C) Children's singing skills develops over time with repeated experience in a supportive environment.
i. Singing begins at about age two.
ii. A limited range from D to A is ideal for class singing.
iii. Small familiar melodies are easiest and most appropriate for young children.
iv. Songs should be selected according to their pitch, range, complexity, and theme. Songs should
a) Be appealing
b) Be short with repeated phrases/chorus
c) Include movement
d) Avoid high notes
e) Understandable
D) A teacher's enthusiasm is more important than her singing skill when presenting songs.
i. Musical instruments or recordings are helpful.
ii. Repetition is critical, and each experience should end with the whole song being song.
E) Children should have opportunities to explore and engage in structured music experiences and exploratory play with diverse musical instruments.
F) Children should listen to a variety of music, and can play recognition-based games. Listening should include recorded music, live performances, and other children's efforts. G) Movement to music begins very early.
i. Instruction should emphasize the process rather than the product.
ii. Basic physical movements (e.g. matching a beat) are mastered by the end of kindergarten and skill improves throughout the primary grades.
iii. Experiences should include both creative and structured movement. iv. Typical activities include
a) Rhythmic clapping for preschoolers
b) Copycat activities for primary children
H) Instructional methods
i. Dalcroze Eurhythmics emphasizes children's physical response to music.
ii. The Kodaly method emphasizes simplicity so children can experience music by singing themselves.
iii. The Orff approach provides a structured learning environment and then allows children to explore music and movement within that context. Orff instruments are frequently used in schools.
4. Drama is pretend based on characters or roles.
A) In acting-out, children suspend the real.
B) Plays involving memorized lines are not appropriate for early childhood education, but creative drama can be used with children of any age.
C) Accessible and varied dramatic props facilitate acting out.
D) Planned dramatic experiences can include understanding of plot, acting out scientific observations or problem-solving social issues.
5. Specialists do not replace learning experiences that are integrated into classroom activities. Specialists can provide ideas, but communication between teacher and specialist is essential.
6. Assessment must be individualized and focus on participation and improvement.
7. Children with Special Needs
A) Children with developmental delays may need one-on-one attention, which is easily accomplished with art activities.
B) Work surfaces must be accessible.
C) Special adaptations may be needed for hearing-impaired students participating in music activities, including minimizing distractions and noises, incorporating sign language and visual aids and changing pitch.
D) Instruments should be selected in correspondence with children's abilities. E) Drama can be made more accessible by incorporating pictures, use repetition and imitation, following clear sequences and offering specific instruction in focus techniques.
8. Diversity can be incorporated by using traditional folklore and folk art.