Music and movement activities provide numerous cognitive, physical, social, and emotional benefits for preschool-aged children. They stimulate brain development, improve coordination, help express emotions, develop problem-solving and critical thinking skills, and foster creativity. Incorporating music, dance, singing, and playing instruments into preschool lessons can better prepare children for elementary school by supporting their intellectual, physical, and emotional development.

1. 1ST
SLIDES
WHY IS MUSIC EDUCATION IMPORTANT?
Music and Movement:Is It ReallyThat Important?
CAT scans have shownthatdifferentaspectsof musicactivate differentpartsof the brain.Infact, half of the
brainprocessesthe wordsof the song while the otherhalf processesthe music.Listeningtomusicandplaying music
games,therefore,helpschildrentouse the variouspartsof theirbrainssimultaneously.Musicalsostimulatesachild’s
frontal lobes,whichare importanttobothlanguage andmotor development.
Music isusedas a memoryaidformany olderstudentsbecauseittakesseveral discrete piecesof information
and combinestheminto one largerpiece of information –a song.Processingthatone piece of informationismuch
easierthanprocessingalonglist.Therefore,musicisanimportantaspectof learning.Musicandmovementclasses
developthe innate understandingof musicinchildren,whichenablesthemtotapintothisaspect of musiclateron in
life.
The Importance of Movement
Justlike music,movementand rhythmexercises stimulatethe brainwhichreinforceslanguageconcepts.The
frontal lobesof the braingo throughto maingrowthspurts – one betweenthe agesof twoand six,andone at aboutage
twenty-two.Therefore,musicandmovementclassesare mostbeneficial duringthe toddlerandpreschool years.
Movementcausesthe brainto produce endorphins,chemicalsthatincrease boththe child’senergylevelsandherability
to learn.Movementalsosendsoxygentothe brain,whichaidsinthe thoughtprocess.
Music and movementactivitiesthatinclude crosslateral movementare especiallyimportanttobraindevelopment.
Crosslateral movementincludesanymovementinwhichthe armsorlegscross the midsectionof the body.Thiscanbe
achievedbydancingwithscarvesorswayinglike atree,bothcommoninmusicand movementactivities.Crosslateral
movementenablesbothsidesof the braintowork together,whichisimportantinstrengtheningbrainconnections.
The importance of musicand movementinapreschool classroomcannotbe underestimated.Incorporatingthe two
skillscanprepare children’smindsforlearningthroughouttheirschool years.
What Is the Role of a Preschool Teacher?
Preschool teachersare responsibleforthe educational andsocial developmentof childrenbetweenthe agesof 3 and5.
Preschool teachersuse avarietyof instructionmethodsincludingdance,art,music,storytellingandgamestoinstil
learninginsmall children.Lessonsincludethe alphabet,simple wordrecognition,numbers,daysof the weekand
seasons.Preschool teachersfulfil severalrolesinordertoprepare theirstudentsforthe rigorsandexpectationsof
elementaryschool.
Listento the Music
Kidswhogrow uphearingmusic,singingsongs,
and movingtothe beatare enjoyingwhatexperts call "arichsensoryenvironment.
" That's justa fancyway of sayingthey're
exposedto awide variety of tastes,smells,
textures, colors, andsounds.And researchers’
believethis forges more pathwaysbetween the
cellsintheirbrains.
Musical experiences are animportantway to helpcreate these pathways, alsocalled
neural connections. Andwhile listeningto
musiciscertainly key tocreatingthem, it'swhenkidsactively
participate inmusicthatthey make the strongestconnections.
Research showsthatkidswhoare actively
involved inmusic(whoplay itorsingitregularly):
do betterinreadingandmath when they startschool
are betterable tofocusand control their
bodies
play betterwithothers andhave higherself-esteem
Teaching PreschoolersPre-KMusic
UsingSongs, Singing& Instrumentswith Toddlersand Young Children

2. Teaching music to young children meanslessstructured practice time and more activeinvolvementforthe
preschoolers.Here are tipsfor doing musicwith kids:
Justas infants respondto musiceveninthe womb,the love of musicdevelopsmore throughtoddlerandpreschool
years.Parentscan provide whatSuzuki,anearly childhoodmusiceducationdevelopercalled“asuperiorhome
environment”byprovidingmusical stimulationinvariouswayseachday.
Music DevelopmentforTwo and Three Year Olds
Beginningaboutage 2, childrenstarttryingtorepeatback musical phrases, show physical responsestomusic
and can clearlydifferentiate betweentempos,intonations,rhythmsandothermusical concepts.
Allowyoungtoddlersto“sing-along”tofamiliarlullabies,fingerplaysongsandothersimple tunes.Daycare workersand
parentsshouldnotworryif a childcan't match the exacttune yet,that comesintime.Atthisstage in musical
development,toddlersare learninghighandlow butexactpitchesmaynotbe matchedexactlyandthat isalright.
Toddlerslove toexplore musicthroughbodymovementssoprovide lotsof opportunityfordancing,movement,arm
and handmotions.Forexample,if youare singingaboutflowersgive eachchildaflowerandletherwave itaboutas she
sings.If the song isaboutbirds,letthe childrenbe birdsand“fly”around the roomin response tothe wordsof the song
or tune of the music.Give toddlerssimple rhythminstrumentstoplaywithforinstantmusical success.
B. Music DevelopementforFourand Five Year Olds
At thisage the musiclearningprocessshouldstill emphasize funratherthanapolishedfinishedproduct.Formal
musiceducationisstill above mostyoungchildrenatthisstage intheirdevelopmentbutmusicshouldbe amajorpart of
a preschooler'slife.Dr.JohnGordontalksabout how a child'smusicaptitude,knownasaudition,canactuallydecrease
by the age of 9 unlessthe childisprovidedwithqualitymusicstimulationearlyinlife.
Preschoolersare nowdevelopingthe abilitytoimitate andrefiningtheirsingingskills.Some childrenwill be able tosing
entire songsanda fewwill evenbe able tomatchpitchand singthe tunesaccurately,althoughteachersshouldnot
force thisyet.
At the Pre-Klevelschildrenare veryinterestedinrhythmsandrhythminstrumentsandshouldbe able to“play
along”withsongseventhoughtheymightnotbe able to keepa steadybeatyet.Some preschoolerswillbe able to
repeatback shortrhythmicphrasesor claptheirhandsin imitationof ateachersrhythmicclapping.
It isimportantfor parentsandeducatorsto encourage creative andspontaneousresponsestomusical selectionsandto
keepmusicfunandexciting –withoutan emphasisonperformance.
C. Additional Tips for Musicwith Toddlers
Selectchildren'ssing-alongtapescarefullyaspreschoolershave alimitedvocal range thatishigherthanmost
adultmales.Trylettingyourtoddlerslistentomusicthatis sungin a higher“headvoice”tone of voice ratherthana
deepbassvoice thatchildrenwouldstraintheirvoicesmimicking.
There are manyclassical andinstrumental musicselectionsthatare greatfor toddlersandpreschoolersandcan be used
ina wide varietyof day-to-dayactivitiesincludingfree playtime,meal time,bathtime,naporbedtimes,etc.
Parentsandchildcare workerscan give childrenaheadstartby providingarich,musical environmentforthe toddlersin
theircare: funand active musical activitiesandmusicplayareasthatencourage childrenwillgoa longwaytowards
musical successlaterinlife.
Four Important Reasons for IncludingMusic in the Classroom
1. Mental capacity and intellect. There isaconnectionbetweenmusicandthe developmentof mathematical thinking.
Mathematical conceptsare developedaschildrensingcountingsongs.
2. Mastery of the physical self.Childrendevelopcoordination,whichaidsmusculardevelopment.Theybeginto
understandwhattheycan dowiththeirbodiesastheyrun,balance,stretch,crawl,andskip.
3. Developmentofthe affective aspect.Throughmusicand movement,childrenlearnacceptable outletstoexpress
feelingsandrelieve tension.Musicmayalsoconveya specificmoodthroughwhichchildrenreveal theirfeelingsand
emotions.
4. Developmentofcreativity. Music can create an imaginaryworldthatstimulatesachild’s creativity.A box canbecome
a drum, a stickcan be transformedintoahorn,or a broomcan become a dance partner.Childrenmake upsongsorgive
newwordsto oldsongsfor pure enjoyment.
The Importance of Music and Movementina Preschool Classroom
Preschool isa precursorto elementarylearningandconsistsof readyingachildforprimary-school lessons.This
instructiongenerallyincludesbasicmathematics,reading,science andletterawareness.Italsoincludesstructured

3. playtime,artactivates,and musicandmovementexercises.Musicandmovementactivitiescanbenefitachildin
numerouswaysasshe is preparedforelementaryschool.
1.Benefitsto Emotional Health
The emotional benefitsmusicandmovementhave ona preschool childinclude providing ameansof
communicationandexpression.Musicandmovementserve asanindividual emotionalrelease,strengthenself-
confidence andteachanappreciationforindividual talentsandabilities.Musicandmovementlessonsinpreschool also
increase self-understandinginthe student.
2. BenefitstoIntellectual Health
Music and movementactivitieshelpdevelopandpromote critical thinkinginapreschooler.Theyenhance the abilityto
differentiatesoundsandaudiovolume.Whileillustratingcause andeffectoutcomes,theyalsohelpapreschoolerlearn
techniquesinproblem-solvinganddecision-making.Musicandmovementactivitieshave alsobeenshowntoaidinthe
developmentof mathconcepts.
3. BenefitstoPhysical Health
The benefitstophysical healthof dailymusicandmovementlessonsincludeassistinginthe developmentof physical
coordination.Whilehelpingtodefine finemotorskillsandhand-eyecoordination,lessonsof musicandmovementalso
teacha youngchildbodyawareness.These lessonscanhelpdevelopregulationinbreathingandself-relaxation
techniquesata youngage.
4. BenefitstoClassroom Environment
By havingan allotteddailyallowance of time scheduledformusicandmovement,ateachercan bringa sense of balance
to classroomactivitiesandcurriculum.Childrenata youngage needoutletsforphysical energy,whichbe effectively
channelledduringthese times.Dancingandmaking musichelpsrelieve stressandexcessiveenergyinayoungchild,and
as such isbeneficialtothe child,the classroomandthe parents.
2ND
SLIDES
The Stage Awaits: Musicand MovementforYoung Children
There isa wealthof musicandmovementexperiencesthatare appropriate foryoungchildren.Childrenmovetheirbody
inexpressiveways,theydance tothe beatof the rhythmstheyhear,andtheysingwitha spontaneityunmatchedby
eventhe mostmelodicadultvoices.
• Music and movementactivitiesfill the earlychildhoodclassroomwithradianthappyfacesandlaughing,joyful
children.
Aspectsof Music and Movement:
1. Dance
2. Singing
3. Playinginstruments
4. Dramatic movement
5. Actionsongs
Childrenanddance inthe classroom
As teachers,ourprime concernshouldbe tonurture,develop,anddeepenchildren’sabilitiestorespondaffectivelyto
the sounds,melodies,andrhythmsgeneratedbymusic.Musicandmovementrepresentwaysof knowingaswell as
waysof expressingfeelingandallowchildrentomove beyondthe commonwaysof experiencingtheirworldand
expressingwhattheyknowaboutit.
Withall of our understandingandacceptance of music,movement,anddance,itisof vital importance forthe early
childhood teachertohave boththe willingnessandthe sensibilitytoprovide experiencesinthesewaysof knowingfor
youngchildren.Tobe betterpreparedtoplanmusic,movement,anddance activitiesforyourchildren,youshouldbe
aware of howyoungchildren explorethese creative processesandhow youcanbeginto stretchtheirhorizons.
Termsusedin movementanddance:
1. Space – referstothe mannerinwhichwe use an area for movement.
2. Time – is a qualityof tempoorrhythm.A movementcanbe slow or fast(time) ada successionof muscular
relaxationsandrests(rhythm)
3. Force – qualitiesof movementthatrequire varyingdegrees of musculartension.Childrenexperience light,
heavy,andsuddenmovement.

4. 4. Locomotor – qualityof movingthroughspace.Like,walking,running,jumping,hopping,skipping,leaping,sliding
and galloping.
SelectingSongs,Fingerplays,andInstruments
 Singingsongs,movingtomusic,andtransforminglittle fingersintobirds,rabbitsorfallingrainformthe basisfor
manytypesof musical expressions.Youngchildrenwhohave positive andpleasurable experienceswithrhythm
and movementwill wanttorepeatthese experiences.
Example:
Jane listens asherteachermagicallytransformshisfingersintotwolittle blackbirds,one named Jackandone
namedJill.She attendstothe storyline andthe actionof thisfingerplaybeginstorespondwithafew wordsandfinger
movementsof herown. Whenshe movestothe outdoorclassroom, she liftherarmsand fliesaroundthe playyard
singing“thisisJack andthisJill!”
3rd
SLIDES
Music and Movement:Enjoymentand Value for Children
Young childrenare actionoriented.
Singing,moving,anddancingare notonlyfunbut theyalsoprovide youngchildrenopportunitiestolisten,respond,
imitate,anduse theirvoices,fingers,hands,arms,andbodiesinwaysthatare creative anduniquelytheirs.
Qualitiesof YoungChildren:(Hymes,1981)
1. Young childrenare notgoodsitters.
2. Young childrenare notgoodat keepingquiet.
3. Young childrenare shy.
4. Young childrenare highlyegocentric.
5. Young childrenwanttofeel proud,bigandimportant.
6. Young childrenhave theirprivate dreamworld.
7. Young childrenare beginners.
8. Young childrenare hungryof stimulation.
9. Young childrenare earthy,practical andconcrete-minded.
10. Youngchildrenare acquiescent.
11. Youngchildrenare illiterate.
How doesHyme’sdescriptionof the style andswingof youngchildrenapplytomusicandmovement?
The main purpose of includingmusicandmovementinthe classroomisenjoyment.
Throughmusicand movementyoungchildrenexpressthemselves,explore space,developlanguage,and
communicationskills,increase sensoryawareness,and
expressthemselvesthroughrhythm, gestures,time andspace.
Four importantreasonsforincludingmusicinthe classroom:(Vanderlinde,1999)
1. Mental capacity and intellect.
There isa connectionbetweenmusicandthe developmentof mathematical thinking.Mathematical concepts
are developedaschildrensingcountrysongs.
2. Mastery ofPhysical self.
Childrendevelopcoordinationthataidsmusculardevelopment.Theybegintounderstand whattheycando
withtheirbodiesastheyrun,balance,stretch,crawl,andskip.
3. Developmentofthe affective aspect.
Throughmusicand movementchildrenbeganacceptableoutletstoexpressfeelingsandrelieve tension.Music
may alsoconveya specific moodthroughwhichchildrenreveal theirfeelingsandemotions.
4. Developmentofcreativity.
Music can create an imaginaryworldthatstimulatesa child’screativity.Likeabox can be a drumor a broom
couldbecome a dance partner.

5. A goodclassroomisgearedto music.A sensitive teachercelebratesthe clumsyandoftenawkwardbeginningschildren
make theirattemptsto move rhythmically.Caringthe wholeaboutthe whole childmeanshonoringall aspectsof hisor
hermusical expression.Anawarenessof the valuesof musical encountersprovidesthe wise teacherwithmanychoices
and worthwhilepossibilitiesforimmersing children ina rich varietyof songs,fingerplays,andothermusical
experiences.
Theoriesof Musical Development
Gardner’stheoryof Multiple Intelligences:Musical,BodilyKinesthetic,andLogical-Mathematical.
1. MUSICAL INTELLIGENCE– thisinvolvesthe abilitytoperceive,produce,andappreciate pitch(ormelody),andrhythm,
and our appreciationof the formsof musical expressiveness.
2. BodilykinestheticIntelligence.
The abilitytocontrol one’sbodymovementsandtohandle objectsskillfullyare the componentsof bodily
kinestheticintelligence.
3. Logical-Mathematical Intelligence.
Involvesasensitivityanda capacityto discernlogical ornumerical patterns(includingrhythm, meter,time signature,
and note value) andthe abilitytohandle longchainsof reasoning.
3RD
SLIDES(FIRSTMEETING)
WHY IS ART EDUCATION IMPORTANT?
• Teachingyourstudentsaboutart isa goodidea
• It's beenproventhatearlyexposure tovisual art,music,ordrama promotesactivityinthe brain.
• Art helpschildrenunderstandothersubjectsmuchmore clearly—frommathandscience,tolanguage artsand
geography.
•
• Art nurturesinventivenessasit engageschildreninaprocessthataids inthe developmentof self-esteem,self-
discipline,cooperation,andself-motivation.
• Participatinginartactivitieshelpschildrentogainthe toolsnecessaryforunderstandinghumanexperience,
adaptingto andrespectingothers'waysof workingandthinking,developingcreativeproblem-solvingskills,and
communicatingthoughtsandideasinavarietyof ways.
Example:
• Making ConnectionsThrough Drawing
Drawingisone of the most importantactivitiesyouandyourstudentscando. Drawingnotonlyprovidesthe
basisfor othercreative activities - like painting,sculpture andprintmaking - butitalsoprovidesadirectlinkwith
reading,writingandespeciallymathematics.The connectionbetweendrawingandgeometric shapesand
measurementssimplycannotbe denied.Anddoyouknow whatelse?Drawingisthe single mostaccessibleformof art
available.Allyouneedisapencil anda sheetof paper.
Here are some quickart ideasyoucan implementrightawaywithoutalotof preparationormaterials:
• Have your studentscreate picture stories.Everyone drawsaseriesof images—usestickpeople andbox-shaped
houses.Once everyonehascreatedapicture story,share the imagestosee if the otherparticipantscan
decipherthe "code."See howmanyversionsof the storydevelop.
• Youngsterscan diptheirfingersinsome washableinkandmake fingerprintsonpaper.Theycanthenuse
markersto add eyes,ears,andnosestocreate people,cars,animals,andmore.
• Suggestthateach studentkeepascrapbookthat belongstohimor heralone.Drawings,postcards,clippings,
and piecesof grasscan all go intoa scrapbook.Once a monthyou can have a scrapbook-sharingday.
• Hand out paperand invite studentstodraw circlesof all sorts, lettingthemoverlap.Next,theycancolorinthe
shapesthatappear—takingcare notto lettwo shapestouchone another.Voila,acreation!If youhave more
time,trythe same thingwithmodellingclay.
• Provide cut-uppiecesof fruitandvegetables,along withpaintandpaper.Have yourstudentspaintafruitand
veggie picture.
• Enlistyourstudents'helpincreatingsigns.Supplypaper,cardboard,orwoodand lotsof brightlycolored
markers.
• Have your studentsimagine thereisahole inthe wall.What is lurkingbehindthe wall?Talkaboutit.Askthem
to draw it.

6. • See if yourstudentscan make figuresusingtornpaper.Noscissors,nopencils,justpaper.If youhave more
time,the tornpaper can be gluedonanothersheetandpaintedwithwatercolors.
• Setthe clockand have yourstudentsdraw stickfiguresona sheetof paperfor 10 minutes,spendingnomore
than 10 secondsoneach drawing.Whenasheetof paperis full,theycanmove onto anothersheet.Discussthe
drawingsat the endof the session.
• Try havingyourstudentsdrawtheirnamesinbigblockyprintwithpencil onpaper.Next,encourage themtofill
the paperwithall sorts of designsusingmarkers,crayons,oroil pastels.If there istime,coverthe paperwitha
lightwatercolorwash
One of the mostimportantlessonsyoucanteach yourstudentsisthatmore oftenthannot,a mistake isnot a
mistake—it'sahappyaccident.Illustrate thisideainaneraser-free art-makingsessionduringwhichstudentsare
encouragedchange a "mistake"intosomethingelse.Noerasingallowed!Turnaboat intoa fishor change a lionintoa
bushes.Before long,goingwiththe flowwill becomesecondnature foryourstudents.
• The Value of Art for the Preschool Child
• Art isbasic.Of course,everysubjectarea isimportant,butnoprogram foryoung childrencouldsucceedwithout
emphasizingart.Throughmaking,lookingat,andtalkingabouttheirownartworkand the art of others,three-,
four-,andfive-year-oldchildrenare doingthe following:
• Expressingtheirfeelingsandemotionsinasafe way.Theylearnto control theiremotionsandrecognize that
theycan expressandhandle negative aswell asjoyousfeelingsthroughpositiveaction.
• Practicingandgainingfine muscle control andstrengtheningeye-handmotorcoordination.Byholding
paintbrushesandlearninghowtocontrol paint,crayons,scissors,andotherart tools,childrengainthe skills
necessaryforlaterwritingactivitiesaswell asafeelingof control overthemselvesandtheirworld.
• Developingperceptual abilities.Awarenessof colors,shapes,forms,lines,andtexturesresultaschildren
observe these andtryto replicate themthroughart.
• Beinggiventhe opportunitytomake choicesandsolve problems.How doyouget the legsto stickon a clay
figure?Whatcolor shouldIuse?Makingart offerschildrenamultitude of choicesandmanydecisionstomake.
• Seeingthatothershave differingpointsof view andwaysof expressingthese thantheydo.Comparingchildren’s
drawings,paintings,ormodelsgiveschildrenconcrete,dramaticexamplesof how differentpeopleexpressthe
same thingindifferentways.Whilelearningthattheirwayisnotthe onlyway,theylearnto value diversity
(Strasser,2001).
• Becomingaware of the ideathat, throughart, culture istransmitted.Becomingacquaintedwiththe artof the
past,childrenare involvedinlearningsomethingof theiroriginsandthemselves.
• Experiencingsuccess.Because artleavesthe endopentothe creator,all childrenexperienceameasure of
success.Thisiswhy art activitiesare appropriate forchildrenwithspecial needs.Regardlessof the physical or
mental needof the child,there issome artmediaandactivitythroughwhichhe or she can experiencesuccess.
• Making connectionsbetweenthe visual artsandotherdisciplines.Artintegratesthe curriculum.Contentfrom
everysubjectmattercanfindformthroughart.
• Mathematics. Childrenbecomeaware of differentsizes,shapes,andparallellinesanduse everymathematical
conceptas they discusstheirart andthe art of others.
• Science.Paintchangestexture asitdries,powderedpaintandchalkdissolve inwater,andchalkproduces
bubbleswhendippedinwater.Also,paintschange colorwhentheyare mixedtogether.The physical sciences
are everpresentaschildrenproduce art.
• Economics. Thisand otherconceptsfromthe social studiesdevelop.Childrenbecomeproducersbymakingart
and consumersbyusingthe materialsof art.
• Language. Childrenlearntotalkabouttheirart and the art of othersand developthe vocabularyof art.
• Beginningreading.Childrenmake andreadsymbolsthatrepresentreality.
• Social skills.Bysharingpaintsand paper,cooperatingtocreate a group mural or otherproject,and assuming
responsibilityforcleaningup,childrengainvaluable socialskillsthroughmakingart.