Group Project, Fall 2016

1. Music Center
Jazmin White
Sha-ray Simmons
Erika Kinzer

2. What a Music center should look like
▪ Well stocked with a variety of materials:Offer variety of materials for
children to use. Children can easily become bored with the same
materials, so you want to change the instruments regularly.
▪ Neat and organized: Children should be able to find the materials
they want to help them explore movement sounds and rhythm
without having to search,
▪ Limitless:An inviting and well-stocked music center encourages
children to be musically creative and expressive within reason
children should be allowed to follow their music explorations
▪ Storage: Store materials in bins or containers on low shelves that
give children easy access.

3. Recognizing Instruments
Recognizing Instruments (ex. different shapes,
different books , different sounds , different songs

4. Diversity
In order to represent diversity within the music
center:
Multicultural Music and diversity songs can be available
in music center . Such as Spanish , French .

5. Diversity Cont.
Ensuring a diverse environment for all children is an important
resource that must be utilized for expanding children’s knowledge in
music and also many other aspects of learning.
This can be achieved by offering a wide variety of musical materials
including:
♫Musical Instruments (recorder, xylophone, rattles, or drums)
♫
♫ Recorded Music of all Cultures and Types (jazz, classical, soul, pop)
♫
♫ Song and Dance Videos (karaoke in multiple cultures)
♫
♫ Dance Props (ribbon wands, parachutes, bean bags, umbrellas)

6. Access
♫Music must be available for at least one hour a day and it must be free access.
♫There also should be enough materials for at least half of the children
at any given time.
♫ Allow outside music for more diversity.
♪Helps switch up environment for a variety of learning.
♪
♪ Promotes free expression due to no sound restrictions.
♪
♪ Lets children observe difference in acoustics.

7. Becoming familiar with Musical
Music and movement - (ex. CD or Mp3 player,
Headphones , Drums , tambourines , bells ,Scarves and
streamers, , picture books Multicultural books and
Dramatic play.)

8. Skills and Abilities
When children sing, dance, and play music daily, they are:
▪ Developing fluency in speech
▪ Learning to discriminate differences in sounds
▪ Learning what a phrase is to help provide a foundation for writing and
language
▪ Learning to create recognize, and remember patterns
▪ Developing their aesthetic sense and creative abilities
▪ Learning about cultures and genres
▪ Learning to be joyful

9. Teacher’s Role
High quality teachers lead music and movement at least once a day.

10. Teacher’s Role
▪ Teachers can begin to sing the
clean up song when it is time to
clean up for lunch.
▪ Teachers can record children
singing, play it back, and allow the
children to heat themselves
singing.

11. Teacher’s Role
▪ Teachers can also play a musical
instrument alongside with the
children playing the same
instruments.
▪ Teachers can lead music and
movement with infants by dancing
while holding them so they can feel
the movement with the music.

12. Fine Arts
Strand: 2 Music page 114
B4: Prefer repetition of familiar songs and rhythmic
patterns strategies.
Strategies:
▪ Expose child to music from a variety of cultures and styles. (Ex: jazz,
classical, and ethnic)
▪ Engaging child in activities that include repetition of familiar songs and
rhythmic patterns. (Ex: finger plays and singing the “good morning song”
every morning)

13. Fine Arts
Strand: 2 Music page 114
B3: Experiment with a variety of sound sources.
Strategies:
▪ Providing daily musical activities, games, instruments, singing, and books
▪ Providing toys that respond to movement (Ex: chime bells, tambourine, or
rattles for infants)

14. Approach to Learning
Strand: 4 Reasoning and Problem Solving page 65
D3: Use sounds, gestures, and movement to impact
the environment and interactions.
Strategies:
▪ Modeling behaviors that produce interesting results (Ex: making
clicking sounds and making interesting facial movements)
▪ Providing child with toys and objects that react to specific actions (Ex:
sound balls that chime, jingle, and crinkle when rolled around)

15. Approaches to Learning
Strand: 4 Reasoning and Problem solving
D5: Use objects as intended
Strategies:
▪ Modeling and dramatizing the customary way to use common objects.
(Ex: playing drums like drums and not sitting on them)
▪ Providing dramatic play areas for children to explore the functions of
common objects (Ex: having a music center)