Chapter 8 discusses different teaching methods for music and movement including direct, command style approaches and indirect, guided discovery approaches. Direct approaches are more efficient but don't allow for creativity while indirect approaches stimulate cognitive development but require more time. Chapter 9 focuses on creating a positive learning environment through establishing rules, using praise and encouragement, handling disruptive behaviors, and including relaxation activities.

1. Music & Movement Pica: Chapter 8 : Teaching Methods Pica: Chapter 9: Creating and Maintaining a Positive Learning Environment

2. Chapter 8 Teaching Methods The Direct Approach Command Style Guided Discovery Convergent Problem Solving Exploration Divergent Problem Solving

3. Advantages of Direct Approach Uses time efficiently Produces immediate results Produces uniform movement Teaches children to replicate movements Teaches children to follow directions Lends itself to immediate evaluation

4. Disadvantages of Direct Approach Doesn’t allow creativity and self-expression Doesn’t allow individual differences in development and ability levels Focuses on the product rather than the process

5. Advantages of Indirect Approaches Stimulate cognitive processes and enhance critical thinking Develop self-responsibility Broaden the movement vocabulary Reduce fear of failure and produce a sense of security Allow for individual differences among children

6. Advantages of Indirect Approaches Allow participation and success for all children Develop self-confidence Promote independence Develop children’s patience with themselves and their peers Lead to acceptance of other’s ideas

7. Disadvantages of Indirect Approaches Require more time Require patience and practice by the teacher

8. Key Concepts Command style: modeling may be the best way for some children to achieve success, imitating helps children learn to reproduce what they see, makes conformity and uniformity possible Convergent problem solving: teacher has specific task in mind and leads children through a series of questions and challenges toward its discovery

9. Key Concepts Ways to design the series of questions and challenges: Work backward, beginning with the final question that will produce the targeted answer Write a series of commands, as though using a direct approach, and convert to questions Exploration is known as divergent problem solving as it results in a variety of responses to each challenge

10. Observation & Assessment Efficient execution of motor skills is the goal of the movement program Methods vary greatly Rating scales Checklists Motor assessment tests Careful observation

11. Chapter 9 Darla Ferris Miller Quote “ A half-hour of nagging and threatening from across the room will not have the impact of one quiet statement made eye-to-eye, using the child’s name”

12. Tried and Tested Teaching Tips Establish rules Establish boundaries Use positive challenges Make corrections creatively Use honest praise/positive reinforcement Use your voice as a tool Use familiar imagery Monitor energy levels Be flexible

13. Tips for the Shy Child Sit with the child for a few minutes at least once a day Invite another child to join the activity Gradually add more children to the small group Continue daily small-group activities while also making an effort to involve the child in total group times Reinforce any involvement in group activities

14. Disruptive Behavior Ignoring Harmful behavior must be stopped immediately Removal from the group Issues with time out

15. Benefits of Including Relaxation When used alternately with vigorous activities, helps prevent wall bouncing Chance to experience motionlessness Preparation for slow, sustained movement Helps wind them down Enhances ability to imagine Exposure to quiet, peaceful music

16. Key Concepts The foremost factor in preventing behavior problems is a success-oriented program Respecting personal space and participating with as little noise as possible should be part of the rules Instead of singling out children: ask other children to demonstrate, verbally describe desired response, reissue the challenge

17. Key Concepts Two alternatives to false praise and value judgments: recognition and encouragement Non-participating children should be the “audience” Ignoring is an effective technique for disruptive behavior or for a child in time out