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Comprehensive Summer Music Program Plan for Early Childhood Development

A detailed plan for a summer music program designed to support early childhood development through creative musical activities.

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    Music Education 1 Comprehensive Summer Music Program Plan for Early Childhood Development A. Create a handout about your summer music program that includes the following: 1. An in - depth plan for one week for each of the age groups (3 - to 5 - year - olds and 6 - to 8 - year - olds) I n - depth plan for 3 - to 5 - year - olds : First day of the week: First day of the music camp was the introduction of the students and their parents. Teachers tried to understand the interest of students in which field of music like vocal music, classical, western or in instrumental music. The classes continued for two hours. Timings for the introductory class were 12 P.M to 1:30 P.M. Parents also attended Second day : On second day of the Music training camp, t eacher provided the knowledge of Rhythm . Third day : Teacher provided the list of songs and their tone s. Children were given CDs of the songs to listen it and analyze them. On this day children listened the music of the CD and responded with their body movements. Te a chers asked the children to pat their thighs on strong beats and clap for the soft beats. Teacher asked students to first pat then clap and form the sequence of pat - clap - pat - clap . After that , teacher changed the sequence by asking students to clap first and then pat and form the sequence clap - pat - pat.

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    Music Education 2 Fourth day : On fourth day teacher helped students to learn about Music notation ( the symbols used in music ) . Then e ach child was asked to perform in a group and then alone. Fifth day : Teacher asked the children to play the musical games in order to learn singing song. The music games which the children played are as follows: Parachute Games – Instructor asked the children to sit down in a circle wit h a parachute or la rge piece of cloth material dispersed in the middle. Teacher asked the students hold onto the edge s of the parachute. Teacher p lay ed the music and move d the parachute lightly up and down in time to the music. Then teacher asked the children to align their motions according to the music which they selected, like: • larger motions for raised volume • larger motions for higher pitc h • quicker motions for raised pace Stop/Start game - In this game, teacher asked the students to start singing the song on the command “start” and to stop singing the song on the command “stop”. Sixth day : Revision included the learning of the students for whole week. Teacher had kept the meeting with parents also, in order to guide them how to explore their child in field of music. In depth plan for the 6 - 8 year old children: First day: First day of the music camp was the introduction of the students and their parents. Teachers ask ed the children of their favorite songs and made the list of it.

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    Music Education 3 Second day: Teacher p lay ed the CD of the children’s favorite song and then ask ed them to dance on their favorite song. Third Day : Then play ed the different song in the CD and ask ed again to dance in it. On this day, Teacher asked the children to write the difference between the two songs. Fourth day : Activities for the students: Copying games: Teacher recommended students to play copying games. Fifth day : Ask ed them to share their notes, and ask them about the difference in various patterns of songs. Teacher taught the students about the rhythmic activities, which are as follows: Catch the Beat – In this rhythmic activity, teacher asked the children to clap a steady beat of eight notes and then asked them to either to ‘catch’ the beat by clapping the next eight beats at the same pulse and asked them to ‘Throw’ the beat back and forwards between them. Teacher then asked the children to try it at dissimilar steps . Sixth day: Again ask them to knock with the help of drum stick on the beats of the songs. On this day teacher tried to help students to make them learn about the Pitch, by giving them some activities to perform. Drone – Teacher marked in this activity, whether the child is singing the same note repeatedly while child sung the me lody part of a simple song, like: ‘Jingle Bells’. Stand Up/Sit Down – Teacher asked the students to perform this activity by using xylophone or orchestral bells in vertical direction to establish low to high pitch or a picture of a ladder or steps.

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    Music Education 4 Then teacher played the two notes and ask ed the children to stand up if the second note was higher, and asked the children to sit down if it was lower or stay the same if it didn’t change. Seventh day: Revision of their learning. To create and implement a plan to encourage the ongoing engagement of families with their young children in developmentally appropriate musical enrichment activities in the home and community. • The children with the age of 3 - 5 must be encouraged for their association with instrumental music training at the age of 3 to 5 because this age is very much appropriate to music training. • Parents are encouraged by; by educating them that instrumental music training helps their children to enhance their auditory discrimination, vocabulary, fine motor skills, and nonverbal thinking. • Technique used to infuse the love for music by applying fun fulfilled activities to make learn the children of vocal music. 2. An outline of the activities for each of the two sessions : For 3 to 5 year children: 1. Play the well known song to encourage children like “Twinkle - twinkle little star” 2. Taping of Variations on “maman Ah vous dirai - je.

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    Music Education 5 3. Repetition of the phase. 4. Then ask children that are its music sounds and the words like stars and diamonds are similar to the famous song “Twinkle Twinkle Little Stars”. 5. Then distribute the copies of the tapped page of “Twinkle Twinkle little star”. Ask them which lines are same to these songs and which are different. 6. Make the visual comparison between the 2 melodies. 7. Educate students that “Twinkle” is very much same to a French folk song called “Ah vous dirai - je, maman” means, “ My Mother, I have something to say you.”Share biography of Mozart. 8. Playing musical bingo game. 9. Traffic Light Games – Teacher asked the students to make a ‘traffic light’ by the large cardboard circle. Teacher asked students to color on one side red and other side green, or children can cut circles out of colored paper and paste it on the cardboard. Some games to start with are: • Teacher asked the children to play an instrument. Teacher turned the traffic l ight to red, then in that case students stop playing, and when it changed back to green, they start ed to play again.

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