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Creating Environments for Learning Third Edition Julie Bullard

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Chapter 14

Developing Music and Dance Centers

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Music and dance development

Children begin to react to music even as fetuses.
Beginning in infancy, caregivers around the world respond to children’s innate musical behaviors by singing lullabies to children.
Lullabies contain common characteristics including simple melodies, a higher pitch, and a slower, more exaggerated rhythm than other songs (Trehub, 2001).

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

While participating in music and dance activities, children:

develop musical and movement skills and appreciation

enhance motor development and rhythm

increase language skills

enhance social-emotional development

increase cognitive development

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Did you know?

There is a strong relationship between music and spatial-temporal intelligence (the ability to visualize and mentally manipulate spatial patterns).
This relationship is even stronger if children also learn music notation (Hetland & Winner, 2001).

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

An effective music and dance center:

provides ample space for movement and dance

contains large mirrors

is located away from quiet areas of the classroom

contains earphones and sound-absorbing materials on the walls and ceilings

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

An effective music and dance center includes:

a variety of high quality instruments, displayed in a way that allows for easy access

exemplary, award-winning music from a variety of genres, cultures, and historical time periods and a way to play the music

written music as well as materials so children can write their own music

dance props

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Did you know?

For a successful music center it is important that each item in the center be fully developed. For example, if there is a keyboard, written music needs to be available.

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Music and dance center materials should allow for:

creation of music and dance

performance of music and dance

responding to music and dance

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Performing music

Keep children’s interests and voice ranges (D4-A4) in mind when choosing songs to sing.

If you are singing with children, keep your voice “high and light”.

Allow children to experiment with a variety of instruments.

Provide recordings to use as accompaniments.

Provide simple written music to play (pre-school and elementary).

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Creating music

Just as we expose children to written letters before they begin to read, it is important to expose children to music symbols before they read music.

Children first engage in improvisation and will later begin to write music.

Children will often create their own original graphic or symbolic system to represent their music.

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

To encourage dancing provide:

music with different types of beats
videos of dancers
a bright light so that children can shadow dance to the music (Stamp, 1992).
props such as a large doll to use as a dance partner, streamers, and costumes
a place to perform such as a small stage and a few chairs for an audience

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Responding to music and dance:

Even from birth, children naturally respond to music by moving

For optimal music development, children need the opportunity to actively engage with the music, attending to the sounds and changes in sounds (Fox, 2000)

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Teachers facilitate learning in the music and dance center by:

providing musical and movement experiences

including music and movement throughout the day

introducing new instruments and musical and movement activities

modeling enjoyment of music and dance

interacting with children to deepen their knowledge

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Teachers facilitate learning in the music and dance center by:

discussing music and dance and modeling musical and movement vocabulary

acknowledging learners

observing and documenting children’s musical and dance skills

meeting the needs of all learners

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Music and dance outdoors:

The outdoors provides a unique environment for music and dance

there is less concern about noise

a larger space to move freely

natural sounds to listen to

Teachers can take advantage of this space by adding sound elements and instruments to the outdoor environment. A stage can be added to encourage dance.

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Throughout history, in all cultures, music and dance have been a natural part of children’s experiences. Music and dance can enhance the quality of life, sometimes calming and other times exciting the participant. It helps to form our identity, teaching us about our culture and the cultures of others.