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Copy-of-MUS101-G5-facets movements.pptx
- 1. MOVEME NTS Five Facets of Teaching Music:
- 2. Incorporating music and movement into early childhood education can help young children with their development, social interaction and language growth. In regards to that, music for children is something they can associate with through movement. When they hear it, they sway to it, dance to it, they react to it with movements that they want. INTRODUC TION
- 3. CONSIDERATI ON IN DEVELOPING THE FACETS Five Facets of Teaching Music: Movements
- 4. EARLY CHILDHOOD EDUCATION Early childhood education for children eight years of age and younger, is the beginning of a students' academic experience. This is an important time of learning and brain development for children in preparation for the rest of their education.
- 5. EARLY CHILDHOOD EDUCATION Playing music and moving to a beat provides simulating experiences for young children to fosters learning at home or in the classroom. Parents and early childhood teachers can incorporate music and movement into daily routines.
- 6. BRAIN DEVELOPMENT According to Early Childhood Music and Movement Association, 85 percent of brain development occurs by the time a child reaches 3 years. As children grow, they need to learn specific activities that are important for development.
- 7. BRAIN DEVELOPMENT For example, very young children begin to scoot and crawl for movement and while these activities are part of eventually learning to walk, they are also essential for brain development.
- 8. BRAIN DEVELOPMENT Additionally, patterned activities at home or in the preschool classroom, such as clapping to music or jumping in time to a beat stimulate brain function and help the brain to recognize thoughts and behaviors.
- 9. LANGUAGE DEVELOPMENT Language has its own tempo. Speaking a language fluently involves regular pauses, stops and starts in appropriate places. For example, most people do not speak a constant, running diatribe of words rather they insert pauses between phrases, they use accents and they increase and decrease the overall speed of speech.
- 10. BRAIN DEVELOPMENT Music has a tempo and teaching young children songs that have rhythms and beats or learning to march in time to a tune can help students to learn the rhythm of speaking and improving their communication skills.
- 11. DEMONSTRATING KNOWLEDGE IN DIFFERENTIATED TEACHING IN PERFORMING THE Five Facets of Teaching Music: Movements
- 12. Differentiated teaching adjusts instruction to cater to diverse student needs and learning styles. In music education, this involves adapting the content, process, and outcomes to ensure all students can engage with and understand the material. INTRODUCTION TO DIFFERENTIATED LEARNING
- 13. Movement aids in physical and cognitive understanding of musical concepts. Engaging in rhythmic and dynamic movements helps internalize musical elements. Movement-based activities cater to kinesthetic learners and support various learning styles. IMPORTANCE OF MOVEMENTS TO MUSIC
- 14. Rhythm: Movements that align with the beat of the music. Tempo: Adjusting movement speed to match the tempo of the music. Dynamics: Variations in movement intensity corresponding to the musics loudness or softness. CORE MOVEMENT FACETS IN MUSIC TEACHING
- 15. 1.Adjust Movement Complexity: Simplify or elaborate movements based on student skill levels. 2.Incorporate Various Modalities: Use visual aids, auditory cues, and physical actions. DIFFERENTIATED TEACHING STRATEGIES FOR MOVEMENT ACTIVITIES
- 16. 3.Modify Pace and Support: Adapt the speed and level of support according to individual needs. 4.Encourage Collaboration: Group activities to promote peer support and inclusivity. DIFFERENTIATED TEACHING STRATEGIES FOR MOVEMENT ACTIVITIES
- 17. Purpose: This song incorporates simple, repetitive movements to teach rhythm, tempo, and dynamics in an engaging manner. Application: Suitable for varying skill levels and easily adaptable for differentiated instruction. EXAMPLE MUSIC ACTIVITY: "THE HOKEY POKEY"
- 18. 1.Rhythm Basic Learners: Begin with clapping or stomping to the beat, with slow tempo. Advanced Learners: Introduce additional rhythmic patterns using percussion instruments. 2. Tempo Auditory Learners: Focus on adjusting movements with tempo changes. Kinesthetic Learners: Explore speeding up or slowing down movements. DIFFERENTIATING "THE HOKEY POKEY"
- 19. 3. Dynamics: Visual Learners: Use visual signals for changes in dynamics (e.g., hand signals for loud and soft). Students with Mobility Challenges: Adapt movements to include only upper body motions or use instruments for participation. DIFFERENTIATING "THE HOKEY POKEY"
- 20. Physical Disabilities: Modify movements to accommodate limited mobility (e.g., using hand motions or objects). Cognitive Disabilities: Use visual aids, step-by-step instructions, and repetitive practice. Behavioral Needs: Provide structured routines and movement breaks. ADAPTING FOR SPECIAL NEEDS
- 21. SOME RHYTHMIC MOVEMENTS WHICH CHILDREN MAY USE IN CREATIVE Five Facets of Teaching Music: Movements
- 22. 1. Soft of light movements may indicate soft- stepping animals or light objects like clouds or the wind. 2.Heavy movements may mean heavy-stepping animals like the elephant 3.Sharp or jerky movements may describe movements of the frog, popcorn, or the giraffe. HERE ARE SOME RHYTHMIC MOVEMENTS WHICH CHILDREN MAY USE IN CREATIVE INTERPRETATION OF MUSIC:
- 23. 4. Smooth movements may suggest climbing or flying planes or flying planes or skating. 5. Directional movements may suggest climbing down or flying planes or sliding up and down. HERE ARE SOME RHYTHMIC MOVEMENTS WHICH CHILDREN MAY USE IN CREATIVE INTERPRETATION OF MUSIC:
- 24. 6. The rate of movement should suit the rate of the movement of the person or thing or animal described thus, fast movement may be used for fast animals or vehicles and slow movements may show flowers opening or drooping or sucking fearfully, etc. HERE ARE SOME RHYTHMIC MOVEMENTS WHICH CHILDREN MAY USE IN CREATIVE INTERPRETATION OF MUSIC:
- 25. CREATIVE MOVEMENTS MAY BE APPROACHED Five Facets of Teaching Music: Movements
- 26. 1. After a discussion of the meaning of a familiar song, the children may be led to create different types of action to depict different movements suggested in the song. 2. Interpretative movements may be suggested by the sound made by animals or subjects; of jingles, rhymes, or of selling calls; and greeting farewells. CREATIVE MOVEMENTS MAY BE APPROACHED FROM DIFFERENT MEANS:
- 27. 3. Music heard or performed may suggest varied movements. Dance steps can be adapted to different moods of music. 4. From dance, skills and movements may be made involving the use of the body or its parts in space patterns, different speeds, and different intensities of movements. CREATIVE MOVEMENTS MAY BE APPROACHED FROM DIFFERENT MEANS:
- 29. GROUP 5 MEMBERS Bantayan, Nikki Celespara, Lucy Angela Dupok, Jenny Factor, Charry Guerrero, Jannelle Reyes, April Faith Villarosa, Rhea Zabalo, Charity
- 30. RESOURCE PAGE