Copyright, 2000 by Short Forma PA
SUN AND RAIN
MAMA BIRD AND BABIES
BIRDS, RABBITS, AND BEARS
BUNNY RABBITS IN THE FOREST
WHERE IS HONEY?
ARE YOU SLEEPING?
EAGLE ON THE MOUNTAIN
THREE LITTLE PIGS
BUTTERFLY AND FLOWERS
THE HUNGRY HEDGEHOG
MARCH, LULLABY AND DANCE
SOLO AND CHORUS SINGERS
HIDE-AND-SEEK IN THE FOREST
GINGERBREAD BOY (KOLOBOK)
Music education is part of aesthetic education. Activities in this book will captivate children and awaken them to a love for music. These techniques result in children wanting to listen to all genres of music. Children will learn to differentiate between characteristics of music (calm, happy, sad, and tender music). In addition, they will be able to distinguish between various musical expressions such as pitch, volume and tempo. After teaching for 20 years, I have found that through musical games, children of all ages have been observant and acquired an interest in music. My students do not realize that they are learning. They are not aware that they are participating in a lesson. For them, my lessons are just fun and games. However, they are actually learning about specific musical terms. It was a pleasure for me to know that my young students woke their parents at 6:00 AM because they could not wait for my music lessons. It was also wonderful to know that they play games that they call “Tanya” at their homes. It is an important aspect in children’s development when they transfer their knowledge from a music lesson into real life situations. For example, when a child sits on a bus and he sings about it. The same applies to riding in the car, walking up the stairs or eating a pizza. Given the proper guidance and instructions, even children who lack auditory skills can improve their musical abilities. If you never give someone an opportunity to excel in a particular field, you will never know if that person can do well or perhaps ever acquire the skills of a genius. My experience has shown me that qualified, dedicated and knowledgeable teachers can bring out the musical best in all children. Children are our future. When they sing, it means that they are happy and it is every parent’s dream to see their children happy. No wonder doctors recommend musical therapy as a part of a strategy for healing people who do not feel well! Emotional comprehension of music supports and strengthens the well being of the child. Musical activities provide the child with multiple opportunities to express their feelings and emotions. These activities reduce stress and frustration and give children a valid outlet in which to express their feelings. I have used these games with children as young as 18 months old. They can be used in other populated education classrooms as well, with children of several different ages.
I arrange chairs in the classroom to form a train. When the music stops, so does the train. I point to the tree on the flannel board and ask the children who they think lives there. I then play middle C to represent big bird and above middle C for baby birds. The children can play this game, which can also be used for movement activity. I show the children pictures and ask if they like to ride on the swing. I give them cards of the swings and play the game with them. I ask the children to sit on the bus and they sing the sounds that they hear on the bus. I ask the children if they are hungry and if they want pizza. "Letâ€™s make this pizza." We sing the "Pizza Hut" song together and the children demonstrate. These are just a few examples of how to turn a few simple songs into a music education program that is both engaging and interactive. The children not only learn music, they learn listening skills, taking turns and following directions. It is complement any preschool program carriciulum and can be adapted for children with special needs. As you continue on this musical journey, I hope you and your students enjoy the songs as much as I have.
The children show different feelings from different kinds of music. You can see they are happy when holding the sun for happy music and when they are holding the rain, they are sad. Happy / Sun
Mei Lin, Noah, and Matthew: "We are Happy!"
Sad / Rain
Alex and Justin: "We are sad."
AIM: To teach children to listen for high and low sound. MATERIALS: Wood blocks in the shape of stairs. A doll to move up and down the stairs. A picture of an arrow for each child. PROCEDURE: Tell students we are going up the stairs and play a high sound. Children pretend to walk up the stairs by standing in a crouched position and slowly standing straight as they move their legs, tell them to turn around and go back down the stairs and play a low sound. While the teacher plays the xylophone or piano, give each child a chance to move the doll on the stairs to show the direction of the sound they are hearing. After this game children can use the pictures of arrows to show the direction of the sounds from the piano or xylophone.
go - ing
go - ing
Sarah: â€œMargaret, look at my doll! She is going down the stairs.â€?
Shorooq: â€œI am going up!â€? These children are listening to the music and placing the doll in the correct direction.
AIM: To reinforce children’s understanding of high and low sounds. MATERIALS: Give each child two pictures of swings, one that is high and one that is low. You will also need one of each of the following: Toy swing Piano Xylophone PROCEDURE: When the teacher plays high music the children hold up the picture of the swing that is high and vice versa for the low sound.
Children listen to the music and display to the teacher the high or low sounds.
Julian says: “ I’m going down”. Mei Lin says:“ I’m going up”.
AIM: To be able to distinguish between loud and soft sounds. MATERIALS: Flannel board Cut out 3 to 5 shapes of houses and one bone of felt. Use a picture or a toy figure of a dog. Musical instruments (e.g. piano, keyboard, xylophone, triangle, drum.) PROCEDURE: Pick one child and give him the dog. Have the child cover his/her eyes while the teacher hides the bone behind a house. Then the child moves the dog from one house to another pretending to look for the bone. The teacher hints to the location of the bone by playing loud music when the dog is near the house with the bone. A) Photocopy the picture of the dog for each child. Have them color and cut out the dog to make a puppet. Each child has their own dog to sing "Bingo". B) Physical activity for "Bingo" game. One child holds Bingo, the dog toy and pretends he is sleeping to the lullaby music. When the marching music is played, the children walk towards Bingo to wake him up. They sing "Bingo you wake up". Fast music is played and children run away from Bingo because he wants to catch them. Three different kinds of music are played. The children will move according to the tempo of the music. The teacher can use a triangle for lullaby, drum for march and maracas or tambourine for running.
ARE YOU SLEEPING?
AIM: To reinforce high and low sounds MATERIALS: Materials: face stickers on figures or use a washable marker to draw a face PROCEDURE: The teacher asks, “Where are your friends? Show me only one friend. Show me another friend”. Assist the students to show their pointer finger from both hands. Draw faces or place stickers on children’s fingers. Sing low with one finger and high with the other. With one finger sing “Ding” in a high pitched voice. Using the other finger, sing “Dong” in a low pitched voice. After establishing the high and low sounds, add the middle sound “Don” to this game. The teacher should use her hand to show different levels of sound. Place your hand eye level for the high sound, the waist area for the medium sound and the knees for the low sound. This game prepares the children for this next game “Bells”. Ding
Thomas, Reina, Kaitie, and Sina show high and low sounds stickers and hand movement.
THREE LITTLE PIGS PART I AIM: To reinforce the different sounds; low, medium and high. MATERIALS: Three pictures of pigs, each one wearing a different color hat. Red meaning high, green meaning medium, and yellow for the low sound. Musical instrument for the teacher to play, this can be a piano or xylophone. PROCEDURE: When the children hear the teacher plays a high sound, they should hold up and show the correct picture of the pig. The teacher should do this for each sound.
PART Il AIM: To reinforce the different sounds of music. MATERIALS: Make a rotating pie Piano or xylophone PROCEDURE: When the teacher plays a sound that is high, the children respond by saying the correct color. At this moment the teacher shows the correct pig on a rotating circle pie.