Assignment # 8

Worksheet Chapter 81.Children move naturally. List and explain the guidelines suggested in the textbook that help teachers generate ideas for students to learn music through rhythmic bodily response activities (p. 259).

Keep movement within the skill and capabilities for the student (for example, use bilateral motions for young children). These movements may range from the very simple to the highly complex.
Choose musical compositions that lend themselves to interpretative movement. Be careful not to impose a story meaning on a simple melody.
Plan movements so that they flow freely from one to another.
Plan movements carefully. Sometime children will improvise movement as a part of the learning process, where as at other times you will want them to follow a planned patter of movements.
Ask children to help decide on appropriate interpretative movements and to char them with stick figures and captions that give specific directions, along with the text of the song (if there is one).
Make sure children learn each movement well; children must concentrate on the interpretation and not on “What do I do next?”
Be sensitive to children’s ages. Do not choose movement that will be awkward or embarrassing to them.
For performance experiences, you may wish to use simple costumes.
Emphasize important words or syllables. You may choose to do the movement on a strong beat or on a particular word.
Enhance the rhythm of the song with coordinated movement (that is, everyone doing the same thing at the same time).

2. What does locomotor skill means? What is non-locomotor skill?

Locomotor movement – means to move from one place to another.

Non-locomotor movement – means to move within a stationary position.

3. List the four stages in developing children’s body awareness.

1. Movement as an expression of problem solving.
2. Movement as an expression of imagery.
3. Movement with no external beat.
4. Movement to a beat with a sense of timing.

4. What are the musical concepts that can be taught through movement activities?

1. The use of the whole body, involving the larger muscle groups, ensures a more vivid realization of rhythmic experience than does the customary use of the extremities, such as the hands in clapping and the feet in tapping.
2. The physical coordination developed in the well-directed rhythm class give the individual power to control his or her movements in related activities. This is especially true in regard to instrumental skills, where coordination is difficult and specialized.
3. Bodily movement acts as a reference for the interpretation of rhythm symbols, which become truly significant when learned as the result of a vital rhythmic experience.
4. Children develop habits of listening as they engage in the process of identifying what they hear and what they do.
5. Body, mind, and emotion are integrated in rhythmic expression.
6. The freedom of expression that is a cardinal principle in eurhythmics stimulates the creative impulse in every department of musical learning.

5. Choose one concept and summarize the lesson provided in the textbook telling how this particular musical concept is taught through the movement activity.

Concept: Fast, Slow, Getting faster, Getting Slower
The lesson plan is suggested for grades K-3 by using songs to have students demonstrate with their bodies the concept being presented. The songs used have different rhythms and the beats may be longer or shorter where children should express their comprehension of this change with movement. They are to move fast or slow depending on the music.