• As teachers, we select music for

children’s enjoyment and introduce

songs, action games, and other
music and movement activities.
However, our primary role is to
facilitate children’s development by
observing them as they respond to
music, talking to them about what
they are doing, reacting to, and
reinforcing their explorations, and
asking open-ended questions.
• Ability to describe movement and elements of music
• Ability to identify levels of children’s physical
development
• Ability to apply approaches in teaching music and
movement
• Ability to create the environment for music and
movement
• Ability to respond to children
• Body- describes what the movement is, and tells what the
body is doing. (locomotor and nonlocomotor, manipulative
body movements)
• Effort- describes how the movement is done. (time, force,
flow of the movement)
• Space- describes where the movement takes place.
(direction, level, pathways taken)
• Relationships- describes the interaction between persons or
objects in the environment.
•Elements of music 
• Select a song that is relatively short, has simple words,
and a melody that is easy to remember.
• Practice the song and know it by heart.
• Tell the children a story about the song.
• Sing the song to the children animatedly.
• Invite children to sing or clap along as you sing several
times.
• Use props such as puppets or pictures to help children
remember the words of the song.
• Encourage children to add motions to the song
• One does not need to be a music
major in order to teach music to
children. However, it is a must for
teachers to familiarize themselves
with various approaches used in
teaching music.
• This approach to music education was developed by Carl
Orff, a German composer, conductor and educator
• also be referred to as Orff-Schulwerk, or "Music for
Children."
• is a method of teaching children about that engages their
mind and body through a mixture of singing, dancing,
acting and the use of percussion instruments.
.
• lessons are presented with an element of play,
which helps the children learn at their own level
of understanding.
• a way of introducing and teaching children about
music on a level that they can easily comprehend.
• musical concepts are learned through singing,
chanting, dance, movement, drama and the playing
of percussion instruments. Improvisation,
composition and a child's natural sense of play are
encouraged.
• "Experience first, then intellectualize.
• "Since the beginning of time, children have not liked
to study. They would much rather play, and if you
have their interests at heart, you will let them learn
while they play; they will find that what they have
mastered is child's play.
• "Elemental music is never just music. It's bound up
with movement, dance and speech, and so it is a form
of music in which one must participate, in which one
is involved not as a listener but as a co-performer."
• an approach to music education based on the
philosophies of Zoltan Kodaly, a Hungarian composer,
author, educator, and expert on Hungarian folk songs.
• a way of developing musical skills and teaching musical
concepts beginning in very young children
• The voice is the main musical instrument of this method.
• In his words, "Singing connected with movements and action is a
much more ancient, and, at the same time, more complex
phenomenon than is a simple song."
• The sequence followed may be simplified as: listen - sing -
understand - read and write - create.
(aural- oral- kinesthetic)
(written- pictorial- abstract)
(read- recognized)
• students can develop listening skills, sight-singing, ear training,
learn how to play instruments, compose, improvise, sing, dance,
analyze, read and write music.
• "Only art of intrinsic value is suitable for children! Everything
else is harmful.”
• “We should read music in the same way that an educated adult
will read a book: in silence, but imagining the sound.”
• "To teach a child an instrument without first giving him
preparatory training and without developing singing, reading and
dictating to the highest level along with the playing is to build
upon sand.”
• "Teach music and singing at school in such a way that it is not a
torture but a joy for the pupil; instill a thirst for finer music in
him, a thirst which will last for a lifetime."
• developed by Emile Jaques-Dalcroze, a Swiss composer,
music educator and music theorist
• also known as Dalcroze Eurhythmics, an approach use to
foster music appreciation, ear-training, and improvisation while
improving musical abilities
• In this method, the body is the main instrument
• Students listen to the rhythm of a music piece and
express what they hear through movement. Simply
put, this approach connects music, movement,
mind, and body.
• helps foster imagination, creative expression,
coordination, flexibility, concentration, inner
hearing, music appreciation and understanding of
musical concepts.
• Eurhythmics (Greek for "good rhythm") - Musical
expression through movement; developing musical skills
through kinetic exercises. Students learn rhythm and
structure by listening to music and expressing what they
hear through spontaneous bodily movement. For example,
note values and rhythms are represented by stepping and
clapping.
• Solfege (fixed-do) - Helps develop ear-training and sight-
singing skills.
• Improvisation - Using instruments, movement, and voice.
• A developmentally appropriate
environment for music is child-
focused, and ensures a wide range
of movement experiences so that
children can work and learn.
• When children are engaged in spontaneous music and
movement activities, it would be better if the teacher
leaves them alone because stepping in and offering
suggestions might stifle their creativity.
• If a child feels frustrated by trying to remember words
of a favorite song, joining in can be helpful.
• Enjoys listening to music and is able to follow the beat.
• Experiments with different instruments and identifies the
different sounds of each one.
• Enjoys singing and can make up new words to songs.
• Is able to create movements to go with your directions
such as flying like a butterfly, walking like an elephant,
picking mangoes off a tree, etc.
• Interacts with others in music activities