The designs for promoting expressions through music and movement for infants-toddlers, ages, 4 and 5-8 aim at providing creative thinking, as the domains for learning and holistic development of the children. The idea is to describe the primary information that the children can obtain in all the age groups. It is also essential to link to the concepts and provide questions, which can support children's inquiry, for example, the child idealistically asks itself how he or she can respond to music with expressions or by moving the body (Meeker, 2007). The state standard for the activity is inclusive as it shows organisation to key learning areas and concentration on the smaller specific topics. The state standard involves production, performance, presentation and exhibition of music and movement (Olivert, 2007).
Planning Movement Experiences
Theme: Art development and learning
1. Rationale for theme selection
The rationale in selecting this theme is that it is inline with the creativity and cognitive development for the child. This area provides numerous opportunities for child development domains. The domains include emotional, which involves a creative process for the child to create and appreciate art and beauty (US Department of Health and Human Services, 2012). It also helps the children's social aspects through guidance and encouragements, either verbal or non-verbal. This promotes artistic interactions and expressions. For example, an infant always wants to show what he makes, thus bringing interaction with elders and age mates and promote pro-social and friendship characteristics (Herman & Welsh, 2010). Children obtain fine motor development enhancements through drawing, painting, and manipulating items (Ostergard, 2004). They also develop language as they use language while creating. The art activities also bring in cause and effect as they experience concepts such as color, tunes and rhythms. Teacher and guide's comments reinforce the cognitive skills.
To create comprehension skills and clear expressive motions through music.
The children sing the song aloud and repeat the song lyrics as they keep a count of the areas where they need to avoid using words, or letters, and handclaps. The claps are accumulative as the letters keep diminishing.
List of material and props to be used
storage shelves, storage bins, dolls for dog and farmer, cut out letters that spell B-I-N-G-O. Compact disks and players, scarves and ribbons among others. Audio player used where necessary.
The teacher sings out the title of the song to the children. This announces the time to sing.
The teacher may also spell out the rules for the children to remind them that whenever any of the children fail by spelling out a letter instead of clapping, vice versa, he or she is out.
The children hold out the dolls of man and the dog. They also place the spell out letters on the table, which they will remove from the rest one after the other as the song progresses.
Adaptations for special needs
If the song is new to the children, use adequate examples and signals that tell when it is the children's time to sing.
Since the song is spelling song, it is imperative to have a screen for lyrical display to help children learn.