COURSE TITLE:
MUSIC & MOVEMENT ACTIVITIES FOR YOUNG CHILDREN
NO OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
INSTRUCTOR:
CARLA D.SAUNDERS, M.Ed.
302/220-8234
de-travelingtrainer@hotmail.com
WA CLOCK HRS:
OREGON PDUs:
50
50
COURSE DESCRIPTION:
This course covers the use of music and creative movement for children. Emphasis is on designing an
environment that focuses on language development through developmentally and culturally appropriate
music and movement. Topics include a general survey of the basic elements of music and the planning,
designing, and implementation of music and movement experiences for creative learning. Upon
completion, students should be able to design an environment that develops language through a music
and movement curriculum. Following this course, students will:
1. Understand the value of music and why it should be included in the academic curriculum.
2. Understand how to integrate music and movement into traditional elementary curricular areas.
3. Understand teaching procedures for helping students experience rhythm, singing, listening,
creativity and moving to music.
4. Understand the needs of students with disabilities and how music can contribute to their
educational experience.
This course is relevant to pre-K and elementary youth, but the principles are applicable as well to
secondary age students. There is no additional materials fee.
LEARNING OUTCOMES:
Upon completion of this course, participants will have understood:
1. How to successfully engage children in Kindergarten through third grade in listening, chanting,
singing and moving.
2. How to integrate music and movement to express moods, feelings and actions.
3. How to plan activities for children with special needs using appropriate methods and materials.
4. How to implement music activities as transition time alternatives for classroom management.
5. How to use a variety of techniques for presenting musical experiences, movement and creative
activities.
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute
does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participant’s their choice of 60 Washington State Clock Hours or 60 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
Music & Movement Activities For Young Children
1
Rev 4/16/2015
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
Teachers who register for Antioch University Seattle 400 or 500 Level Credit will be required to:
1. Complete Section A: Information Acquisition assignments
30%
2. Complete Section B: Learning Application assignments appropriate for your levels
40%
3. Complete Section C: Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is stated on the back of the
transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine
with your district personnel, department head or state education office the acceptability of these credits for
your purpose.
ADDITIONAL COURSE INFORMATION:
NOTES:
• You may work collaboratively with other teachers and submit joint assignments on all but the final
Integration Paper, which must be individually authored and submitted.
• Alternatives to written assignments (video, audio tape, photo collage, a collection of products,
letters to editor, brochure and/or Web pages) may be submitted as substitute assignments with
the instructor’s prior approval.
• To maintain privacy, please do not refer to students in your paper by their actual name, but rather
use an alias or designation such as “Student A.”
REQUIRED TEXT:
• No textbooks required for this course. All materials can be found on the Internet using web links
provided.
MATERIALS FEE:
• There is no additional materials fee.
HEADING REQUIRED FOR ALL ASSIGNMENTS:
A heading is required; please use the following format.
Your Name:
Course Number:
Date:
Assignment #:
Music & Movement Activities For Young Children
2
Instructor Name:
Course Name:
Level: Clock/ PDU/ Credit (400 or 500)
Rev 4/16/2015
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
Assignment #1: Enhancing the musical experience using self-expression, props and language
http://www.scholastic.com/parents/resources/article/creativity-play/moving-to-music
http://www.education.com/articles/
http://www.pimsleurapproach.com/resources/language-research/special-needs/special-needs-andlanguage-learning/
http://childhood101.com/2012/04/using-props-to-sing-with-children/
http://www.njcu.edu/cill/vol4/adkins.html
In a 1-2 page paper, summarize the main findings of these articles as they relate to creative movement.
Discuss self-expression, props and language you use with the children in your classroom.
Send to instructor: de-travelingtrainer@hotmail.com, Subject line to read ‘Music #1’.
Assignment #2: Music and Language
Read the following articles:
http://esciencenews.com/articles/2009/03/19/language.music.really.universal.study.finds
http://www.colorincolorado.org/article/13280/
http://www.language-learning-advisor.com/using-music-to-improve-listening-comprehension-skills.html
http://www.ehow.com/list_6053140_benefits-classical-music-babies.html
http://news.nationalgeographic.com/news/2010/02/100220-music-brains-language-stroke-dyslexia/
http://www.theatlantic.com/health/archive/2014/02/how-brains-see-music-as-language/283936/
http://www.theguardian.com/education/2014/feb/27/musicians-better-language-learners
Write a 1-paragraph response for each of the seven (7) articles.
Then, describe how music plays a key role in language development.
List the communication skills that are needed to help children develop their language.
Send to instructor: de-travelingtrainer@hotmail.com, Subject line to read ‘Music #2’.
Assignment #3: The Music-Rich Classroom
Develop and maintain for two weeks a music journal of well-known songs, chants and finger plays that
your children enjoy. Be sure to rank the songs, chants and finger plays according to the importance of
how the children enjoyed them. Use the rating scale of 1-5 (1- being the lowest and 5 being the highest).
When the two weeks are complete, email your journal and a one (1) page reflection on the ways that the
various songs, chants and finger plays enhanced your music rich classroom.
Send to instructor: de-travelingtrainer@hotmail.com, Subject line to read ‘Music #3’.
Assignment #4: Music and Brain Research
Read the following articles that discuss the importance of brain research:
http://www.buzzle.com/articles/how-does-music-affect-the-brain.html
http://scienceblogs.com/cognitivedaily/2008/06/19/does-music-help-us-learn-langu/
http://livemocha.com/blog/2013/09/03/power-music-5-reasons-music-helps-with-language-learning/
http://www.npr.org/blogs/ed/2014/09/10/343681493/this-is-your-brain-this-is-your-brain-on-music
Write a one paragraph response for each of the four (4) articles. Be sure to discuss why human beings
are musical and how music processing takes place in the brain.
Send to instructor: de-travelingtrainer@hotmail.com, Subject line to read ‘Music #4’.
Music & Movement Activities For Young Children
3
Rev 4/16/2015
Assignment #5: Emotional Intelligence Matters and the role of Music and Movement
Read the following articles on multiple intelligences and music.
http://www.earlychildhoodnews.com/earlychildhood/article_print.aspx?ArticleId=466
http://www.emedexpert.com/tips/music.shtml
https://www.psychologytoday.com/blog/why-music-moves-us/201306/music-movement-and-emotion
http://www.literacynet.org/mi/assessment/findyourstrengths.html Assessment
Teacher/ Educator Self–Survey
Complete the intelligence survey and write a 1-page summary of the findings.
Be sure to discuss if the survey accurately described the multiple intelligences that you are currently using
in the classroom.
If they were not accurate, discuss the intelligences that you would use in the classroom to ensure success
with the children.
Send to instructor: de-travelingtrainer@hotmail.com, Subject line to read ‘Music #5’.
Assignment #6: Videos: Finger plays
Five Little Monkeys Song with Finger Puppet
Watch the video http://www.youtube.com/watch?v=QO2gN9NLc2I
Finger Plays with Dr Jean I
Watch the video http://www.youtube.com/watch?v=4f2d7BW3CzI
Just For Fun Pre-School Songs Finger Plays & Dances
Watch the video http://www.youtube.com/watch?v=eUWfX-KOy-k
Write a 2-3 page paper on the importance of finger plays in the classroom curriculum. Be sure to include
your experiences using finger plays and how you incorporated them into your curriculum.
Send to instructor: de-travelingtrainer@hotmail.com, Subject line to read ‘Music #6’.
Assignment #7: Using Music and Movement to Enhance Story time Lessons
http://hubpages.com/hub/Using-Music-Activities-to-Enhance-Storytime-Lessons
http://music.rice.edu/ycd/res001.shtml
http://www.extension.org/pages/67243/using-puppets-in-child-care#.VMvolCx0w5s
http://www.storytimesongs.com/activities.html
Videos
https://www.youtube.com/watch?v=ooJUd5YsHs0
https://www.youtube.com/watch?v=eXHScpo_Vv8
https://www.youtube.com/watch?v=KmRdKfcA8vw
Write a 3-page summary on the importance of how the use of sound books can enhance your story time
lessons. Be sure to discuss the mood and emotions that you think the children will exhibit as they hear the
sound of the storybooks.
Send to instructor: de-travelingtrainer@hotmail.com, Subject line to read ‘Music #7’.
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit
Music & Movement Activities For Young Children
4
Rev 4/16/2015
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
In this section, you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact the instructor for course modifications. If you are a classroom teacher and start or need to
complete this course during the summer, please try to apply your ideas when possible with youth from
your neighborhood, at a local public library or parks department facility (they will often be glad to sponsor
community-based learning), or with students in another teacher’s summer classroom.
Assignment #8: Music in the classroom
Create a resource file consisting of 10 children’s songs and 10 finger plays.
The resource file should be in the form of a notebook with dividers and contain activities for each of the
following: Kindergarten-First grade-Second Grade-Third Grade
The resource file should also contain activities from each of the following categories: Music, Music and
Movement and Finger plays.
Be sure to include a short explanation of no more than 1 paragraph for each activity.
Take digital photos of a sampling of your resource file pages and send them to your instructor.
Send to instructor: de-travelingtrainer@hotmail.com, Subject line to read ‘Music #8’.
Assignment #9: Using Music as a therapeutic tool for children with Special Needs
Read the following articles that discuss how music can be used as a therapeutic tool:
http://www.developmental-delay.com/page.cfm/321
http://ezinearticles.com/?Music-Therapy:-Can-Music-Really-Soothe-The-Savage-Beast?&id=61052
http://www.ndsccenter.org/resources/general-information/ds-news-articles/music-therapy-encouragesdevelopment/
http://www.psychiatrictimes.com/articles/music-therapy-emotionally-disturbed-children
Read the articles about therapeutic tools for children with special needs. Create five (5) separate lesson
plans that incorporate therapeutic tools and modifications that you would use in your classroom for
children with special needs.
Send to instructor: de-travelingtrainer@hotmail.com, Subject line to read ‘Music #9’.
Music & Movement Activities For Young Children
5
Rev 4/16/2015
500 LEVEL ASSIGNMENT
Assignment #10: (500 Level only)
Choose one of the following:
• Develop an in-service for other teachers using a PowerPoint presentation to summarize the main
concepts and strategies you learned in this course.
Send to instructor: de-travelingtrainer@hotmail.com, Subject line to read ‘Music #10-A’.
OR
• Create an annotated bibliography of age-appropriate music and movement books for children.
Send to instructor: de-travelingtrainer@hotmail.com, Subject line to read ‘Music #10-B’.
OR
• Develop materials for a music and movement marching band using the concepts and strategies
learned this course; videotape the session with the children (parents also) and then write a one
page reflection of the process and the outcomes from that activity.
Send to instructor: de-travelingtrainer@hotmail.com, Subject line to read ‘Music #10-C’.
400 & 500 LEVEL ASSIGNMENT
C. INTEGRATION PAPER
Assignment #11: (Required for 400 and 500 Level Credit)
Write a 3-4 page Integration Paper answering these questions:
1. What did you learn vs. what you expected to learn from this course?
2. Discuss your personal views about the effects that music has on brain development.
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
Send to instructor: de-travelingtrainer@hotmail.com, Subject line to read ‘Music #11’.
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
Please email each assignment immediately after they are completed so that I may review them promptly.
If you would like your materials to be returned, please send an envelope with your address and sufficient
return postage stamps to:
Carla Saunders
P.O. Box 662
Dover, Delaware 19903
(Please do not send a prepaid postal receipt, as they are not valid after the day of purchase.)
QUALIFICATIONS FOR TEACHING THIS COURSE:
Carla D. Saunders, M.Ed. Adm. received her A.A.S. from Delaware Technical & Community College in
1999 with emphasis Early Childhood Education, and a M.Ed. in 2003 with emphasis in Curriculum &
Technology. Her post graduate works include leadership, learning styles, team building, health/safety/
nutrition, assessment, multi- age environments, classroom management, curriculum planning,
professionalism, child development and understanding children’s behavior. She has taught at the
kindergarten and first grades and is currently an education consultant and CEO of her own company
“Positive Influences for Youth Workshops & Presentations.” Carla has extensive experience in adult
education working as an online facilitator and presents all over the United States at annual NAEYC
affiliated conferences. She has written over thirty -three Delaware state approved workshops and consults
with many organizations in her area.
Music & Movement Activities For Young Children
6
Rev 4/16/2015
MUSIC & MOVEMENT ACTIVITIES FOR CHILDREN
BIBLIOGRAPHY
Edwards, Linda Carol (2008) Music and Movement: A Way of Life For The Young Child
This book presents a comprehensive and up-to-date survey of professional research while continuing to
provide links between theory and practice. It encourages teachers and caregivers to attend to the
importance of research and contemporary thought regarding music and movement education. Very
creative ideas.
Emerson, Roger (2008) Dancin' Shoes: Seasonal Movement and Activity Songs for Kids (Music Express
Books)
You just can’t sit still once you read through this wonderful book of activities. It is a perfect start to every
class with musical activities. This is a very good book for the seasons throughout the year to incorporate
movement and movement into your classroom.
Diane Lynch (2000) Child Dance: The Healing Art Of Movement, Music, And Play With Young Special
Needs Children
Let us use our imagination to communicate. This book incorporates various ways to include children with
special needs into your musical and movement activities. It describes one therapist’s encounter with six
different children with special needs and how child development theory and practice work together to
create a can do attitude.. A very interesting book.
Pica, Rae (2009) Experiences in Music & Movement: Birth to Age 8
This book will help you develop a movement-oriented setting for children ages birth to eight years. The
book includes websites and other sources for ordering music, instruments, equipment, props, and more. I
would recommend this book without hesitation to all education professionals.
Music & Movement Activities For Young Children
7
Rev 4/16/2015