1. Music and movement help children to creatively express their emotions without having to find elaborate language or words. In this video, the teacher pairs a story with music and movement as each character is associated with a specific melody. The children learn how to associate music with movement, compare sounds, recognize melodies, and follow specific rhythm patterns. As a result, they are able to express themselves creatively as they participate in the story.

Drawing on your own experience or observations of early childhood settings, what are two additional teacher-initiated movement activities that could be used to encourage creative expression?

2. You are wanting your colleagues to understand the value that music and movement has for the children in your program to express themselves creatively. Describe key details that you would want your colleagues to understand about early childhood students and their ability to interact with music and movement?

the video 

>> Music and movement help children express their emotions without words. Preschool children have many skills that enable them to use their imagination during play. Three-year-old children can associate music with special movements, compare sounds and recognize various melodies. Older preschoolers can follow specific rhythm patterns and make suggestions for musical activities. The four and five-year-old children in this classroom are learning about the characters in “Old Rattle Bones, a story by Susan Trostel Brand [assumed spelling]. Before she reads “Old Rattle Bones,” the teacher introduces the characters and their melodies to the children. The chart has pictures that give the children cues about the sounds and actions associated with each character. When each character’s name appears, the teacher pauses, allowing the children to make sounds and do the gestures associated with each character. The children are encouraged to express themselves freely as they participate in the story. Let’s watch as the story unfolds.

>> Whoo.

>> All of his old friends would be nearby scaring everyone in sight. Old rattle bones.[Inaudible] back into his old deserted home. Here is how it sounded on that rainy Halloween, Ooh.

>> These children used both movement and nonverbal sounds to help tell a story. They have learned that creative expression can be physical and musical as well as verbal.

 

1. Music and movement help children to creatively express their emotions without having to find elaborate language or words. In this video, the teacher pairs a story with music and movement as each character is associated with a specific melody. The children learn how to associate music with movement, compare sounds, recognize melodies, and follow specific rhythm patterns. As a result, they are able to express themselves creatively as they participate in the story.

Drawing on your own experience or observations of early childhood settings, what are two additional teacher-initiated movement activities that could be used to encourage creative expression?

2. You are wanting your colleagues to understand the value that music and movement has for the children in your program to express themselves creatively. Describe key details that you would want your colleagues to understand about early childhood students and their ability to interact with music and movement?

the video 

>> Music and movement help children express their emotions without words. Preschool children have many skills that enable them to use their imagination during play. Three-year-old children can associate music with special movements, compare sounds and recognize various melodies. Older preschoolers can follow specific rhythm patterns and make suggestions for musical activities. The four and five-year-old children in this classroom are learning about the characters in “Old Rattle Bones, a story by Susan Trostel Brand [assumed spelling]. Before she reads “Old Rattle Bones,” the teacher introduces the characters and their melodies to the children. The chart has pictures that give the children cues about the sounds and actions associated with each character. When each character’s name appears, the teacher pauses, allowing the children to make sounds and do the gestures associated with each character. The children are encouraged to express themselves freely as they participate in the story. Let’s watch as the story unfolds.

>> Whoo.

>> All of his old friends would be nearby scaring everyone in sight. Old rattle bones.[Inaudible] back into his old deserted home. Here is how it sounded on that rainy Halloween, Ooh.

>> These children used both movement and nonverbal sounds to help tell a story. They have learned that creative expression can be physical and musical as well as verbal.