8/31/2024 10:10:41 PM |
| Changed Course |
CATALOG INFORMATION
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Discipline and Nbr:
CHLD 55.7 | Title:
MUSIC & MOVEMENT CHILD |
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Full Title:
Music and Movement for Children |
Last Reviewed:2/13/2023 |
Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
Maximum | 3.00 | Lecture Scheduled | 3.00 | 17.5 max. | Lecture Scheduled | 52.50 |
Minimum | 3.00 | Lab Scheduled | 0 | 6 min. | Lab Scheduled | 0 |
| Contact DHR | 0 | | Contact DHR | 0 |
| Contact Total | 3.00 | | Contact Total | 52.50 |
|
| Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| Total Out of Class Hours: 105.00 | Total Student Learning Hours: 157.50 | |
Title 5 Category:
AA Degree Applicable
Grading:
Grade or P/NP
Repeatability:
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
Formerly:
Catalog Description:
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An introduction to materials and methods, including songs, movement, finger plays, dance and rhythm, that comprise a developmentally appropriate music curriculum for young children. Development of creativity and music education for children from birth through age eight will be addressed. The role of music and movement as part of an integrated curriculum will also be explored.
Prerequisites/Corequisites:
Recommended Preparation:
Course completion of CHLD 90.4 and Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Schedule of Classes Information
Description:
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An introduction to materials and methods, including songs, movement, finger plays, dance and rhythm, that comprise a developmentally appropriate music curriculum for young children. Development of creativity and music education for children from birth through age eight will be addressed. The role of music and movement as part of an integrated curriculum will also be explored.
(Grade or P/NP)
Prerequisites:
Recommended:Course completion of CHLD 90.4 and Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Transfer Credit:CSU;
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Associate Degree: | Effective: | | Inactive: | |
Area: | | |
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CSU GE: | Transfer Area | | Effective: | Inactive: |
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IGETC: | Transfer Area | | Effective: | Inactive: |
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CSU Transfer: | Transferable | Effective: | Summer 2010 | Inactive: | |
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UC Transfer: | | Effective: | | Inactive: | |
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C-ID: |
Certificate/Major Applicable:
Both Certificate and Major Applicable
COURSE CONTENT
Student Learning Outcomes:
At the conclusion of this course, the student should be able to:
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1. Define goals and key experiences for a music and movement program for young children.
2. Design, implement and evaluate music and movement activities as part of an integrated
curriculum for young children.
3. Explain how early music and movement experiences contribute to development in all
domains, including appreciation of cultural diversity.
4. Use relevant learning theories and knowledge of child development to plan, implement and
evaluate a developmentally appropriate and inclusive music and movement program for
young children.
Objectives:
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The students will be able to:
1. State the goals for a music and movement program for young children, with an emphasis on
play as part of an integrated curriculum.
2. Identify key activities in a music and movement program for young children.
3. Demonstrate competence in the use of skills and materials, including various musical
instruments, needed to provide a music and movement program for young children.
4. Utilize developmentally appropriate methods to teach music and movement activities to young
children.
5. Present songs and dances from a range of cultural traditions and linguistic backgrounds.
6. Articulate the role of music and movement activities and programs that support the
development of cognitive/ language, physical, and social-emotional skills
Topics and Scope
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I. Philosophy and Goals of Music and Movement Activities and a Music Program
A. Movement and dance
1. the role of movement and dance in supporting language/cognitive, physical, and
social-emotional development
2. cultural traditions
3. methods of teaching movement and dance
4. types of movement and dance
B. Music and songs
1. the role of music and song in supporting language/cognitive, physical, and
social-emotional development
2. cultural traditions
3. methods of teaching music and song
4. types of music and songs
C. Rhythm, beat and tempo
1. the role of rhythm, beat and tempo in supporting language/cognitive, physical, and
social-emotional development
2. cultural traditions
3. methods of teaching rhythm, beat and tempo
4. types of rhythm, beat and tempo
II. Implementing a Music and Movement Program
A. Preparing age-appropriate curriculum content
B. Utilizing small and large group times
C. Connecting music and movement to an emergent curriculum
D. Creating and utilizing instruments and props
E. Integrating music and movement throughout the day
F. Developing an appropriate environment
1. organizing the physical space
2. obtaining supplies for a comprehensive music and movement program
3. responding to children's individual music and movement interests and capabilities
III. The Role of Music and Movement in a Diverse and Multi-cultural Environment
A. Musical games, activities and movement from around the world
B. common themes of songs, music and movement
C. introduce songs in various languages
D. factors that support creativity in the classroom
IV. Essential Instructional Skills for Teaching Music and Movement
A. Singing
B. The use of musical instruments
C. Creating a portfolio of music and movement activities and songs
D. Planning, implementing, and evaluating a developmentally and culturally appropriate
music and movement program
Assignments:
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Assignments may include the following:
1. Reading of text and handouts (approximately 10-20 pages per week)
2. Create a portfolio of music, songs, and finger plays (portfolio to include written material,
sheet music or reference to child development, description of activities and
instruments used)
3. Demonstrate movement activities, dance, songs, rhythms, and beat in class
4. Prepare lesson plans for a music and movement, song and rhythm activity
(3-5 lesson plans of 1-3 pages each, and class presentation)
5. Participate in music activities for young children (3-4 written analysis papers, 2 pages each)
6. Compose a written philosophy statement for an early childhood music and movement program
(1-3 pages)
Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing. | Writing 40 - 60% |
Analysis papers, philosophy statement, lesson plans | |
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving 0 - 0% |
None | |
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations 30 - 50% |
Demonstrate music and dance activities, create a culminating portfolio of activities, class presentation | |
Exams: All forms of formal testing, other than skill performance exams. | Exams 0 - 0% |
None | |
Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category 10 - 30% |
Attendance and participation (in-class activities) | |
Representative Textbooks and Materials:
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Music and Movement: A Way of Life for the Young Child. 7th ed. Edwards, Linda Carol. Pearson. 2012 (classic)
Instructor prepared materials
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