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MUSIC AND MOVEMENT ( Q1 and Q2 )

1. How music and movement promote children’s development :

A) Social Development

- Gathering students into a circle or group

activity can helps to set the mood to be more enjoyable

- Quiet and soothing music calms and relaxes children while a lively music rouses them for energetic clean-up time.

- Plus, it can help children feel the part of the group too.

- It is a part of early bonding process.

- The children could express their emotions well if they are not good by words or verbal skills.

- Music can enhance self‐concept by sharing music and dance of each other’s culture.

- Besides, enhance self-esteem by willing to adjust their own self image and stop comparing themselves with others.

B)  Physical Development

- can build psychomotor skills by striking the keys on a toy.

- interpret the mood of lively music into a creative dance.

- Develop affective skills by evokes emotional responses.

- Develop aesthetic skills when the children ask questions.

( e.g. How can we express the music? )

- Awareness of body movement and position

( e.g. always look at what he is doing such as jumping )

- Improve balance, coordination, and rhythm through dance and movement activities

C) Cognitive development

- Music can build the children vocabulary through understanding of the lyrics.

- Understand the music is a form of intelligence which involves children's ability to process mentally the tonal aspect of rhythm and melody.

- Improve listening skills when listening to the music.

- Enhance children's creativity and imagination when listening to the rhythm of the music.

- Develop large motor skills through the sounds as well as rhythm of the music.

Source :

- http://www.slideshare.net/pakkun/music-and-movement
-http://www.niu.edu/ccc/resources/importanceofmusicandmovement.pdf
2) How to know when children are engaged in music and movement in the classroom?

1. Start Class with a Mind Warm-Up

A classic warm-up is to ask students to find the mistakes planted in material written on the board. (You can use this idea in any subject area.) But instead of asking them to work silently and alone, and then debrief in a classic question-and-answer session with one student at a time (while many sit inattentively), use a mix of collaboration and competition to eliminate what could potentially become dead time.

Here's how: Organize teams of three students and ask them to work together (quietly) and raise their hands when they think they have found all the mistakes. After the first team signals it's done, give a bit more time and then have teams indicate with their fingers -- together on the count of three -- the number of mistakes they found in the work. The team that found the most describes its answers until another team disagrees politely or until they are finished.

2. Use Movement to Get Kids Focused

Ask all students to stand behind their desks and join in simple choreographed physical movement. Because most kids find it invigorating and it's easy to monitor full participation, it may become one of your favorite ways to get kids focused and kill dead time.

Here's how, for the primary grades: Teach hand-clapping patterns to accompany a chanted verse or a set of math facts. Add foot stomping or hand clapping with a partner to create variety.

Here's how, for the middle grades: Create a rhythm with finger snapping and hand clapping, which you model and they echo back. Vary the rhythm and pattern in intervals of 15-20 seconds to challenge them to pay attention and join in.

Here's how, for any grade, including high school: Offer a seventh-inning stretch, or the cross crawl. To do the cross crawl, stand up and begin marching in place, raising the knees really high. As you raise the left knee, reach across your body with your right hand and touch the left knee.

Then do the same for the left hand on the right knee. Continue this pattern for a minute or more. (You can also vary it by, say, having kids clap their hands over their heads between each set of knee touches.)

3. Teach Students How to Collaborate Before Expecting Success

Doing project learning and other team-based work without prior training can lead to lots of dead time. You can nip much of it in the bud by teaching collaboration skills before projects get started. You don't need to use an activity related to your subject area to teach teamwork.

Here's how: One way is to give teams of students a pair of scissors, two sheets of paper, ten paper clips, and a 10-inch piece of tape, and ask them to build the tallest free-standing tower in 20 minutes.

Prior to the activity, create a teamwork rubric with students, which reviews descriptions of desired norms and behaviors. While half of the teams are building the towers, have the other half of the students stand around them in a circular "fishbowl" as silent observers.

Debrief afterward, and train the observers to give a positive comment before a critical one: "I liked that they [blank], and I wonder if they could have also [blank]." Switch the observers with the tower builders and see if they can do better, then debrief again.

4. Use Quickwrites When You Want Quiet Time and Student Reflection

When interest is waning in your presentations, or you want to settle students down after a noisy teamwork activity, ask them to do a quickwrite, or short journal-writing assignment.

Here's how, for primary-grade students: Ask, "What was most interesting about [blank]?" "What was confusing about [blank]?" "What was the clearest thing you understood?" "What was boring about [blank]?" "What did [blank] make you think of in your life?"

Here's how, for intermediate-grade students and above: Try prompts such as the following, or develop your own: "Summarize what you have heard." "Predict an exam or quiz question I could ask based on this material." "Defend one of the positions taken during the prior discussion."

Teachers often avoid giving this type of assignment because assessing them regularly can be overwhelming. Manage this load by having students use a green (or other color) pen to circle one entry from the week you guarantee you will read.

Occasionally, have them write a few sentences next to their entry explaining why they want you to read that particular one. Let them know that you will read the passages marked in green and that, time permitting, you might read the rest if you have time.

5. Run a Tight Ship When Giving Instructions

Preventing dead time is especially important when giving instructions. There are a lot of great ways to ask for your students' attention, but many succeed or fail based on how demanding you are of the final outcome.

Whichever method you use, before you begin speaking, it is critical to require (1) total silence, (2) complete attention, and (3) all five eyeballs on you (two eyes on their face, two eyes on their knees, and the eyeball on their heart). I've done this approach with every class I've ever taught, and it makes a big difference. Knowledge Is Power Program (KIPP) middle schools include detailed SSLANT expectations: Smile, Sit up, Listen, Ask, Nod when you understand, and Track the speaker.

Here's how: When you introduce this routine to students, do it five times in a row: Announce that in a moment, you will briefly let them talk among themselves, and then you'll give them a signal (you can count out loud from one to three, ring a bell, and so on) and wait until they are perfectly ready for you to speak.

In the first two weeks after starting this routine, remind students often what's expected. To hold everyone accountable for listening the entire time, make it clear that you will never repeat your instructions after you have finished going over them.

6. Use a Fairness Cup to Keep Students Thinking

The more you can manage your classroom to be a supportive environment, where students are encouraged to take risks without fear of being put down or teased, the easier it will be to use your fairness cup regularly, without feeling that you are setting students up for failure.

Here's how: Write each student's name on a Popsicle stick and put the sticks in a cup. To keep students on their toes, pull a random stick to choose someone to speak or answer a question. Important: When you begin using your fairness cup, prepare a range of questions, some of which all your students can successfully answer. This strategy allows the bottom third of your class to get involved and answer questions without being put on the spot.

7. Use Signaling to Allow Everyone to Answer Your Question

To help ensure that all students are actively thinking, regularly ask questions to which everyone must prepare at least one answer -- letting them know you expect an answer. Then wait for all students to signal they are ready.

Here's how: For example, in math, you could ask, "How many ways can you can figure out 54-17 in your head? (Subtract 10 and then 7, subtract 20 and then add 3, and so on.) Or, to review a presentation, ask, "How many key points of this presentation are you prepared to describe?"

By asking questions that allow for multiple answers or explanations, you are differentiating instruction; everyone is expected to come up with at least one answer, but some may come up with more.

To convey the number of answers, students can use sign language, such as holding a hand to the chest (so their hands aren't visible to their neighbors) and displaying one or more fingers to represent how many answers they have. This technique precludes students from bragging about how many ideas they thought of or how quickly they are ready. You can then call on volunteers who want to share their answers with the rest of the class.

8. Use Minimal-Supervision Tasks to Squeeze Dead Time out of Regular Routines

Tasks that require minimal supervision add purposeful activity during moments that might normally revert to dead time. They come in handy when passing out papers, working with a small group of students, handling an unforeseen interruption, addressing students who didn't do their homework, or providing work to those who have finished an assignment before others.

Here's how: While you pass out papers, ask students to do a quickwrite (see #4) or to pair up and quiz each other on vocabulary words. Also, train students to fess up if they didn't do their homework. That way, during class homework review, these students won't automatically be in dead time. Instead, they'll immediately move to these prearranged minimal supervision tasks.

For example, you can ask them to study a review sheet, summarize a reading passage, read the day's assignment ahead of time, or create and study vocabulary words or other content. You might find students suddenly doing their homework more often rather than face this extra work.

9. Mix up Your Teaching Styles

To keep students involved and on their toes, try to move from teacher-centered learning to student-centered active learning, and vice versa.

Here's how: Introduce a presentation by having students pair up, talk to each other about their prior knowledge of the presentation, and generate a list of four questions for which they'll want to know the answers. Make quick rounds to remind all students to stay on task.

To encourage active listening, provide students with a list of important questions in advance. Interrupt the presentation with a quickwrite (see #4), and then have students "pair-share" by asking them to compare their entries with a neighbor. Pull sticks from your fairness cup (see #6) to choose pairs of students to present their thoughts to the class.

10. Create Teamwork Tactics That Emphasize Accountability

By insisting that students "ask three before me," you make it clear that they are expected to seek assistance from all members of their team before they turn to you.

Here's how: To reinforce this rule, when a student on a team wants to ask you a question, you, the teacher, always ask another person on the team whether she knows what the question is. If she doesn't, politely walk away, and the team will quickly understand what you expect.

Another way to emphasize accountability might be to say, "When you think your team is done with the task, find me within 30 seconds and tell me." This strategy shifts the accountability to the team for being on task.

Source :http://www.edutopia.org/classroom-student-participation-tips

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SITI NURFAZEERA BINTI NORDIN

STORY TELLING( Q4-6 )

4) Steps to be a good storyteller

1. You need to tell stories
that you like.

Choose a sto

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SITI NURFAZEERA BINTI NORDIN

STORY TELLING( Q4-6 )

4) Steps to be a good storyteller

1. You need to tell stories
that you like.

Choose a sto

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STORY TELLING( Q4-6 )

4) Steps to be a good storyteller

1. You need to tell stories that you like.

Choose a story you like when telling for kids at the library, for a sacred setting or to leaders of business or nonprofit groups. There will be many stories for any situation you are in. Choose a story that you can understand and enjoy.

2. Take the time to prepare.

Take the time to learn how to tell a story. Don’t just dive into telling a story you have heard only once.Break the story into parts. Practice with a recording device and a gentle-yet-truthful friend who can hear your first attempts.

3. Do not hesitate to remove the slow parts of your story.

It’s not unusual for first-time storytellers to try to tell every piece of a story. Storytelling occurs in the moment so not every detail has to be included each time. Ask yourself, "Do I need to tell this piece of the story this time? Is it critical?"

Source : www.storyteller.net

5) Story telling using props (puppets)

Professional storyteller, Mary Jo Huff, shares her secrets for making stories come alive in Storytelling with Puppets, Props and Playful Tales. Activities foster listening, prereading, speaking and thinking skills. The book includes original tales and photocopiable patterns, plus tips for creating inexpensive puppets and props from everyday materials. The ideas in this book will stimulate imaginations,encourage creativity, develop critical thinking, encourage participation and create a love of books, reading and, eventually, writing.

Source : http://www.amazon.com/Storytelling-Puppets-Props-Playful-Tales/dp/1897675771

6) Advantages and disadvantages of using puppet

Advantages:

Social skills : Puppets can increase children's communication and social skills by providing structured opportunities to interact with the puppets. Children can also practice these skills by using puppets to interact with other children.

Emotional development : Puppets can support children emotionally by giving them a "friend" to talk to, or a way to talk to other children without having to speak directly.

Confidence in reading and speaking : Children who are reluctant to speak or read out loud may be more willing to talk or read to a puppet.

Music appreciation: Puppets can make music and creative movement more interesting and can teach children the words and movements to new songs.

Motor skills : Manipulating puppets can be a positive way to encourage movement and to practice gross and fine motor control.

Guidance: Children can learn appropriate behaviors by watching the puppet's example, or the puppet can introduce and explain class rules.

Encouraging creativity : Children can use puppets to come up with stories, scenarios, and creative ways to solve problems.

Capturing attention: A puppet can be a good tool to capture the attention of young children in large-group and small-group settings, especially if the adult gives the puppet an engaging "personality."

Promoting dramatic play : Puppets can be easy-to-manipulate characters in a variety of dramatic play themes and stories.

Source: http://www.extension.org/pages/67243/using-puppets-in-child-care#.VFI3vvmUewg

Disadvantages:

Social diadvantages of war.

Have to pay maintenance on new roads.

Have to pay maintenance on surviving buildings.

Puppet states may use your strategic resources without your approval

Culture costs of policies increases
Source: http://forums.2k.com/showthread.php?90448-Advantages-and-disadvantages-of-conquering-puppeting

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MUSIC AND MOVEMENT ( Q3-4 ) 3) Examples of group singing and movement activities in the classroom.

1. "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.

Source : https://www.teachervision.com/music/lesson-plan/5352.html

2. “Head, shoulders, knees and toes,” as follows:
“Head, shoulders, knees and toes, knees and toes.   Head, shoulders, knees and toes, knees and toes.   Eyes and ears, and mouth and nose. Head, shoulders, knees and toes, knees and toes.”

Have the children touch the body part as it is named. You can substitute names of different body parts for the third line, such as, “neck and hips and knees and cheeks.” Start off slowly and increase speed as you sing it over and over.

Source : http://www.kellybear.com/TeacherArticles/TeacherTip69.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.

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

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STORY TELLING ( Q1-3 )

1) Definition of story telling .

Storytelling is the interactive art of using words and actions to reveal the elements and images of a story while encouraging the listener’s imagination.

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

2) Why story telling ?

a- Story telling is the oldest form in education

b- Stories usually can store information better compared to a list of facts.

c- Stories go straight to the heart

d- Story telling stimulates imagination

e- Stories act as a humanizing element which counteract with the emphasis on technology at home and in school.

f- Story telling develop listening skils as well as teach lessons

Source :

http://beautyandthebeaststorytellers.com/Handouts/WhyUseStorytelling.pdf

3) Steps for story telling .

There are five steps to successful story telling.

a- Understand the brand and audience ; speak in an authentic voice

b- Get the facts straight with 5 Ws ( who, what, when, where, why )

c- The power of specifics, details and imagery

d- Do not show but tell instead

e- Know the end at the beginning

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