Methodology of Music and Movement

PRESENT AN OVERVIEW AND EVALUATION OF THE LESSON PLAN
NAME: MARIAM KHALIFA ALSUWAIDI.

ID: H00300001.
COURSE CODE: ECE 2503.
COURSE TEACHER: GARNEL DESRAVINS.
Activity Name / Type Aspect of movement or Promoting Reflection of: Resources:
Baby Shark Dance movement in response to e.g. The Body what is moving?
music being explored
Movement activity whilst singing Spatial Awareness where does
the body move?
Effort awareness How does the
body move?
Relationships with whom can

the body move?
References: Creating: Children create

their own movements as they Smartboard.
The Body: How they move their
make their way through a
https://www.youtube.com/watch?v=XqZsoesa55w part of the body through the The song.
variety of obstacles e.g baby
song, e.g. hands and legs. https://www.youtube.com/watch?v=XqZsoesa55w
shark, mommy shark.
Performing: Children are
asked to demonstrate and to
Spatial Awareness: using the
perform their actions for the
space they have carefully, and
teacher and their peers
avoiding contact with their
friends.
Effort Awareness: using slow,

careful and quiet movements.
Organisation: e.g. Whole Class / Groups / Pairs / Dramatic Play / Circle Time Area / Hall / Duration of Activity:
Outside
Group in the Circle area 5 minutes.
What the teacher does: What the children do:
The teacher asks the children to stand up in the circle area. She gave instruction
how to use their hands and move. She plays the song and ask the children to see
The children stand up in the circle time and listen to the teacher.
the movement so they do as the same movement in the song.
The teacher plays the song for the children and she starts to sing and move the The children start to hear and see how is the movement and do as the teacher.
same movement in the song.
When they come to the baby shark, the children use one finger to show the C: acting the sound and sing the song.
children that the baby is small.
T: Baby shark, doo doo doo doo doo doo.
Baby shark, doo doo doo doo doo doo.
Baby shark!
T: Daddy shark, doo doo doo doo doo doo. Children try to thicken their voices.
Baby shark!
When they come to the Run away, the teacher run in her place. Children run in their places.
When they come to its the end, the teacher dance and move her hands. The children start dancing and moving their hands.
Extension Ideas:
The teacher could extend the type of materials and use masks of sharks for the children.
Music and movement
Performance art: Baby Shark Dance
KG1
Grade:
Number of student: 6 students 1 girl, 5 boys
LO of the project: Evaluate performance art lesson.

VIDEO ABOUT MUSIC AND MOVEMENT:
METHODOLOGY WAS USED
Maria
Reggio Emilia
Montessori
WHY METHODOLOGY WAS USED IN THIS PROJECT.
Reggio Maria
Emilia Montessori
The Reggio Emilia methodology Dr. Montessori said it is

based on the idea that every child essential to receive experience
has at least, one hundred with music from the ages of two
languages and music and to six. She called this period the
movement is one of those sensitive period of learning.
languages. It develops the whole child, the
physical, social emotional and
cognitive abilities.
CONNECTING THE LESSON WITH THE METHODOLOGY.
According to Reggio Emilia

using the music as a lesson is According to Maria
one of the things that can Montessori using music and
encourage the children and movement lesson is very
make them explore concepts important because it develops
utilizing a set of symbolic their abilities to feel the steady
representations. beat, chant rhymes, and to
It helps them express differentiate among musical
themselves. comparatives such as high to
It develops the relationship low, fast to slow, and loud to
with the materials which it is soft.
the way help them to explore.
THE SUCCESS OR DIFFICULTY IN IMPLEMENTING THIS
METHODOLOGY IN THIS LESSON.
Success:
It enhances social and cognitive development.
It helps to develop the physical development and the gross and fine motor skills also the eye-hand coordination.
It helps children become more engaged in their work and lessons.
Also, it will make the children more focused and interested, and it reduces the negative behavior.
Difficulty:
Control the children in the classroom.
The time was short.
REFERENCES:
Akkerman, A. (2014). Benefits of Movement in a Montessori. Retrieved from

file:///C:/Users/ACER/Downloads/Akkerman.pdf
Hanna, W. (2014, July). A Reggio-Inspired Music Atelier: Opening the Door Between Visual Arts and Music. Retrieved from
researchgate: https://www.researchgate.net/publication/262571937_A_Reggio-
Inspired_Music_Atelier_Opening_the_Door_Between_Visual_Arts_and_Music
Lawyer, A. (2004, December ). Maria Montessori and the Sensitive Periods for Music Education. Retrieved from
file:///C:/Users/ACER/Downloads/MariaMontessoriandtheSensitivePeriodsforMusicEducation.pdf
Wells, A. (n.d.). The Reggio Emilia Approach. Retrieved from umanitoba:

https://umanitoba.ca/faculties/education/media/Wells-09.pdf
Spielgaben. (2013, November 2013). Comparison among Froebel, Montessori, Reggio Emilia and Waldorf-Steiner
Methods Part 1. Retrieved from spielgaben: https://spielgaben.com/comparison-froebel-montessori-reggio-waldorf-
part-1/

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PRESENT AN OVERVIEW AND EVALUATION OF THE LESSON PLAN

NAME: MARIAM KHALIFA ALSUWAIDI.

Relationships with whom can

References: Creating: Children create

Effort Awareness: using slow,

Number of student: 6 students 1 girl, 5 boys

LO of the project: Evaluate performance art lesson.

The Reggio Emilia methodology Dr. Montessori said it is

According to Reggio Emilia

Akkerman, A. (2014). Benefits of Movement in a Montessori. Retrieved from

Wells, A. (n.d.). The Reggio Emilia Approach. Retrieved from umanitoba:

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