Chat with us, powered by LiveChat Get ready for a focus on multicultural music, picture books with music, teaching songs, review of integrating music into curriculum, social emotional aspects lea | EssayAbode

Get ready for a focus on multicultural music, picture books with music, teaching songs, review of integrating music into curriculum, social emotional aspects lea

read the point and answer the six questions. i attach the i and the question in the attachment file below

MUE 2211: Music and Movement

Summer

Session

MUE 2211

2

Welcome to MUE 2211!

What to Expect Today

Face to Face Class, Week 4

Review:

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

Multicultural Instruments

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

MUE 2211

3

Morning Meeting

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.

MUE 2211

4

Welcome Songs

“Hello Today” by Lisa Loeb (calm and peaceful)

https://www.youtube.com/watch?v=UuRxox_ESFU

“Everybody Wake Up!” by Lisa Loeb (energetic)

https://www.youtube.com/watch?v=TYxXDml3y-g

“Jambo” by Ella Jenkins

https://www.youtube.com/watch?v=VaHDh2nDYsY

Mahalo by Laurie Berkner: https://www.youtube.com/watch?v=Vi6fs6oittU and Spotify

MUE 2211

5

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.

MUE 2211

6

“Palo Palo” by Music Together

Palo palo palo palo palito palo. Ey!

Ey, ey, ey palo palito palo-ey!

Verses:

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)

6

MUE 2211

7

Objectives

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.

MUE 2211

8

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)

MUE 2211

9

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

MUE 2211

10

“Big Bear” by Lynn Kleinar

Big Bear

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)

MUE 2211

11

WORDS

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)

MUE 2211

12

“Rhyme Time Band”

“Rhyme Time Band”(rhyming)

By Hap Palmer

ADD A FOOTER

13

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

MUE 2211

14

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?

MUE 2211

15

Social-Emotional Learning & Music Review from Last Week

Belonging

Identifying and labeling feelings;

Recovering more independently/ quickly from intense emotion (resilience)

Self-regulating emotions;

Self-control of selves and behavior

Greeting others

Communicating with others

Community building

Active listening

Assertiveness

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)

Controlling impulsivity

Appropriate tone of voice

Conflict resolution

Matching the conversation and activity

Joining a group appropriately

Give and take/ turn taking with peers

Ability to focus and attend

Kindness to others

Thankfulness

Turn taking

Manners

Good sportsmanship

Forgiveness

MUE 2211

16

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?)”

MUE 2211

17

“Show Me How You Feel” by Jack Hartmann

“Show Me How You Feel”

By Jack Hartmann

(on Spotify or Apple Music)

https://www.youtube.com/watch?v=g4CL6tOAn8U

(putting movement to feelings)

MUE 2211

18

“Pete the Cat: I Love My White Shoes” by Eric Litwin (resilience)

ADD A FOOTER

19

“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

MUE 2211

20

“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)

MUE 2211

21

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

Spotify

https://www.youtube.com/watch?v=qMfUyoFw7Nw

MUE 2211

22

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

Deep breath

Count down from 5 with fingers

Deep breath

Repeat

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

On Spotify

YouTube (seeing Yo Yo Ma playing: https://www.youtube.com/watch?v=3qrKjywjo7Q )

MUE 2211

23

Orff Preschool Arm Ballet

Orff Preschool Ballet

(with classical music)

https://www.youtube.com/watch?v=XY6iJrSp43I

MUE 2211

24

Just for fun…

Orff Preschool Percussion Symphony

(connected to instruments)

https://www.youtube.com/watch?v=DOHip1C_jMU

MUE 2211

25

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

26

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.

MUE 2211

27

“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

MUE 2211

28

Khelo Khelo Body Rhythm Game (Music Basti)

Watch how the instructor teaches and engages the children:

MUE 2211

29

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

MUE 2211

30

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

MUE 2211

31

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.”

www.nea.org/home/39783.htm

ADD A FOOTER

33

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

MUE 2211

34

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.

MUE 2211

35

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:

Source: https://www.bing.com/images/search?view=detailV2&id=8ADD585AD95C70A20C065CF2E0EB0A5AFA325F37&thid=OIP.R2s5vkW2jDBi30EZbcTjRAAAAA&mediaurl=http%3A%2F%2Fgreymattersjournal.com%2Fwp-content%2Fuploads%2F2013%2F11%2FSynaptic-Development-Pruning.png&exph=276&expw=382&q=brain+development+synapses+and+neurons&selectedindex

MUE 2211

37

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”

For instance:

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.

MUE 2211

42

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?

YES!!!!!

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.

–Jimmy Carter

MUE 2211

46

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

MUE 2211

48

“Zorba” Modified

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

Related Tags

Academic APA Assignment Business Capstone College Conclusion Course Day Discussion Double Spaced Essay English Finance General Graduate History Information Justify Literature Management Market Masters Math Minimum MLA Nursing Organizational Outline Pages Paper Presentation Questions Questionnaire Reference Response Response School Subject Slides Sources Student Support Times New Roman Title Topics Word Write Writing