation of a popular song or added verses—”The Wheels on the Tuk Tuk” by K and S Sehgal; Old Mikamba Had a Farm by Rachel Isadora )
Books to set a tone with music behind (Grandfather Twilight by Barbara Berger and Somewhere in the World by Mem Fox). *Pinterest has ideas for incorporating classical music with picture books.
Books where the stories are spoken and sung (Pete the Cat by Eric Litwin)
Books that are read to a familiar tune (Brown Bear, Brown Bear, What Do You See? and Quick as a Cricket by Audrey Wood)
Books (with or without music) that introduce a song (“Roller Coaster” by Hap Palmer-Spotify) or new learning (Marianne Berkes books to introduce science)
Pop up books (probably for special occasions and with monitoring since fragile). A favorite: If You’re a Robot and You Know It by David A Carter
*Look for books with diverse characters
Notable and Favorite Books
Brown Bear, Brown Bear (Bill Martin Jr.)-book adapted to music i.e. “Twinkle Twinkle Little Star” sung and read by Soulful Baby https://www.youtube.com/watch?v=75CaMTopA5I
Quick as a Cricket by Audrey Wood (to tune of “I’ve Got Peace Like a River”)
This Little Light of Mine by E. B. Lewis
What a Wonderful World (sung by Louis Armstrong)—written by Bob Thiele and George David Weiss. Two versions:
Illustrated by Tim Hopgood (more recent)
Illustrated by Ashley Brown
Over in the Ocean: A Sea Life Counting Rhyme by Jack Hartmann (also song on YouTube: https://www.youtube.com/watch?v=R072XZmNuZc and Spotify)
If You’re Happy and You Know It: Jungle Edition by James Warhola
The Seals on the Bus by Lenny Hort
The Wide-Mouthed Frog: A Pop-Up Book by Keith Faulkner. Song that accompanies by Music With Mar https://www.youtube.com/watch?v=9__Ra04hSCg Note: On her album “The Wide-Mouthed Bullfrog (and Other Stories I like to Sing)—lots of other songs to set to books Raffi books
Love Can Build a Bridge by Naomi Judd
Love Me Tender by Elvis Presley
One Love by Cedella Marley
We All Sing With the Same Voice by J. Phillip Miller and Sheppard M Greene
Notable Book Collections
Raffi Books: classic songs in books
Barefoot Books: diverse characters
Cultural Competency definition
“Having an awareness of one’s own cultural identity and views about differences, and the ability to learn and build on the varying cultural and community norms of students and their families.”
ADD A FOOTER
Cultural Competency definition: broken down and explained
In other words, we must be aware of how we see and value different cultures, including our own.
We also need to reflect on biases we have, especially those that influence our interactions with families.
In order to be most effective with the children and families we work with, we need to become knowledgeable and aware of different cultures, especially those represented in our education settings.
The different cultures need to be represented in the music we choose, the books we choose, the manipulatives we choose and in the environment of the setting we’re in
Why is Cultural Competency Important in Early Childhood Settings?
To help educators close achievement gaps and help children do better in school.
“Achievement gaps occur when one group of students (such as, students grouped by race/ethnicity, gender) outperforms another group and the difference in average scores for the two groups is statistically significant (that is, larger than the margin of error)”. (from https://nces.ed.gov/nationsreportcard/studies/gaps)
Bullying can be reduced by creating classroom and school communities that embrace diversity and differences. Targets for bullies are typically children who display differences in one way or another, including different cultural attributes.
Why is Cultural Competency Important in Early Childhood Settings? (continued)
Children excel more in school if they feel connected to their language and culture of their home in the classroom (NAEYC, 1995)
Culture competency benefits extend to student’s parents. If parents feel respected, safe, and valued from school personnel, they are more likely to partner with educators in order to reinforce school learning.
Individuals become aware of a more expanded world and the experiences that accompany them—a richer life..
Cultural Competency and Brain Development
As young children take in new information, the brain is connecting neurons together (through synapses) tremendously in early childhood to develop cognitive abilities. The connections for behavioral attitudes are also developing in the brain. Therefore, introducing young children to the notion of embracing and being curious about cultural differences is valuable in the early years (Gruhn, 2005)
Remember our graph from our first class with brain connections from newborn to 2 years old:
Anti-Bias Education: We’re All Different, We’re All the Same
The concept of Anti-Bias Education in early childhood education was developed by Louise Derman-Sparks and Julie Olsen-Edwards.
The message is:
“We’re all different, yet we’re all the same”
We all eat but we eat different foods
We all have families but we have different family types & sizes
We all listen to music but we listen to different music
We all speak but we might speak different words
We all have skin but we might have different skin colors
Anti-Bias Education Definition
Anti-bias education in early childhood education is a philosophical, ongoing curriculum approach which focuses on “respecting and embracing differences and acting against bias and unfairness” in day to day life in the classroom and in broader communities (families, neighborhoods, cities, countries, the world).
Universal similarities in people are noticed and discussed in the classroom or other educational setting. Differences are also noted, celebrated, embraced.
Curiosity about similarities and differences in cultures, families, and individuals is encouraged. Anti-bias curriculum does not only address racial/ ethnic cultures but any form of potential bias (i.e. different family configurations, stereotypes of men/ women, physical abilities, developmental abilities, regional differences (i.e. city vs rural life, etc.) From: Anti-Bias Education – Teaching for Change www.teachingforchange.org/teacher-resources/anti-bias-education
Anti-bias Curriculum and the Educator’s role
The educator relays these messages on an ongoing basis and it’s worked into the tone of the educational setting….
By role modeling kindness, acceptance, inclusivity and respect for all
By setting up the environment to reflect differences (posters, food representing cultures, books, baby dolls, music, instruments, dress up clothes, etc.)
Through interactions with children/families,
Through intentional curriculum choices and reading material
Through noticing similarities and differences
Through noticing and addressing unfairness and injustice in the classroom and beyond
Through safe and open-hearted discussions
Anti-bias Philosophy applies from individual to classroom to community to global perspectives
“Learning about the world can mean an ocean away or right next door. “
–Allison McDonald (from: www.notimeforflashcards.com )
Multicultural Music with Young Children: Supporting Anti-Bias Education
Preschool is frequently the first time children are aware of cultures and ways of life other than their own.
Introducing children to music in other cultures is an intriguing and engaging way to introduce the anti-bias perspective of we’re all different, we’re all the same
Multicultural music is often the first medium for children to realize that their own cultural heritage has richness (Pica, 2009)
Music is often the gateway to discovering the fullness and beauty of other cultures
Derman-Sparks and Olsen (2010) recommend singing, dancing and making music as authentic ways to reinforce anti-bias outlooks.
Should there be Anti-Bias Curriculum in classrooms without diversity?
YES!!!!! It’s important for ALL children to have a broader view of the world. Use the same perspective of “We’re all different, we’re all the same” but some conversations will need to be brought up after introducing stories or books than through natural conversations. Teachers also have to be reflective and aware of their own feelings and biases
Reference: Derman-Sparks and Ramsey, 2005: “What If All the Children in My Class Are White? Anti-Bias/Multicultural Education with White Children”
Can Infants & Toddlers Benefit from Muliticultural Music?
Per Gay Wilgus, multicultural curriculum, particularly music, can be very beneficial to very young children.
Often children have primarily been surrounded by people in similar cultures as their families. Preschool is often the first opportunity for children to experience other cultures.
Children learn through experience and observing. Experiencing multicultural music is a pleasurable way for children to learn.
Wilgus states that multicultural songs, lullabyes, dance, movement and instruments are an age appropriate way to lay groundwork for future positive, open and tolerant outlooks in regards to cultural diversity. Reference: Wilgus, 2004
Yo Yo Ma, Diverse Music & Young Children
The famous cellist, Yo Yo Ma had some meaningful thoughts on the benefits of diverse musical experiences for young children. He believes that when young children hear varied music, it becomes “their” music, as well as everyone else’s. Divisiveness no longer exists. It’s music that belongs to the global neighborhood. For very young children Yo Yo Ma stated, “[music can be] like a scent; it’s part of [a child’s] permanent knowledge” (Zuckerman, 1996, p. 84) Early contact with diverse music helps children become more naturally accepting of diverse music; ideally, this opens doors to further acceptance and appreciation of diversity that goes beyond music.
Jimmy Carter quote
We become not a melting pot but a beautiful mosaic. Different people, different beliefs, different yearnings, different hopes, different dreams.
Where do I start?
Begin with cultures from your classroom or setting
“Zorba” Greek dance
This is a famous Greek dance made popular by the movie, “Zorba the Greek”. Here are a couple versions of it.
Zorba (Greek)–Flashmob https://www.youtube.com/watch?v=1U2bdXZzel0
Children Dancing to Zorba (see the adaptation to make it more developmentally appropriate https://www.youtube.com/watch?v=okImKq74jWo
This next week, in your discussion, you’ll be seeing music and dance videos from different cultures and then I’d like you to find a multicultural video to use with children that would be age appropriate
How can we use multicultural music and how can we
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