2. Music Center
Structure
Area is well defined and materials for the music center are organized and
assessible to all children.
The center includes sound proofing tiles to prevent loud background music
and kid-friendly decor.
(Images: Pinterest and Google Images)
3. Materials
Some examples Include:
• CDs/Headphones(Wired/Wireless)
• Musical Mats
• Variety of Instruments
• Instruments/Sounds Wall
• Props (ex. Scarfs)
Images (LakeShore, Pinterest, Walmart)
“Creative, informal music and dance are
encouraged and instruments, dance props,
and CDs are available, as a free choice, for
older children” (Whitener, p.25)
4. Accessibility
• Center Hours (6:30am – 6:00pm)
Music Center is available for 1/3 of operating hours or 3 ½
hours (Whitener, p. 13)
* Enough instruments are available for at least ½ of the
children to use at once. (Whitener, p. 25). At least 12
instruments are available daily. Instruments will be
available on a rotation to that gives students exposure to
different instruments
5. Skills and Abilities
Developed
Preschoolers gain the following skills from
High Quality Music Centers
• Fluency in Speech
• Discrimination of differences in sounds
• Ability to recognize, create and remember patterns
• Develop creativity
• Knowledge of cultures and genres
(Whitener, p. 23)
6. Additional Materials:
Diversity
Some examples Include:
• Multi-cultural Music CDs
• Different Genres of Music (At least
3 types)
• Instruments from different
Cultures
• Music in different languages
Images (LakeShore, Pinterest, Google Images
7. Additional Materials:
Diverse Abilities
Some examples Include:
• Technology for Hearing Impaired Students
(Apps that turn music into vibrations or
Use Sign language to sing songs)
• Instruments/Sounds Wall or lap Boards
• Instruments that combine Sounds with
Sensory based items (ex, sensory bottle)
• Visual Supports for children with
communication deficits
Images (LakeShore, Pinterest, Google Images
8. Materials:
Adaptations for
Infants and Toddlers
Some examples Include:
• Rotation of age appropriate instruments
and toys (some soft)
• Offered a variety of Music
• Teachers model and encourage
dancing, clapping, and singing along to
the music
(Harms, 2003, p.31)
Images (Google Images)
9. Skills and Abilities
Developed (Infants and
Toddlers)
Children gain the following skills from High
Quality Music Centers
• Language, social-emotional, and motor development
• Understanding of Cause and Effect relationships
(Cryer, 2004, p.237)
• Development of Coordination and balance (Cryer, 2004,
p.238)
(Teacher Roles and Diversity adaptations are the same as
preschoolers, however interactions are more developmentally
appropriate)
10. Teachers’ Roles in the
Music Center
Teachers should support learners in music
centers by:
• Scaffolding, Providing Prompts, and Feedback (Whitener,
p.15)
• Modeling and teaching skills such as loud and soft, fast
and slow, and high and low tones
(Cryer, 2003 p.217 )
• Clapping hands to model/teach rhythm
• Encouraging creativity (examples include encouraging
children to make their own songs or dances to songs)
(Cryer, 2003, p.218 )
11. Milestones met through
the Music Center
Fine Art Strand 2: Music B7
Participate with increasing interest and
enjoyment in a variety of music activities,
including listening, games, and performances.
Examples include, singing songs using loud
and soft voices or stamping their feet loudly to
loud music and tiptoe to soft music.
Teachers help by encouraging child to make
up their own songs and clapping along to the
beat.
12. Milestones met through
the Music Center
Fine Art Strand 2: Music B9
Show interest in more complicated instruments
(e.g., piano, guitar).
Examples include, a child attempting to play
songs on a keyboard or watching a musical
performance.
Teachers help by engaging children to sing
simple songs and exposing them to music
from all genres and cultures.
13. Milestones met through
the Music Center
Cognition and General Klnowledge Strand 1:
Learning About Mathematical Concepts
Sub-Strand C: Patterns and Relationships C9
Recognize and copy simple patterns,
(e.g., sounds, objects, shapes).
An Example includes a child beating a repetitive
sound pattern on a drum.
Teachers can help building on a child’s
understanding of patterns by changing or making
additions to familiar sound patterns.
14. Milestones met through
the Music Center
Cognition and General Klnowledge Strand 3:
Sub-Strand D: Families and Communities D7
Recognize ways in which people are alike
and different. (D7)
Examples include observing a child using gender
specific language to describe singing voices or
encountering a child that asks questions about
things that are noticeable different (such as a
language difference ).
Teachers can model the use of gender and role
specific vocabulary. Techer can also invite
conversations about cultures and traditions and
help children recognize both similarities and
differences.
15. Cryer, D, Harms, T, and Riley, C. (2003). All about the ECERS-R. New
York, NY: Teacher’s
College Press.
Cryer, D, Harms, T, and Riley, C. (2004). All about the ITERS-R. New York,
NY: Teacher’s
College Press.
Harms, T, Clifford, R, and Cryer, D. (2003). Infant toddler environmental
rating scale.
New York, NY: Teacher’s College Press.
Harms, T, Clifford, R, and Cryer, D. (2005). Early childhood environmental
rating scale.
New York, NY: Teacher’s College Press.
Virginia Department of Social Services. Milestones of Child
Development. Retrieved from
http://va.gapitc.org/wp-
content/uploads/2014/03/Milestones_Revised2014.pdf
Whitener, C. (n.d.). Activities. [PowerPoint slides].
