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In the two music workshops, we did a few music activities that we can do with children (see pictures below).
It is very crucial to integrate music and movement. By doing this, it not only provides opportunity for children to explore the elements of music, but also allows them to express their emotions (Wright, 2012). According to the Australian Curriculum (ACARA, 2011), children in the foundation year learning music need to explore the movement in order to develop aural skills.
The interactions during the activities are necessary, because children’s understanding of music is acquired in association with social interaction with adults and peers (Gerry, 2012). This aligns with the Outcome 1 in the Early Year Learning Framework (EYLF) (DEEWR, 2009) that children develop the sense of secure and identity through the interaction with peers and adults.
Culture is a factor in music learning that cannot be neglected. Every child has a different music childhood (Wright, 2012). Therefore, playing songs and using musical styles from children’s home cultures (Parlakian, 2010) can provide children with a sense of belonging (DEEWR, 2009). For example, inviting parents who can play musical instruments to play Twinkle Twinkle Little Star is a good way to integrate home cultures.
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References
Australian Curriculum, Assessment and Reporting Authority. (2011). Australian curriculum. Retrieved from: http://www.australiancurriculum.edu.au
Department of Education, Employment and Workplace Relations (DEEWR) (2009). Belonging, being & becoming – the early years learning framework for Australia. Canberra, ACT: Dept. of Education, Employment and Workplace Relations of the Council of Australian Governments.
Gerry, D. (2012). Active music classes in infancy enhance musical, communicative and social development. Developmental Science, 15(3), 398-407. doi: 10.1111/j.1467-7687.2012.01142.x
Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269-289. doi: 10.1177/0255761410370658
Kocabas, E. O. & Ozeke, S. (2012). Using music and musical activities in special education: Developments in Turkey. International Online Journal of Primary Education, 1(1), 73-79.
Parlakian, R. (2010). Beyond twinkle, twinkle: Using music with infants and toddlers. Young Children, 65(2), 14-19.
Suthers, L. (2004). Music experiences for toddlers in day care centres. Australian Journal of Early Childhood, 29(4), 45-49.
Wee, S. J. (2009). A case study of drama education curriculum for young children in early childhood programs. Journal of Research in Childhood Education, 23(4), 489-501. doi: 10.1080/02568540909594676.
Wright, S. (2012). Children, meaning-making and the arts (2nd ed.). Frenchs Forest, NSW: Pearson Education.