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MUSIC IN EARLY CHILDHOOD EDUCATION - Coggle Diagram
MUSIC IN EARLY CHILDHOOD EDUCATION
Introduction to Music
Universal are a part of human life and culture.
Uses singing, chanting, instruments, body percussion and environmental sounds.
Encourages happiness, comfort, self-identity, belonging and connection
Children are explorers, creators, performers and listeners
Music can be used to communicate and communicate thoughts and feelings
Music enables children to discover themselves and to relate to others.
(Barrett, 2003: Roy, Baker & Hamilton, 2019)
The importance of music
Language & communication
Listening
Vocabulary
Expressive language
Physical development
Movement
Coordination
Rhythm
Cognitive Development
Memory
Patterns
Sequences
Mathematical thinking
Emotional Development
Self-expression
Feelings
Confidence
Enjoyment
Social & Cultural Development
Belonging
Identity
Collaboration
Cultural connection
(Dinham & Chalk, 2018)
Principles of Music Education
Active engagement: experiencing beat, rhythm and sound
Listening, creating & performing
Sequential learning: repeated and increasingly complex experiences
Embodied learning: using body, voice, movement and senses
Agency & experimentation: making choices and taking creative risks
Different ways of making music: instruments, body, objects, technology and nature
Opening doors for children to build on their experiences
Diverse musical cultures
Elements of Music
Rhythm: patterns of long and short sounds
Pitch: high and low sounds
Dynamics & Expression; loud, soft and expressive sounds
Form & Structure: repetition, organisation and sequence
Timbre: the unique quality of sound
Texture: layers of sound working as a group
Musical Processes: What do Children Do?
Listening: To notice sounds, rhythm and changes.
Exploring: To try out voices, objects and instruments
Creating/Composing: The music can be performed by creating rhythms, songs and sounds.
Performing: Listening, speaking, reading and writing → singing, playing and moving
Responding: communicating feelings and ideas through movement, words and sound
Exploring Sound
Children explore sound through sound, silence, beat, tempo, dynamics, timbre, noise and quiet sound, and different sound qualities.
Types of Percussions
Untuned percussion: Drums, bells and tambourines
Tuned percussion: These come in the form of xylophones or chime bars.
Body percussion: Clapping, stomping and tapping
Found-object percussion: Cups, bowls, spoons and other safe materials
EYLF and Music
Outcome 5: Children are Effective Communicators
Children communicate through: Music, Sounds and vocalisations, Movement, Gestures, Rhythm, Dance and drama
Music learning is:
Play-based
Social
Responsive
Multimodal
Creative
Child-led
(AGDE, 2022)
Educator's Role
Make tools and resources available for easy access
Allow creativity and improvisation.
Involve families and communities
Deepen children's musical knowledge with time.
Show positive feedback to children's musical attempts
Observe children's interests
Introduce new sounds, vocabulary and experiences
Provide a safe space for no right and no wrong approaches to music exploration and expression.