http://www.australianstorytelling.org.au/txt/d-what2.php

http://www.prokerala.com/kids/activities/storytelling-to-children.php

- Read the passages before and after the story for context .

2 )Visualize the story

- Try to visualize the story rather than memorize it

3 )Adapt the story

- Consider the background , vocabulary level , characteristics and interests of the listener

4 )Practice telling the story

- The more one's practice , the easier the story will flow http://www.creativeyouthideas.com/resources/improving-your-teaching/steps-to-storytelling/

i. A storyteller should tell their stories based on what they like.

ii. The storyteller should take time to prepare before they start to tell the story.

iii. Storytellers shouldn't be hesitated to remove unnecessary parts.

iv. Good storytellers know how to use appropriate intonation and be confident in telling the story.

v. Use good pacing.

i. A wonderful technique to teach children that can attract them to like literature more.

ii. Puppets are portable and they can be used in anytime.

iii. Doesn't require any expensive or the quality of the puppet, the way of teaching is valuable.

iv. By using the puppets, it's the fastest way to make audience to understand the story better.

Advantages:

i. Audiences will get emotionally involved with them.

ii. Not much rehearsal is needed and it's easy to operate.

iii. It's suitable for all ages and for a wide variety of subjects.

iv. They're useful for exaggerated presentations.

v. They can be depicted of all types of scenes.

Disadvantages:

i. Difficulties of using puppets because of their sizes.

ii. The seating for audiences need to be managed carefully for comfortable.

Source: Go to 7th slide.

"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.

"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.

Procedures

1. Sing this song with the children either turning in a circle alone or holding hands in small groups that walk in circle formation as they sing "Ring around the rosie / pocketful of posies / Ashes, ashes…we all fall down."
2. As everyone tumbles to the floor, the teacher quickly begins tapping a beat on the floor and chants the following words to get everyone back on their feet again, "The cows are in the meadow / Eating buttercups / A-tishoo, a-tishoo / We all stand up
3.  Use this activity as a circle time activity or in a playground or just as a break in the day, It serves the children well as a spontaneous activity.

"Shoo Fly"

-Singing games are experiences in kinaesthetic 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.
  
  
  1. Have the children repeat the slapping verse again, then sing and circle to "I feel like a rainbow rain."
  2. Repeat the sequence with the words "I feel like a sunshine day" to the verse in which the children circle.
  
  
  3. Encourage the children to begin alone and then to add a partner.
  4. After the children achieve a comfort level with these stages, increase the circle size to four then eight.

     "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.

1) SOCIAL DEVELOPMENT

The students can develop their social skills by learning how to cooperate, compromise with their friends. We know that to produce a magnificent music, there must be a lot of instruments and for each instrument will be played by a musician. So, from that, they can learn how to have tolerant values with their friends in order to produce a good music.

2) PHYSICAL DEVELOPMENT

Rhythmic accompaniment to physical education enhances the development of physical skills. Learning to play an instrument enhances fine motor co-ordination. There may be particular health benefits for singing in relation to the immune system, breathing, adopting good posture, improved mood, and stress reduction. Foe example, catching, jumping and leaping improved when children participated in a programme involving rhythm

3) COGNITIVE DEVELOPMENT

Music makes a powerful place in our memory. Although an adult will more remember something when it comes in music form.children who undergo musical training have better verbal memory, second language pronunciation accuracy, reading ability and executive functions. Learning to play an instrument as a child may even predict academic performance and IQ in young adulthood.

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

The students will be able to give positive respond to their learning. Students that excited about learning, are motivated to pay attention in class. Many times student misbehavior in the classroom happens because of boredom. When students are excited about their learning, they are motivated to pay attention in class.

"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.

Procedures

1. As the children sit in a circle, sing the song. As you sing the first verse, starting "Where, oh where is dear little [name of child]," everyone in the circle looks for the child named.
2. As you sing the second verse, "She’s picking up the pumpkins, putting them in the basket … Way down yonder in the pumpkin patch," that child goes to the part of the room designated the "pumpkin patch" and picks up imaginary pumpkins one by one
3. Have the children follow the song map as they sing.
4. Involve the children in new places that Mary may be visiting, and ask them to draw related pictures constructing their own song maps.

"Animals"

The children simple stand and the teacher asks them to be a certain animal and the children then act out what animal the teacher has called out.

For example :

 "Everyone be a monkey" and then the children act like monkeys. For this activity it best to alternate a "loud" animal with a "'quite" one. 

For example :

 "Everyone be a bear"  and then "Everyone be a snake".

You will probably find some children who do not want to participate right away especially if they have not done any kind of movement or play acting in front of other children.

It's is alright to let a child observe and then join in when he/she is ready.

"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 an coordination.

"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.

"Hot Potato"

We do this activity to music  we use "Hot Potato" by the wiggles. We use different stuffed items (made out of fabric and then filled with pillow stuffing) for the potato such as a stuffed apple,pumpkin,  heart 

etc.

A nerf ball works well to. For this activity everyone gets in a circle. One child has the"potato" and when the music begins he/she passes the potato to the child next to him/her as fast as she/he can. The teacher stops the music and the children clap for the child who is holding the potato. The music is restarted and children continue play.

This is different from the traditional "hot potato" game where the child who is holding the potato when the music stops is eliminated. Depending on your group size play should continue until each child has held the potato when the music stops.