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6. Advantages and disadvantages of using puppets

Advantage

1. Puppets can attract audience's attention especially chidren

2. It can maintain more dramatic expression

3. Usage of puppets is more interesting during storytelling

4. Usage of puppets can express actions

Disadvantage

1. Some people might find this method immature and not suitable for all ages

2. The puppets might distract the process of storytelling

3. The audience might also pay too much attention studying the puppets and do not listen to the story

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5. Storytelling using props

This is an example of a storytelling by using props which is puppets. Enjoy watching it!! :)

http://www.youtube.com/watch?v=_J2mg4B8yL0

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4. Steps to be a good story teller

1. Make sure you are well prepared

This can ensure that you can present very smoothly with less stuttering and pause

2. Understand the story before presenting

It is encouraged that you fully understand the whole story before presenting so that you can portray and present the story very well

3. Start with a BANG!!

Before starting the story, attract listeners attention.

3. Be confident and use clear voice

The listeners might get awed by the confidence shown and most likely to pay full attention to your story.

4. Maintain good eye contact with the audience

The audience might get the thought, "It seems like you were storytelling to me personally."

5. Gestures are encouraged but make sure it is calm and suitable with the mood

Exaggerated gestures might drew audience's attention away

6. Use natural language and intonation

The audience can tell if the storyteller is memorizing the script. Audience will be more attracted if you can present more naturally

7. Keep the dialogue clear

You can use different voices when presenting dialogue by different characters

http://writtent.com/blog/15-storytelling-techniques-writing-better-brand-story/

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Cognitive Developmet

c) Implementation of music and movement in the syllabus promotes cognitive development in which many studies have found a correlation between music abilities and academic achievement (Shore & Strasser, 2006). Music can aid in all areas of the child’s development. A study of 106 preschool children found that those exposed to a systematic and integrated music program significantly increased their motor, cognitive, language, and social-emotional scores as assessed by the Preschool Evaluation Scale (McCarney, 1992).

Singing relevant songs can help children to learn science, math, and language concepts (Miche, 2002). History and geography can also be enhanced by examining the music of the time period or geographic area. Music can also assist with memorization. When items to be memorized are set to music, children remember them more readily (Sawyers & Hutson-Brandhagen, 2004).

Music is organized mathematically; music and math support one another (Sawyers & Hutson-Brandhagen, 2004, p. 46). As children hear and move to a beat or read music, they use one-to-one correspondence skills. As they recall a series of sounds or actions (head, shoulders, knees and toes) they gain seriation skills.

There is also a strong relationship between music and spatial-temporal intelligence (the ability to visualize and mentally manipulate spatial patterns). A review of nineteen studies found this relationship was even stronger if children also learned music notation (Hetland & Winner, 2001). Other studies support these findings. When researchers assigned preschool children to computer lessons, piano lessons, singing lessons, or no lessons, those who received piano lessons showed a 34% increase in spatial-temporal intelligence while there was no change in children in the other groups (Shaw, 2003). Researchers found similar results in elementary age children (Schellenberg, 2004).

http://www.education.com/reference/article/music-center-enhance-children-development/

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Physical Development

b) It also contributes to the growth of children's physical development where application of music and movement in learning encourages the children to move about and as children create music, they improve fine motor skills, coordination, and rhythm. Music also entices one to move and dance. Participating in movement or dance activities while listening to music enhances children’s ability to sequence sound, recognize and respond to rhythm patterns, and discriminate melodies (Ferguson, 2005). As children dance to music, they increase coordination, flexibility, and motor skills. They develop body awareness and self-confidence. Like music, dance is an art form and a means of communication. Through dance, children communicate feelings, thoughts, and cultural values and beliefs.

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Aloma Methodist Early Childhood Learning Center

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Music for Early Childhood & Kids w / Special Needs

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The Learning Groove Music & Movement Classes

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Integrating Music and Movement with Literacy Video Workshop for Teachers

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This video workshop shows how to promote literacy skills with music and movement. Using songs from Hap Palmer, Ella Jenkins, Frank Leto, Brenda Colgate, Rick Charette and others, this program teaches viewers how to integrate music, movement and literacy in the early childhood classroom. Please visit: https://www.edact.com/professional-development/music-and-movement/integrating-music-and-movement-with-literacy.html to purchase this program in its entirety.

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Social Development

a) Music and movement promotes children's social development in the sense that that these activities involve relating to others. Children share space and work individually, in partners and in small groups. They share ideas, thoughts and feelings through the mediums of music and creative dance. Singing or chanting can help make routine activities and transitions, such as gathering children into a circle or group activity, smoother and more enjoyable.

http://www.niu.edu/ccc/resources/importanceofmusicandmovement.pdf

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It is believed that Music and movement are fundamental aspects of children’s play, so as they hear music, children have opportunities to enjoy moving, listening, and singing. Children not only hear music, but also experience emotional reactions to it, and this motivates movement. The use of music and  movement in teaching children helps greatly in developing their creativity, music skills, including emotional, motor, language, social, and cognitive aspects of development

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2.Why Storytelling?

Storytelling is the oldest form of teaching. It bonded the early human communities, giving children the answers to the biggest questions of creation, life, and the afterlife. Stories define us, shape us, control us, and make us. Not every human culture in the world is literate, but every single culture tells stories.

Teachers use storytelling in language teaching for several reasons. One of the preliminary reasons is the funny and entertaining atmosphere storytelling creates in the classroom. A teacher of English needs to be imaginative, creative; and telling stories in English Language Teaching can surely assist to make the process of teaching and learning more motivating, interesting and interactive. These are some of numerous reasons for using storytelling effectively in your classroom:

1.. Promotes a feeling of well being and relaxation.

2.. Increases children’s willingness to communicate thoughts and feelings.

-The students are will to communicate in English among them and ask the teacher in second language.

3.. Builds verbal self-confidence.

-They become brave to communicate in English and more confidence.

4.. Integrates multiple learning contexts (reading, listening, speaking, writing, grammar, vocabulary) into a single instructional input.

5.. Builds community chemistry.

6.. Enhances reading, listening and critical thinking skills.

-By hearing stories, the students can enhance their listening  skills.

http://shamali288.wordpress.com/2013/06/30/using-storytelling-in-classroom/

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3.Steps for StorytellingThere are many steps for storytelling,such as :

1) speak in an authentic voice.

Writing a story from the voice of the brand necessitates understanding the voice and personality of the brand. A brand’s personality is the set of human traits we attribute to that brand that brings it to life for consumers. For example, if we’re writing a story for an older audience from an established, dignified brand, a life insurance or financial services company, we would never use phrases like “LOL”, or “OMG.” That’s obvious, we say, of course you wouldn’t. But you might use those terms if we were writing about a newer, internet-based bank targeting an audience that speaks that way.

2) The power of specifics, details and imagery
They provide an anchor for our attention, a seed for our imagination, and a proof point to your claims. Like a magician, a skilled storyteller will direct an audience’s attention to something important and away from the insignificant. Describing a specific trait or quality of a character can take them from flat to fascinating, and the inclusion of specific facts can change a vague generalization to a confident assertion.In our story, put the details in that place and provide them a point of reference; the imagination will do the rest.
3) Show, don’t tell
This is about exposition, creating interest, and avoiding information dumps. The difference between telling a story and recounting facts lies in the style of the telling. Let the audience realize something on their own, and not only will they stay interested, but they’ll be more likely to believe it. You didn’t tell them, they figured it out.That goes to the second benefit of the “show, don’t tell” philosophy. If you know what your story is about, you can separate the things that matter from the things that don’t. In a world filled with content, you’re always fighting for attention, and your focus on the interesting part of your story is the only way to keep an audience engaged.
4) Know the end at the beginning
In an ideal world, you’d start your story with an outline, a framework of plot points intended to move your story from A to Z, perhaps with some detours and misdirection, but still always moving forward. Sometimes, you don’t know the end when you start, but when you finish you must revisit the beginning to ensure you started your audience in the right direction.The alternative is a meandering mess, a story without purpose that lags in the middle and wanders its way to a sluggish end. It’s easy to get lost in your own descriptions and forget what needs to happen when; plot points and outlines keep you focused. Although, some storytellers loathe outlining a story, preferring it evolve organically. That method means revisiting your openings to foreshadow key action points and provide misdirection or actual direction.
https://www.linkedin.com/today/post/article/20140405112844-40671440-5-steps-to-successful-storytelling

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Steps to do music and movement activities in classroom:

1:

1.Schedule daily music and movement activities in your classroom. If music and movement are on your daily schedule, chances are those activities will happen versus doing them at random times and days.

2.Include locomotor skills such as running, jumping, skipping, hopping and sliding in your in the physical activities you do with the children.

3.Music is a great motivator to move. Vary the kinds of music you use to get your children moving and encourage them to fully explore different ways to move.

4.Explore a variety of ways to move and characters to move about as, for example,elephants, rabbits or dogs.

5.Add stories to your music and movement activities.

6.Integrate music and movement with other curricular areas such as literacy or basic mathematic

Link:

http://www.edact.com/blog/?cat=3
2:
Step 1

Play music and encourage children to dance freestyle. Use a variety types of music and show children some different ways to move to the music. Demonstrate ballet moves for slow music and air guitar for faster songs.

Step 2

Give children musical instruments and show them how to play them. Teach children how to march around the room in a parade or marching band formation as they play their instrument. Show them how to walk or march to a beat.

Step 3

Teach children the songs and actions.Design some actions to popular children's songs and invite children to make up their own actions as well.

Step 4

Demonstrate to children how to chant to teach them the beat.Make up some chants and teach children to clap to the beat. When they already mastered the clapping and can clap according to the beat, encourage them to stomp their feet, sway, wave their arms or march in place.

Step 5

Play musical games that include movement. Try playing a game such as "Freeze Dance," which encourages children to dance until the music stops, when they are supposed to freeze.

Link:

http://www.livestrong.com/article/207666-how-to-teach-music-movement-to-young-children/

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Examples of group singing and movement activities in classroom:

"The Telephone Rings"

This song is a playful way for children to sing their names at gathering time. This experience also suggests to children that singing is a natural part of their lives as they pass the telephone for individual singing.

Procedures

1. Sing the song several times for the children. Then, lead them in singing it as a group until they all know it.

2. With the children seated in a circle, pass a toy telephone (which can be simply a u-shaped tube) around.

3. When each child holds the telephone, it is his or her turn to sing the song adding the name of the next child at the end.

"Shoo Fly"

Singing games are experiences in kinesthetic art. They also engage the children in activities that develop sequential awareness as well as an understanding of spatial relationships. Singing games are exercises in movement puzzles. Memory and sequential recall play large roles in the thinking of the children. Cooperation and social interaction dominates a singing game activity.

Procedures

1. Sing the song with the following action:

Children pretend to slap the fly off their knees while singing the lines,"Shoo Fly! Don’t bother me / Shoo Fly! Don’t bother me / Shoo Fly! Don’t bother me, for I belong to somebody."

With partners or alone, have the children turn in a small circle while singing new lines to the tune: "I feel like a morning star / I feel like a morning star / I feel like a morning star, for I belong to somebody."

2. Have the children repeat the slapping verse again, then sing and circle to "I feel like a rainbow rain."

3. Repeat the sequence with the words "I feel like a sunshine day" to the verse in which the children circle.

4. Encourage the children to begin alone and then to add a partner.

5. After the children achieve a comfort level with these stages, increase the circle size to four and then to eight.

Link:

https://www.teachervision.com/music/lesson-plan/5352.html
Elementary students are frequently expected to learn four specific parts of a book: the title page, table of contents, index, and glossary. This song helps make that task an enjoyable event that kids will remember.
PREPARATION: • Use sticky notes to make tabs at the beginning of each of these sections to open to each part easily as it comes up in the song. Your students can do the same with their books.
PROCEDURE: • As the kids are singing the song, hold up a book and display each of these parts. • Repeat the song twice so the kids receive more practice with these ideas.
Song: Turn to the front, (snap, snap) Turn to the front, (snap, snap) Turn to the front, turn to the front, Turn to the front. (snap, snap)
The title page contains The author and the title Plus some other info About how the book was made.
The table of contents Shows the chapter names And the page numbers On which the chapters start. Turn to the back, (snap, snap) Turn to the back, (snap, snap) Turn to the back, turn to the back, Turn to the back. (snap, snap)
The glossary is a Little dictionary With key words from the book A-n-d what they mean. The in-dex shows you Key terms from the book And the page numbers Where they can be found.
Link

https://www.google.com.my/url?sa=t&rct=j&q=&esrc=s&source=web&cd=27&cad=rja&uact=8&ved=0CD4QFjAGOBQ&url=http%3A%2F%2Fwww.edact.com%2Fblog%2F%3Fcat%3D3&ei=ELlTVNG9JcftmQWGuIGYDQ&usg=AFQjCNH23_UPqq6nml42PWRw0jpFFbbANA&bvm=bv.78597519,d.dGY

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How to know when children are engaged in music and movement in classroom:

Students who are active in the classroom are more involved in learning able to concentrate becoming more alert in the class.

the students more motivated in learning and do the activity in classroom.

they enjoy the gameand excited while doing activity.

students who are interested and excited about what they are doing in class are less likely to act out to distrupt the class.

Link:
https://www.google.com.my/url?sa=t&rct=j&q=&esrc=s&source=web&cd=10&cad=rja&uact=8&ved=0CFMQFjAJ&url=http%3A%2F%2Fwww.smcm.edu%2Feducationstudies%2Fpdf%2Frising-tide%2Fvolume-5%2Fwells.pdf&ei=Mb1TVJyDEuPvmAXA2oHwAg&usg=AFQjCNEqPU3sZaImf4BjrwiiXg2rp7P4dw&bvm=bv.78597519,d.dGY

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1. Definition of Storytelling

Storytelling is delivering an events in words, and images, often by improvisation .Stories or narratives have been shared in every culture as a means of entertainment, education, cultural preservation, and instilling moral values. Crucial elements of stories and storytelling include plot, characters, and narrative point of view.

http://en.wikipedia.org/wiki/Storytelling