1. GROUP PRESENTATION
MUSIC
By Sherlene Carter
1

2. MATERIALS AVAILABLE IN THE MUSIC CENTER
2
 Instruments to create
or listen to music
 Recorded music
 Song books
 Computers
 Homemade musical
instruments

3. Some musical materials and toys or instruments
must be accessible for play for much of the day.
This includes anything children can use to create
or listen to music such as drums, electric
keyboards, bells, a piano, triangles, xylophones,
harmonicas, rattles, chimes, a music box, or
rhythm sticks.
The instruments can even be homemade!
3

4. Things needed for children to listen to
recorded music such as:
 Tapes
 CD players
 Software for computers that offer extensive
musical content such as complete songs
 Passages of music, song books
4

5.  Staff must initiate at least one musical activity daily,
including, singing songs with children, soft music turned on
at nap time, and music played for dancing.
 Two music toys should be rotated monthly. Three different
types of music must be used regularly.
 There must be enough musical instruments for at least
half of the children to use at once.
5

6. 6
Dance props must be accompanied by something that
makes music such as recorded music, child created music,
or a tape player.
 Materials must be accessible for at least one hour daily
(indoors or outdoors).

7. CREATING DIVERSITY
 Using instruments that are played around the
world to include: maracas, bongo drums, bells,
cymbals, xylophones, etc.
 Placing pictures in Music/Movement area with
different cultures and diverse music genres
7

8. CREATING DIVERSITY CONT…
 Play music for every child such as Spanish,
slow or fast renditions of lullabies, and nursery
rhymes.
 Invite people of different cultures who play
instruments to further explain the importance of
music in their culture and tell about their
specific instrument.
8

9. INFANTS, TODDLERS, AND SPECIAL
NEEDS CHILDREN
 Participate with babies and encourage the use of
instruments. Clap to the rhythm with baby and
participate with baby, allowing them to visibly see me
and follow my movement.
 Include music for special needs that will engage
them and allow them to follow along with the
movements. Have ribbons, flags, and hand held
instruments available to promote movement and
dance.
 Make home-made instruments such as shakers to
help students share in the experience with their very
own instruments.
9

10. Children are learning to be fluent in speech.
 Children are learning to create.
 They are developing their aesthetic sense.
 They are learning about other cultures.
 They are learning to have fun.
(Whitener, 2009 Part 1, Slide 23)
10

11. THE TEACHER’S ROLE
 The teacher is to use music to develop relationships with the
children by participating along with them and also providing
music that promotes positive development.
 As a teacher, music is a way to gain a child’s attention.
Making the classroom rules into a song, or daily routines
into a song will help children understand and learn what the
teacher expects from them in a fun way.
 Music also helps teachers to display to children how to act
appropriately in a classroom setting while music is playing
whether in large groups or individual time.
11

12. MILESTONES REACHED BY MUSICAL
INSTRUCTION
 Language and Literacy – Strand 1: Listening and
Speaking
36 – 48 months – Demonstrate increased understanding of
oral language through actions and responses to directions
and questions. (A8) Page 13
To help children achieve this, the teacher may
explain simple moves to a song and children should be able
to follow the moves.
 Cognition and General Knowledge – Strand 3 Sub-
Strand D. Families and Communities
48 months and older – Respect differences among people,
such as gender, race, special needs, culture, language, and
family structures. (D10) Page 34
To help children achieve this, the teacher may
provide music from another culture for children to listen to.
12

13. MILESTONES REACHED BY MUSICAL
INSTRUCTION CONT…
 Fine Arts – Strand 1: Dance Arts
48 months and older – Participate in creative movement,
dance, and drama. (A8) Page 36
Teacher may provide costumes and props to
encourage interpretive dance to various styles of music.
 Physical Development and Health – Strand 1: Gross
Motor Development
48 months and older – Use balance and control to perform
large motor tasks. (A11) Page 41
The teacher may include moves using balance
during music time to help children achieve this milestone.
(Virginia Department of Social Services, 2008)13

14. References
Whitener, Carole (2009). Dos Clues, Activities in High Quality
Programs. [PowerPoint slides].
Virginia Department of Social Services (2008). Milestones of child
development. Retrieved February 16, 2016 from
https://learn.vccs.edu/bbcswebdav/pid-84866173-dt-content-rid-
79715204_2/courses/TC295.CHD.120.O02P.SP17/milestones%281%29.pdf
Music Is Important!
14