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FADHILLAH NURFITRI BINTI ROSLI (036684)

1. a) Social Development

Music links children to their cultural heritage, assisting them to acquire cultural beliefs and values. Listening to music also exposes children to other times and cultures and provides the opportunity to gain appreciation for them. In addition, as children create music together, they engage in a metaphorical experience, where different instruments combine to make a unique sound that no individual instrument could produce. Through this process, they learn that to make beautiful music, you must have unity and work together.

http://www.education.com/reference/article/music-center-enhance-children-development/?page=2#

b)Physical Development:

Movement with intention anchors learning and prepares the brain for learning (Blaydes 2000). Neuroscience supports the link of exercise, physical activity, and movement to improved academic performance. A 2011 study by the American Academy of Pediatrics shows that intentional movement and exercise can improve test scores. The study adds to growing evidence that exercise is good not only for the body but also for the mind. In the study, first- and second-graders moved through stations in the action-based learning lab, learning developmentally appropriate movement skills while basic academic skills were reinforced. For example, children traced shapes on the ground while sitting on scooters and walked on ladders while naming colors on each rung or reciting sight words.

Third- through sixth-graders had access to exercise equipment with TV monitors with math problems playing for review. For instance, a treadmill had a monitor that played geography lessons as a student ran through the scene, and a rock-climbing wall was outfitted with numbers that changed as the students climbed so that they could work on math skills. The results of the study showed that the time spent out of a traditional classroom in order to increase physical education did not hurt students’ academic achievement. In fact, students’ test scores improved. Specifically, the number of students reaching their goals on the state tests increased from 55 percent before the program was initiated to 68.5 percent after the program was initiated. When carefully designed physical education programs are implemented, children’s academic achievement does not suffer.

The action-based learning lab described in the 2011 study is an example of how intentional movement prepares the brain for learning, each station having a link to learning. The brain and body’s movement and learning systems are interdependent and interactive (Madigan 2006). For example, motor development provides the framework that the brain uses for sequencing the patterns needed for academic concepts. The body’s vestibular system controls balance and spatial awareness and facilitates a student’s ability to place words and letters on a page. When a child walks or crawls in specific patterns, the brain’s ability to encode symbols is enhanced and the four visual fields needed for eye tracking are strengthened. Proper development, enrichment, and remediation of these systems are critical to a child’s ability to learn.

Movement, physical activity, and rhythmic patterns enhance learning and understanding. Students use gestures, actions, movement patterns, songs, and dance to understand academic concepts and anchor learning. The concept is called embodied cognition. When more modalities are used in learning a concept, the information is stored in several areas of the brain so the brain has more memory pathways for retrieving the information.

http://www.humankinetics.com/excerpts/excerpts/learn-how-exercise-benefits-the-brain

c)Cognitive Development:

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).

Although there were reports that children who listen to classical music at an early age show greater learning potential (sometimes referred to as the Mozart Effect), this claim has been refuted (Shonkoff & Phillips, 2000). Currently, there is no evidence to support a link between listening to music as an infant and brain size or school success (Fox, 2000; Hetland & Winner, 2001). However, one thing that we might learn from the study of music’s effect on adults is that brain development appears to be related to active engagement with music (making music) rather than just passive listening to music (Fox, 2000).

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

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by Ainul Amelia Natasha binti Mansor (036616)

1. Definition of Storytelling

Storytelling is the conveying of events in words, and images, often by improvisation or embellishment. 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

2. Why Storytelling?

1. Storytelling is interactive.

Storytelling involves a two-way interaction between a storyteller and one or more listeners. The responses of the listeners influence the telling of the story. In fact, storytelling emerges from the interaction and cooperative, coordinated efforts of teller and audience.

2. Storytelling uses words.

Storytelling uses language, whether it be a spoken language or a manual language such as American Sign Language. The use of language distinguishes storytelling from most forms of dance and mime.

3. Storytelling uses actions such as vocalization, physical movement and/or gesture.

These actions are the parts of spoken or manual language other than words. Their use distinguishes storytelling from writing and text-based computer interactions. Not all nonverbal language behaviors need to be present in storytelling. Some storytellers use body movement extensively, for example, whereas others use little or none.

4. Storytelling presents a story.

Storytelling always involves the presentation of a story—a narrative. Many other art forms also present story, but storytelling presents it with the other four components. Every culture has its own definition of story.

5. Storytelling encourages the active imagination of the listeners.

In storytelling, the listener imagines the story. In most traditional theatre or in a typical dramatic film, on the other hand, the listener enjoys the illusion that the listener is actually witnessing the character or events described in the story.

http://www.storynet.org/resources/whatisstorytelling.html

3. Steps for storytelling.

a) Understand your brand and audience; speak in an authentic voice.

Do your homework and learn about the brand, the history, what it means, and how it sounds. Then let that tone come through in your story.

b) Get your facts straight with 5Ws.

-Who is your story about?

-What happens in your story?

-When does your story take place?

-Where does your story take place?

-Why did your story happen?

c) The power of specifics, details, and imagery.

Ask yourself what matters in your story and don’t waste your time on the things that don’t.

d) Show, don’t tell.

This is about exposition, creating interest, and avoiding information dumps.

e) Know the end at the beginning.

Whether you start knowing your end, or discover it when you get there, the beginning of a story should hook your audience as soon as possible. Pointing to the end, obviously or not, is one way to get it done.

https://www.linkedin.com/today/post/article/20140405112844-40671440-5-steps-to-successful-storytelling

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By Nursabrina binti Abdullah (036660)

4. Steps to be a good storyteller.

a) Engage your audience.

- Fairytale example: "Have you ever wondered why the moth chases the flame?"

- Funny story example: "I have the college roommate story to end all college roommate stories.

Let's just say it involves a toilet."

b) Build the scene.

- Fairytale example: "Once upon a time, when the world was old and magic still lived and beasts still spoke..."

- Funny story example: "I'm sort of the quiet, owns-multiple-cats type, right?

But my roommate was very much the what's-a-liver partier."

c) Build tension and release tension.

- Fairytale example: "Moth approached the tall, white pillar and there was Flame, burning in her glory. Moth felt hooked somewhere around his stomach and the tug of love set in. Of course, heroes do not rescue their princesses in the same day, and Moth spent many splendid moonlit nights falling deeper in love with Flame."

- Funny story example: "It was a new year and so we moved into this new neighborhood that was nice and...stabby. So...I'm pretty much set to DEFCON 1 at all times. Good for the blood pressure, you know."

http://www.wikihow.com/Tell-a-Story

5. Storytelling using props (puppets)

a) The puppeteer - Find a story with one or two main characters - When you tell the story, give your puppet a special voice and character.

b) Puppet voices

- Once you’ve created a puppet, spend some time with it to learn its character.

c) Puppet etiquette

- Puppets should never be allowed to fight.

- Many times children try to make puppets bite, punch, or hit each other. Give direction on how they are to use their puppets.

d) Puppet houses - Give your puppets a place to live.

e) Mascot - Giving the story corner a mascot – complete with name, voice, and personality – will help children relate to puppet storytelling. https://www.brilliantpublications.co.uk/frontend/views/upload/gallery/9781897675779-Storytelling-with-Puppets-Props-Playful-Tales-Sample.pdf

6. Advantages and disadvantages of using puppets

Advantages

- students will associate well with puppets because puppets are visuals and visual learning is the best kind.

- students will react positively to the visual learning through stick puppets, it will help them listen because they will want to pay attention to the puppet and hear what the puppet has to say.

Disadvantages

- Students may see the puppets and react negatively towards them.

- Seeing the puppet may distract the students or cause them to not pay attention to what the puppet is saying because they are too busy focusing on the puppet's movements and the way the puppet looks.

https://answers.yahoo.com/question/index?qid=1006042628507

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By Afifah Shahirah binti Ahmad Amin (036700)

2. How to know when children are engaged in music and movement in classroom?

- Besides sports, another way to get kids moving is through music.

- Moving to music is beneficial to childrens' developmental needs, according to Melanie Schmutz Chalk, writing on DLTKKids.com

- Incorporating music and movement into a daily activity requires very little extra cost or equipment.

http://www.ehow.com/info_7916006_music-movement-activities-schoolaged-children.html

3. Examples of group singing and movement activities in the classroom

- Dance activity

First, set some ground rules for your class. Explain that they will be moving to music but they cannot talk, and they must avoid bumping with other people. Choose a wide selection of music from different genres and with various tempos and dinamics. Once the activity is done, lead the group in a discussion about how it felt to perform certain movements and how the music made them in general.

- Bounce activity

Have students sit in a circle and place a large sheet in the middle. Introduce a small, light object to the sheet, and when the music starts, they must bounce the object on the sheet, and when the stops, the must "catch" the object on the sheet without letting it hit the floor. Afterward, discuss how the group had to work as a team to keep the object from hitting the floor and how the nature of music influenced the way the group worked.

-Rythm note activity

Use movement to help teach basic rhytm notes, including quarter notes, whole notes, half notes, eighth notes, sixteenth notes and various rests. Once students become familiar with the movements for each note, give them series of notes to perform. Turn the activity into a game by dividing the class into teams and have one person at a time draw a card that has a rhythm pattern to be performed. Team members can score points by correctly performing the patterns.

http://www.ehow.com/list_5969626_music-movements-activities.html

4. Steps to do music and movement activities in classroom

Step 1

Play music and encourage children to dance freestyle. Use a variety of different 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. Illustrate how to walk or march to a beat.

Step 3

Teach children songs and actions. Actions can add depth to a song and will motivate many children to participate in singing, write William M. Anderson and Joy E. Lawrence, authors of "Integrating Music into the Elementary Classroom." Make up actions to popular children's songs and invite children to make up their own as well.

Step 4

Show children how to chant in order to teach them the beat. Make up some chants and teach children to clap to the beat. Encourage children to stomp their feet, sway, wave their arms or march in place once they have mastered clapping to the beat.

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, recommends Storms. Gather many different instruments and have each child try to imitate a sound an animal makes while acting out the animal. Invite the other children to guess what animal is being imitated.

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