The value of movement Learning Reflection 2

The value of movement Learning Reflection 2 1. While on placement or in your previous experiences, how was music and movement used to support routines and transitions? Do you feel the strategies used were/are successful? Share at least two concrete examples. Explain and support your statements. 1- As I discovered in my earlier learning experience using music and movement was crucial, to guarantee seamless transitions and uphold enthusiastic and engaged classroom environment. For example, Morning routine: Listen to peaceful, quiet music to start your day. Perform easy yoga poses in time with the song. Together, these elements draw the children in and create a happy atmosphere for the da y. The children's nervousness and restlessness are lessened by the relaxing effects of the m usic and yoga poses, which help with a seamless transition from home to the classroom. Transition following activity: We kept things consistent by ending craf or activity time with the same tidy-up song. (Clean up, clean up, everybody everywhere, clean up, clean up, everybody does your share. Clean up, clean up little stars, stop and clean up where you are. Time to put the toys away, we will get them out another day. (or “later today”) Clean up clean up little star, stop and clean up where you are!) The tidy up song created a sense of unity as all children worked together to clean up as engaging and cooperative activity. The kids were able to predict when it was time to move on to the next part of the day be cause of this routine. Also, Music functioned as a source of motivation. “Physical movements provide one of the most important avenues through which a child forms impressions about himself or herself and his or her environment.” - MAYESKY, 2012, P. 375 2-While on placement or in your previous experiences, what kind of materials or props have you seen educators use during group time to support musical movement activities? Do you feel they were successful in engaging the children and encouraging gross motor participation? Share at least one concrete example. Explain and support your statements. In my previous experience we provided each child with a pair of rhythm sticks, which we made of wood or plastic also, suitable size and weight for the children’s age and motor

skills. Children were encouraged to use rhythm sticks to tap along with the beat of the music. To make different sounds, they may tap the sticks against each other, the floor, or even other objects. Rhythm sticks were also used in examination of topics as an instructional tool. When teaching a letter like "B," for example, kids were supposed to recognize and prono unce words that start with that letter. The kids would tap the rhythm sticks twice for every word that began with the letter"B" t o help them remember the sound of the letter and how it fits into words. This material and Learning experience became interesting and unforgettable because of this participatory method. This approach proved to be phenomenally successful as the children thoroughly enjoyed and engaged in the activities. Another example that comes to mind is the use of colorful scarves during a music and movement activity. We provided each child with a light weight, bright colored scarf. The scarves were made of sof, sheer fabric and came in a variety of colors. During group time, we incorporate music and movement activity. The children were encouraged to dance and twirl around while holding scarves. The scarves added an element of visual appeal and vibrant colors created a sense of excitement. We ofen used songs with descriptive lyrics, like "wave your scarf like ocean waves" or "fly your scarf like a butterfly." This encouraged children to use their imaginations and develop gross motor skills by imitating these actions. The colorful scarves as props during music and movement were successful in engaging children and encourage their gross motor participation. 1. What kind of materials and props do you plan to add to your upcoming Music Circle Plan assignment to encourage movement? These props I have learned these props from the course of music and movement I’m planning to add them to my upcoming circle plan assignment. The parachute: Ostrich hides his head in the face of danger. When the teacher calls out the name of a dangerous animal, children hide heads under parachute sealing edges around their necks. The educator mentions various animals to keep children alert-” here comes a goldfish, tiger, old horse, lion, rubber duckie, etc.  Merry Go round: The children: Hold the chute with one hand and travel forward, backward, clockwise, counterclockwise; Hold the parachute with one hand, walk, run, hop, leap, jump, gallop, or skip. Move slowly or quickly. With two hands: Move to the lef and right using a slide or a cross overstep. Number off (1, 2): All the ones hold the chute with lef hand and move forward. All the 2’s hold the chute with their right hand and move backwards. All the 2’s face the chute and move to the right. All