|8/7/2022 2:22:41 PM||
|Discipline and Nbr:
MUSIC MOVEMENT CHIL||
Music & Movement for Children
|Units||Course Hours per Week|| ||Nbr of Weeks||Course Hours Total
|Maximum||2.00||Lecture Scheduled||3.00||17 max.||Lecture Scheduled||51.00
|Minimum||2.00||Lab Scheduled||0||4 min.||Lab Scheduled||0
| ||Contact DHR||0|| ||Contact DHR||0
| ||Contact Total||3.00|| ||Contact Total||51.00
| ||Non-contact DHR||0|| ||Non-contact DHR Total||0
Title 5 Category:
AA Degree Applicable
Grade or P/NP
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
| ||Total Out of Class Hours: 102.00||Total Student Learning Hours: 153.00||
Methods and materials for involving children in songs, movement, fingerplay, dance, and rhythm.
Child 10 (formerly Child 50) or Child 110.1 and 110.2, and Child 90.4 (formerly Child 59).
Limits on Enrollment:
Schedule of Classes Information
Methods and materials for involving children in songs, movement, fingerplay, dance and rhythm.
(Grade or P/NP)
Recommended:Child 10 (formerly Child 50) or Child 110.1 and 110.2, and Child 90.4 (formerly Child 59).
Limits on Enrollment:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Certificate Applicable Course
Outcomes and Objectives:
Upon completion of the course, students will be able to:
|CSU GE:||Transfer Area|| ||Effective:||Inactive:
|IGETC:||Transfer Area|| ||Effective:||Inactive:
The students will be able to:
1. State the goals for a music and movement program for young
2. Identify the key experiences in a movement program for
3. Demonstrate competence in the use of basic materials and
skills needed to provide a program of music and movement
for young children.
4. Analyze activities and materials for suitability in a
program of music and movement for young children.
5. Create curriculum and individual lesson plans for a music
and movement program.
Topics and Scope
1. Philosophy and goals.
2. Basic experience in movement.
3. Songs - criteria for selecting.
a. types of songs and melodic activities
b. teaching and creating songs
4. Rhythm and beat.
a. clapping, chanting, and echoing activities
b. rhythm in songs and movement activities
c. developing the beat in children
a. rhythm, melody, and accompanying instruments
b. making, purchasing, and storing instruments
6. Music and movement concepts for children.
7. Planning for music and movement times.
a. developing content for a balanced program
b. beginning and ending the group time
c. preparation of lesson plans - short term and longitudinal
1. Reading of text and handouts.
2. Creating a collection of music, songs, fingerplays.
3. Learning and demonstrating basic experiences in movement,
songs, rhythms, and beat.
4. Classroom demonstration of skill in use of rhythm, melody, and
5. Preparation demonstration and evaluation of music and movement
6. Research an area in either music or movement and write a paper.
Methods of Evaluation/Basis of Grade.
Representative Textbooks and Materials:
|Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.||Writing
25 - 75%
|Written homework, Essay exams, Term papers, MUSIC NOTEBOOK||
|Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.||Problem Solving
0 - 0%
|Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.||Skill Demonstrations
15 - 30%
|Exams: All forms of formal testing, other than skill performance exams.||Exams
0 - 0%
|Other: Includes any assessment tools that do not logically fit into the above categories.||Other Category
10 - 45%
|PARTICIPATION IN WEEKLY CLASSROOM ACTIVITIES||
Bayless, Kathleen M., Marjorie E. Ramsey, Music, A Way of Life for
the Young Child, 4th Ed. Merrill Publishing Company, New York, N. Y.,