Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Creative activities in other preschool curriculum areas


Published on

This is part of lesson in psed 2

Published in: Education
  • Be the first to comment

  • Be the first to like this

Creative activities in other preschool curriculum areas

  1. 1. Creative Activities in Other Preschool Curriculum Areas
  2. 2. •There is usually no planning or forced thought on the part of children in creative movement. • They forget about themselves and let the music rhythm or an idea carry their bodies away.
  3. 3. •There are no pattern of movements to be practiced or perfected. • Young children are free to move about in any mood which the music or rhythm suggests to them.
  4. 4. . • In creative movements, children are allowed to develop and express their own personality in their own style. They do not have an example to follow or an adult to imitate. Creative movements can occur in any situation when children feel free and want to move their bodies.
  5. 5. . • It can be done to poetry, music, rhythm or even silence. By feeling a pulse, beat, idea or emotion, children’s bodies become instruments of expression. They are musical notes running along a keyboard or wheat waving in the wind. They are anything they want to be. Their movement is expression of being.
  6. 6. . • If creative movement is a regular part of the young child’s curriculum, a number of objectives may be reached.
  7. 7. .  Relaxation and Freedom in the use of the body.  Experience in expressing space, time and weight.  Experience in creatively expressing feeling and ideas.  Improvement of coordination and rhythmic interpretation.  Increasing sensitivity on aesthetic judgment.
  8. 8. .  Improvement of coordination and rhythmic interpretation.  Increasing sensitivity on aesthetic judgment.  In order to provide the music or rhythm for creative movement, only a few items may be necessary. A phonograph and some records along with a drumsticks, and bells may be more than enough.
  9. 9. . Some basic concepts for the teacher to remember when working in this area are listed below:  The teacher should make it clear that anything the children want to do is all right, as long as it does not harm themselves and others.  The children should understand that they do not have to do anything anyone else does. They can do anything the music or idea “tells” them to do.
  10. 10. .  The child should be allowed to “copy’’ someone for a start if desired.  The children should understand that each child is different and people move in different ways.  Dancing is a healthy form of exercise for everyone; it takes no special talent or skills to have fun.  The children should have help in realizing the experiences of freedom of movement and the relationship of movement to others.
  11. 11. LISTENING TO MUSIC • Listening to music is natural way to introduce creative movement. Distinctive types of music or rhythm should be chosen for initial movements. • The teachers may begin the experience by playing music on a phonograph. A record should be chosen that has strong and easily recognized beat or rhythm.
  12. 12. . The children should not be told what to listed for. They should not be told the name of selection or see the album cover. The teacher should let them listen and then ask them to think what the music is saying to them. While the children are listening, the teacher may turn the music down a bit lower and ask them to form a circle facing inward. The teacher should talk about what the music is saying with each child.
  13. 13. . For the exercise, clapping, stomping, and even shouting are all possible and helpful. When appropriate, a quieter piece of music may be played to allow the children to rest and give them a sense of context. This general approach can be adapted to movement of dolls and puppets in the movement of specific parts of the body.
  14. 14. Creative Dramatics and Dramatic Play
  15. 15. . • A disturbing sight in some early childhood setting is a small group of children tensely acting out a play. The lines are memorized and said in a stilted artificial manner. The children feel and look out place in costumes they wearing. They may be excited, but many are also frightened of tripping or spoiling the show.
  16. 16. . Drama is an excellent means for development of the activity and imagination of young children. The children have instinctive ways of dealing with reality. They need no lines to memorize but do they is an interesting environment and freedom to experiment and be themselves.
  17. 17. .Dramatic play occurs daily in the lives of young children. It is one of the ways that children naturally learn. Children constantly imitate people, animals and machines in their work. Dramatic play is their way of understanding and dealing with the world.