This is part of lesson in psed 2

1. Creative Activities in
Other Preschool
Curriculum Areas

3. •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.

4. •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.

5. .
• 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.

6. .
• 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.

7. .
• If creative movement is a
regular part of the young
child’s curriculum, a
number of objectives may
be reached.

8. .
 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.

9. .
 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.

10. .
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.

11. .
 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.

12. 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.

13. .
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.

14. .
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.

15. Creative
Dramatics and
Dramatic Play

16. .
• 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.

17. .
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.

18. .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.