PLAN AHEAD

Be sure that you have plenty of space and that the noise will not disturb others.  Before beginning a rhythm activity, think about how and when it will end before the music turns to noise and the movement activities turn to chaos. Think ahead and take control so the activity doesn’t get out of hand.

BASIC RULES FOR PRESENTING MUSIC

1. Before you come in, write notes in a bullet format that describe the sequential moves in the songs that you intend to use.

2. Using your notes, enthusiastically describe, demonstrate, and practice the moves with the children, and then participate occasionally. Allow the children to come up with their own moves.

3.  Whenever possible, relate moves to a theme, concept, or experience that the children have had.
   - Jungle, farm, weather, ocean, holiday, etc.

4. Move through a short and concise version of the song with the moves in the proper order.

5. Introduce props after children have become familiar with a song and coordinating  moves, and then practice with the props.

6. Review your class rules for use of props, safety, boundaries, type of movement allowed, and personal space.

7. Be sure to repeat your songs from session to session, allowing ample time for children to become familiar. Children can watch and listen to the same entertainment over and over again, and familiar songs create a sense of belonging.

8. Do not expect young children to participate for too long. 5-15 minutes is a good rule.

WHILE MUSIC IS PLAYING...

·     Test your songs. If the children are not moving or responding the way you had expected, revisit your presentation, consider deleting, changing, or adding props. Consider replacing the song with a different one on the next go round.

·      Look for children who aren’t participating and try to engage them, without scaring them away.   Sometimes, if you just ignore shy children, they will eventually step in and participate, but this could take anywhere from a few minutes to days.  Give them a manipulative and let them explore in their own space.

·      Separate children into large enough groups to avoid their feeling left out, or having to wait in line for a turn.   Pick a leader if you like, but use activities and props that include all of the children.

·      Discipline disruptive children by having them sit aside until they are prepared to participate.

EXERCISES IN THE CLASSROOM        

1.      Have children tap, clap or pound to the beat of the music you are playing.

2.      Play a real or imaginary instrument in many different ways; loud, soft, fast, slow, with short and long sound.

3.      Play a song, and encourage simple moves: marching, walking, skipping, hopping, sliding, galloping, and other moves.

4.      Have the children sing a song “in the round” chorus by chorus. "Row, Row, Row Your Boat," for instance.

5.      Start everyone clapping and have each child take turns adding a verse to a new song.

6.     Play “Copy Me”  While singing different notes. (hi/low, loud/soft, fast/slow, sad/happy, etc.)

7.      Play “Copy Me” while clapping or tapping different rhythms on various parts of your body. (hi/low, loud/soft, fast/slow…)

8.      Identify the instruments in a song and have children mimic the instruments they recognize.

9.     Compare the sounds different instruments make.

10.  Explore the sounds that two or more instruments played together make.

11.  Ask the children to close or cover their eyes and listen. What sounds do they hear? Where are they coming from? Compare indoor and outdoor sounds, or sounds in different rooms. Can the children guess what room they are in from the sounds they hear? Is there more sound coming in one ear than the other?

12.  Ask the children to cover one ear.  Is it easier or harder to hear? Is the music louder or softer?

13.  Make up "guess what's making the sound" games using sounds from odd things in the room, musical instruments, children's voices, etc.

14.  Experiment with rhythms, using hands, feet, voices, rhythm sticks, and other instruments. Can the children make a fast rhythm? A slow one? The rhythm of a horse galloping? A snail crawling? Play "follow the rhythm." Can they copy a simple rhythm that you or another child plays? Can different children play different rhythms at the same time? Beat out the rhythm of a familiar song.

15.  Separate the class into groups with each group tackling a different part of the song.

16.  Form a symphony of sounds with real and unconventional instruments and give a "concert." Ask different "groups" to play at different times or in different rhythms; alternate solos, or trios.

17.  Form a marching band.

18.  Sound patterns: Play a song and have the kids tap dots or draw lines on paper based on what sounds they hear and how it makes them feel.

19.   Mimic sound waves by pouring water in a large glass or bowl and playing music, or thumping on the table.

20.  Feel vibration by encouraging a child to sing while touching their own throat, or touching the ground near speakers, or touching an instrument, or being barefoot near drums.  How do deaf children hear music?

21.  Varying music collection between recordings for listening (background for rest, eating, painting, play…), singing, movement, and storybook.

- Multi-cultural Music: Latin Lullaby, Esta Es Mi Tierra
- Different Styles: Opera, Classical Music, Country, Hip Hop, Rap, Reggae, Guitar or Piano, Cultural

22.  Exploring cultural and historical connections (using rhythms from different counties or time periods: jazz, classical, reggae, blues, rap, Spanish guitar, American Indian flute) Songs heard in school, in places of worship, and from teachers and parents, teach about life and culture. The songs might be bi-lingual, or the words might teach about hard-to-understand concepts like faith, patriotism, love, and freedom. Shy children might feel bolder among other people when they are loudly singing or dancing, whereas misbehaving children might be calmed by soft music.

23.  Call out different parts of the body and have the children move just those parts. (Swing both arms, then first one arm and then the other. Try chair dancing by asking children to move just their upper or lower body.)

24.  Call out different parts of the body and have the children move just that. (Swing both arms, then first one arm and then the other. Try chair dancing by asking children to move just their upper or lower body.)

25.  Change the rhythm and tempo while the children dance. This will help them concentrate on listening to the sound and dancing with it.

26.   Do pantomime dancing: lumber like an elephant or slither like a snake; pretend to be a bouncing ball or a tree in the wind; someone picking up spilled sticks or carrying heavy packages.

27.   Record the children's singing, and let them dance to their own music.

28.   Substitute the child's name or a familiar location for names in a song: "Old Bill Thompson Had a Farm."

29.   Make up a melody (or use a familiar melody) and use it to sing the names of the children. Be sure to clap out the syllables to the beat.

30.  Offer other variations in song. Sing loud like a monster or soft like a mouse. Offer other variations.

31.  Play a song or instrument, and have kids dance and then freeze when the music stops.

32.  Using home-made, real or imaginary instruments, tell the children that you shall be the conductor.  When you shake your head, they cymbals will clash, when you shake your feet, the tambourines will shake, when you shake your hands, the drums will drum, and so on.  When you shake your whole body, all everyone plays their instrument.  Allow the children different turns as conductors.