# data[].attributes.body
How to know when children are engaged in music and movement in the classroom?

1. The children would refocus and engage actively in group lessons.

2. The children also refocus on their individual work.

E.g :

when the students were off-task, the teacher would sing a song, chant or rhyme, which helped the students refocus and complete their work
3. When the teacher integrating movement into spelling, sight words, or literacy concepts reenergized the students, increased attention to the task, and helped concentration.

4. Children showed a general increase in adaptive behaviors and a decrease in problem behavior.

5. Their impression changed to more cheerful when the lesson started.6. The children more enjoying the learning process.

http://www.rapidintellect.com/AEQweb/t5363j3.pdf

"A rich voice opens the ear and gives energy to the nervous system. Not only does it help children process and memorize the message, but it also increases their desire to listen more, learn more, and know more. A good voice fills the cognitive and emotional brain."

Paul Madaule

Founder and Director

The Listening Centre.

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.

2. "Ring Around the Rosie"*

This is a singing game that works for toddlers, preschool, and primary age children. It is an exercise in sequential recall as well as kinesthetic pattern. The children exercise memory and develop a sense of spatial awareness with singing game activities.

3. "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.

4. "Pumpkin Patch"

This experience is based on the familiar folk tune, "Paw Paw Patch." This experience enhances children’s development in many areas: in collaborating with others in a group, in playing an organized game with "rules," in following a symbolic representation of sounds, in internalizing a sense of tonality and rhythm through singing, moving, and representing a song through pictures.

5. "Statue"

In this activity the children free dance or make whatever kind of movements they want. The teacher then calls out "statue" and the children immediately stop what they are doing and hold still. This is a super activity for balance a coordination.

6. "Free Dance"

Music is put on and children dance any way they wish. This activity should not be overlooked as it helps to build children's confidence and self-esteem.

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

http://www.earlylearningactivities.com/PDF/musicmovement.pdf
Steps to do music and movement activities in classroom

1. Play calming music as the children first enter the classroom to attract their attention.

2. Make some slow moves and gives some clue on what you will teach about.

3. When all have arrived, have them watch you and copy your slow movements in silence.

4. Breathe deeply, sway, lift arms, relax your body and started the activity slowly.

http://www.kellybear.com/TeacherArticles/TeacherTip69b.html

# data[].attributes.body
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.

Physical Development

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. . Like music, dance is an art form and a means of communication. Through dance, children communicate feelings, thoughts, and cultural values and beliefs.When Curious Minds provided dance props in the music area, the children became more interested in using the center. They would often dance in front of the three full-length mirrors while rhythmically moving streamers or scarves. At other times, they would dance while playing a musical instrument. Young children naturally respond differently to sound and silence, fast and slow music, and different musical styles (Metz, 1989). However, adults can enhance children’s movement repertoire by describing what children are doing, making suggestions, and modeling movement. Adults are powerful models. In one study, children using a music center during free play copied two-thirds of the teacher’s modeled movements (Metz, 1989).

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

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

# data[].attributes.body
Steps to be a good storyteller

1. Pick a relevant story.

2. Adapt the story to fit the audience.

3. Make the point clear.

4. Keep it short.

5. Practice telling the story.

6. Be prepared for any reaction.

7. Cue the audience that a story is coming.

http://ezinearticles.com/?7-Steps-to-Successful-Storytelling&id=6770647

Storytelling using props (puppets)

Puppets are a great addition to any story teller's toolbox. They help to bring tales to life, interact easily with any audience and can create enormous amounts of humor with just a small move or look. Using a puppet to tell a story is a wonderful technique that can lead children to discover the joy of literature and learning. Puppets can be used “anyway, anywhere, and anytime” to bring stories to life and to spark young imaginations.

Puppets can be made out of anything from catalogs to paper cups, and from envelopes to plastic straws. If you use your imagination, the possibilities are almost endless. Even the simplest, hand-made puppet can be thrilling for a young child.

Read more :

http://www.ehow.com/how_5619656_use-puppets-tell-story.html

http://www.libsci.sc.edu/storytelling/techniques/CollinsPuppetHanout.pdf

Advantages of using puppets

1. Provide students opportunity for verbal expression.

2. Puppets help to develop dramatic expression.

3. It helps to develop appropriate voice modulation.

4. It gives them confidence.

5. It provides them emotional release.

http://www.scribd.com/doc/21559836/Advantages-and-Disadvantages-of-Teacher-Made-Materials

Disadvantages of using puppet

1. The hand-puppets can say things that might seem offensive if spoken by a person.

2. A hostile or hateful hand-puppet can more easily be made wrong or be made to change his or her mind.

3. Distract young children or cause them to not pay attention to what the hand-puppet is saying because they are too busy focusing on the hand-puppet's movements and the way the hand-puppet looks.

http://www.slideshare.net/kokilavaaninarayanan/the-importance-of-puppets

# data[].attributes.attachment_link.description
Two girls A.R. and G.H., ages 9 and 11, took my puppet workshop. After graduating from the advance level they performed The Very Hungry Caterpillar all on their own without any help. A.R. plays the caterpillar and the butterfly. G.H. handled all the props.

# data[].attributes.body
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

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. When we tell our first story, there is a magical moment. The children sit enthralled, mouths open, eyes wide. If that isn't enough reason, then consider that storytelling:

Enhances the community in the room.

Improves listening skills.

Inspires purposeful talking, not just about the story.

Gives a motivating reason for English-language learners to speak and write English.

http://www.edutopia.org/blog/storytelling-in-the-classroom-matters-matthew-friday

Steps for Storytelling

Part 1 (Mastering Storytelling Fundamentals)

1. Engage your audience

2. Build the scene

3. Build tension and release tension

4. Focus on what's important

Part 2 (Using Voice and Body)

1. Create character

2. Control your face

3. Talk with your hands

Part 3 (Improving Storytelling)

1. Practice

2. Memorize your story

3. Allow for interaction

4. Respond to your audience

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