12/4/2024 12:54:35 AM	CHLD 55.7 Course Outline as of Fall 2017	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  CHLD 55.7	Title:  MUSIC & MOVEMENT CHILD
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:

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:

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:
CSU GE:	Transfer Area			Effective:	Inactive:
IGETC:	Transfer Area			Effective:	Inactive:
CSU Transfer:	Transferable	Effective:	Summer 2010	Inactive:
UC Transfer:		Effective:		Inactive:
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:

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:

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

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:

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:

Music and Movement: A Way of Life for the Young Child. 7th ed. Edwards, Linda Carol. Pearson. 2012 (classic)

Instructor prepared materials

Print PDF