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Comprehensive Summer Music Program Plan for Early Childhood Development - Document preview page 1

Comprehensive Summer Music Program Plan for Early Childhood Development - Page 1

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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.

Michael Davis
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Comprehensive Summer Music Program Plan for Early Childhood Development - Page 1 preview imageMusic Education1Comprehensive Summer Music Program Plan for Early ChildhoodDevelopmentA.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-to8-year-olds)In-depth planfor3-to 5-year-olds:First day of theweek:First day of the music campwasthe introduction of the students and theirparents. Teachers tried to understand the interest of students in which field of music like vocalmusic, classical, western or in instrumental music.The classes continued for two hours. Timingsfor the introductory class were 12 P.M to1:30P.M.Parents also attendedSecond day:On second day of the Music training camp, teacher providedthe knowledge ofRhythm.Thirdday:Teacher provided the list of songs and their tones.Children were given CDs of thesongs to listenit andanalyze them.On this day children listened the music of the CD andresponded with their body movements.Teachers asked the children to pat theirthighs on strongbeats andclap for the softbeats.Teacher asked students to first pat then clap and form thesequence of pat-clap-pat-clap.After that,teacher changed the sequence by asking students to clapfirst and then pat and form the sequence clap-pat-pat.
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Comprehensive Summer Music Program Plan for Early Childhood Development - Page 3 preview imageMusic Education2Fourthday:On fourthday teacher helped students to learnaboutMusic notation(the symbolsused in music).Then each child was asked to perform in a group and then alone.Fifthday:Teacher asked the children to play the musical games in order to learn singing song.The music gameswhich the children played are as follows:Parachute GamesInstructor asked the children to sit down in a circle with a parachute orlarge piece of cloth material dispersed inthe middle.Teacherasked the studentshold onto theedgesof the parachute.Teacher played the musicand movedthe parachutelightlyup and downin time to the music.Then teacher asked the childrento align their motionsaccording to themusicwhich they selected, like:larger motionsforraisedvolumelarger motionsforhigherpitchquicker motionsforraised paceStop/Startgame-In this game, teacher asked the students tostart singing the song on thecommand “start” and to stop singing the song on the command “stop”.Sixthday:Revisionincluded the learning of the students for whole week. Teacher had kept themeeting with parents also, in order to guide them how toexplore their child in field of music.In depth plan for the 6-8 year old children:First day:First day of the music campwas theintroduction of the students and their parents.Teachers askedthe childrenof their favorite songs and madethe list of it.
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Comprehensive Summer Music Program Plan for Early Childhood Development - Page 4 preview imageMusic Education3Second day:Teacher playedthe CD of the children’s favorite song and then asked them todance ontheir favorite song.Third Day: Then playedthe different song in the CD and askedagain to dance init.On this day,Teacherasked the children to write the difference between the two songs.Fourthday:Activities for the students:Copying games:Teacher recommended students to play copying games.Fifthday: Askedthem to share their notes, and ask them about the difference in variouspatternsof songs.Teacher taught the students about the rhythmic activities, which are as follows:Catch the BeatIn this rhythmic activity, teacher asked the children toclap a steady beat ofeight notes and then asked them to either to ‘catch’ the beat by clapping the next eight beats atthe same pulse and asked them to ‘Throw’ the beat back and forwards between them. Teacherthen asked the children to try it at dissimilarsteps.Sixthday:Againaskthem to knock with the help of drum stick on the beats of the songs.Onthis day teacher tried to help students to make them learn about the Pitch, by giving them someactivities to perform.DroneTeacher marked in this activity, whether the child is singing the same note repeatedlywhile child sung the melody part of a simple song, like:‘Jingle Bells’.Stand Up/Sit DownTeacher asked the students to perform this activity by using xylophone ororchestral bells in vertical direction toestablishlow to high pitch or a picture of a ladder or steps.
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Comprehensive Summer Music Program Plan for Early Childhood Development - Page 5 preview imageMusic Education4Then teacher played thetwo notes and asked the childrento stand up if the second note washigher,and asked the children tosit 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 theiryoung children in developmentally appropriate musical enrichment activities in the homeand community.The children with the age of 3-5 must be encouraged for their association with instrumentalmusic training at the age of 3 to 5 because this age is very much appropriate to musictraining.Parents are encouragedby;by educating them that instrumental music training helps theirchildren to enhance their auditory discrimination, vocabulary, fine motor skills, andnonverbal thinking.Technique used to infuse the love for music by applying fun fulfilled activities to make learnthe children of vocal music.2. An outline of the activities foreachof the two sessions:For 3 to 5 year children:1.Play the well knownsong to encourage children like “Twinkle-twinkle little star”2.Taping of Variations on “maman Ah vous dirai-je.
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Comprehensive Summer Music Program Plan for Early Childhood Development - Page 6 preview imageMusic Education53.Repetition of the phase.4.Then ask children that are its music sounds and the words like stars and diamonds aresimilar to the famous song “Twinkle Twinkle Little Stars”.5.Then distribute the copies of the tapped page of “Twinkle Twinkle little star”. Ask themwhich 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 “Ahvous dirai-je, maman” means, “ My Mother, I have something to say you.”Sharebiography of Mozart.8.Playing musical bingo game.9.Traffic Light GamesTeacher asked the students to make a ‘traffic light’ by the largecardboard circle. Teacher asked students to color on one side red and other side green, orchildren can cut circles out of colored paper and paste it on the cardboard. Some games tostart with are:Teacher asked the children toplay an instrument.Teacher turnedthe traffic light to red, thenin that case studentsstopplaying,andwhen itchangedback to green,theystartedto playagain.
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