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Music and the Child, Week 2 Notes

by: Rachel Colella

Music and the Child, Week 2 Notes MUSG 06218

Marketplace > Rowan University > Arts and Humanities > MUSG 06218 > Music and the Child Week 2 Notes
Rachel Colella

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About this Document

These notes cover the information from the text "Music Together Family Favorites Songbook for Teachers".
Music and the Child
Lilly Levinowitz
Class Notes
Music, General Education
25 ?




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This 2 page Class Notes was uploaded by Rachel Colella on Saturday September 24, 2016. The Class Notes belongs to MUSG 06218 at Rowan University taught by Lilly Levinowitz in Fall 2016. Since its upload, it has received 5 views. For similar materials see Music and the Child in Arts and Humanities at Rowan University.

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Date Created: 09/24/16
Week 2 Text: Music Together Family Favorites Songbook for Teachers pp. 7­8 Music Together Teaching Principles Actions, not instructions  Music activities are presented in a non­formal way, without explanations or  imaginary information.  Children are guided into the experience o The teacher presents the song in its entirety, singing and moving in a way  that invites participation.  Children respond by observing and imitating with repetition. Accept and include  Rather than having a constant vision of how a song activity will proceed, the  teacher has a flexible response as the class experience unfolds.  Everyone in class learns that they have valid music and movement ideas.  They can let go of any concerns about making a mistake in class and freely  experiment and play. Build relationships through music and movement  Music and movement offer a means of communication that is direct and  nonverbal. o A teacher might answer a child’s stomp with a skip, sing back his or her  sound, or notice his or her movement and model it for the whole class. Oops!  In non­formal music education for the very young, the teacher models an attitude  in which music­making is playful and enjoyable rather than goal­oriented.  This sets an easygoing atmosphere and helps free others in the class from any  self­conscious attempts to get things “right.” Executive function­ (also known as cognitive control and supervisory attentional  system) are a set of cognitive processes – including:  Working memory  Attention control  Cognitive flexibility   Inhibitory control (impulse control) Approaches to learning – how children learn  One of the 5 domains: o Overall classroom engagement and learning  o Motivation to learn o Openness to new tasks and challenges  o Opportunities to explore and experiment  o Ability to make a plan of action o Imagination and creativity


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