Dancing to the music

“Children experience an environment where they discover and develop different ways to be creative and expressive” Te Whariki  (Ministry of Education, 1996). By developing the ability to listen and respond to music is a component of creative dance and movement (Wright, 2003). 

 

In our centre, children always enjoy singing and dancing in the music corner. Today there were a group of children who were dancing and singing while a song was being played on the CD player.  I noticed C was just standing and watching the other children. I went up to C and encouraged her to join in-  at first she was a bit hesitant so I took her hand and I started dancing, moving my hands and body.” C’mon C let’s dance” still holding her hand and T started dancing with me. 

  

 

Following children’s interest in music, I brought a couple of CD which I borrowed from my son. I brought Justin Bieber and Bruno Mars CD which I’m sure the children would like. At mat time I showed children the CD and asked them “Which one do you like to listen to?”Justin Beiber or Bruno Mars CD?”" Justin Bieber!” T exclaimed. “Yeah! Justin Beiber!” they all replied.  I played Justin Bieber’s CD entitled “Baby” and all of the children were delighted to hear the song. “ Ohhh ,I like that song! “ M said. “We have CD of Justin Bieber at home” said T. Then they all started singing and dancing-some of the children were even holding each other’s hand as they wiggled their bottom. When action are involved in singing, sheer enjoyment help them to remember the words and phrased in the songs and using actions makes it faster to learn (Isenberg & Jalongo, 2006). Te Whariki suggests that music and movement encourages a release of physical and emotional energy, expression and creativity (Ministry of Education, 1996).

Children seem to experience much pleasure listening to music, making music and moving to music. Whether they are singing along to a CD, playing a rhythm instrument or skipping to music around the classroom, most children seem to thoroughly enjoy participating in a music activity. Making music with others gives children a wonderful feeling of belonging to the group (Wright, 2003) Children who might have difficulty joining in activities with others because they are shy as in the case of T, can freely participate when it comes to a musical activity. It helps children develop good social and emotional skills that foster emotional security and social success-skills like confidence, curiousity, cooperation, self- regulation and good listening predict cognitive success as ( Isenberg & Jalongo, 2006).  

Technology provides us with digital tools for learning. Through the use of CD in this activity children were given the opportunity to engage in a meaningful learning experience that was fostered by technology.

To further extend children’s learning and interest in music I would provide different kinds of musical instruments for them to explore. I could also bring my “magic mike” and show it to the children. ( magic mike is just like an ordinary microphone but it has microchips inside which stores a collection of songs – it’s called” sing along or karaoke”.

Reference List

 Isenberg, J.P., & Jalongo, M.J. (2006). Creative expression and play in early 

              childhood. (3^rd ed.). New Jersey: Merrill Prentice Hall

 Ministry of Education. (1996). Te Whāriki: He Whāriki Mātauranga mō ngā    mokopuna o Aotearoa. Wellington: Learning Media.

Wright, S. (2003). The arts, young children and learning. Boston, United States              

               of America: Pearson Education.