Music and Movement

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Music and Movement
Chapter 13, Hoffer
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Vini ViniTahitian Welcome SongVini vini vini
vinivana vana vana vanavahini ta-hi-tivini
vini vini vinivana vana vana vanaawe
tu-na-o-te-ah-wey
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It is the supreme art of the teacher to awaken
joy in creative expression and knowledge.Albert
Einstein
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Hoffer Chapter 13

• Movement is natural human response to music and
  children should be encourage to move to the
  musical sounds they hear
• Motions is overt, so teachers can easily tell by
  the students actions whether they are involved
  or not
• Helps greatly with behavioral assessments
• Movement can be used as an assessment tool (move
  one way for fast, one for slow, etc.) Student can
  recognize opposites in music and create
  appropriately opposite movements

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Moving in Structured Situations

• Teachers should be aware of the limitation
  inherent in the physical settings and plan
  accordingly.
• Make a room for movement . Move chairs and desk
  to the side of the room, go outdoors in the good
  weather, and use gyms, lobbies and hallways.

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• Explore the possibilities for movement in tight
  spaces, in chairs, and at desks.
• While allowing the children the freedom to
  express musical ideas through movement, set
  movement rules that will organized what might
  otherwise prove chaotic to the classroom

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Hoffer Chapter 13

• Structure is the key to successful movement
  activities
• Have strict rules (dont touch each other,
  movements must be exact) If the rule is violated,
  the student is to sit out the rest of the
  activity

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Hoffer Chapter 13

• Fingerplays are great activities for younger
  students with limited motor skills
• Fingerplays are a series of finger, hand, or arm
  movements performed rhythmically to depict the
  images suggested by a song or rhyme

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Eency Weency Spider

• The Eency Weency spider climbed up the water
  spoutDown came the rain and washed the spider
  outOut came the sun and dried up all the
  rainAnd the Eency Weency spider climbed up the
  spout again

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Hoffer Chapter 13

• Action songs are like fingerplays but involve
  more than the fingers
• Can be any movements appropriate to the music,
  either stationary or moving
• Individual action is the key to action songs and
  what differentiates it from the following
  activities

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Hoffer Chapter 13

• Singing games are the next step, which require
  group effort and cooperation and coordination
• Make sure to consider the needs of all of your
  students when implementing singing games

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Creative Movement

• Form of dance that is personal, interpretive and
  expressive
• Can be used to socialize children, provide
  entertainment and communicate ideas and feelings
  more directly or deeply than words
• Lacks authoritarian structure
• There is no one right way of doing things and
  there are no specific steps to learn
• It is inspired by verbal and musical imagery

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Dance Concepts

• Nonlocomotor movement- always has one part of the
  body anchored to the floor. It is performed in
  ones own space without completely transferring
  body weight.
• Locomotor movement- involves moving around the
  wider available area, with the body not anchored
  and with complete transfer of weight

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Nonlocomotor Movement Menu

• Bend Straighten
• Twist Turn
• Swing Rock
• Push Pull
• Curl Stretch
• Rise Fall

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Locomotor Movement Menu

• Jump Hop
• Leap Gallop
• Walk Run
• Slide Skip

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Dance Concepts

• The Concept of Time ( speed , Rhythm)
• The Concept of Force ( flow, energy, weight)
• The Concept of Space
• place direction
• size pathway
• level focus (single focus,
  multi focus)

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Pathways

• Straight
• Curved
• Zigzag

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Moving to Music
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Moving to Music
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Hoffer Chapter 13

• Folk and Social Dancing is the final movement
  activity
• The series books have Dance directions for many
  activities
• All of the previous rules are heightened,
  especially the rules of touching!!!
• Remember that dance involves more than the arms
  and legs. Get the entire body involved!

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Suggestions for Teaching Singing Games and Folk
Dances

• Practice a dance before you teach it
• Listen to the entire recording when you prepare a
  dance
• Play some of the music when introducing a dance
• Show the movements, dont just tell them
• Say direction words like side-back side-touch
• Dance with your students whenever possible. Let
  them see that you enjoy dancing, too

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Excellent Movement References

• Creative Dance for All Ages, Anne Green Gilbert,
  (ISBN 0-88314-532-4)
• Teaching Movement and Dance, Phyllis Weikart,
  High Scope press, ( ISBN 0-929816-03-x)
• All of the Sanna Longdens materials, 5 Volumes
  of Folk Dance Music for Kids and Teachers. Her
  materials are available with a CD and DVD. You
  can order from FolkStyle.com, 1-800-894-4378
• Ive Got to Move!, Timothy Brophy, Warner Bros.
  Publications (CD included), ISBN 6-5497903496-4)
• Move It!, Susie Davies-Spitter and Phil Spitter
  ( CD included) (ISBN 0-9586663-7-7)
  www.welcometomusic.net
• Musical Games, Fingerplays and Rhythmic
  Activities for Early Childhood, Marian Wirth,
  Verna Stassevitch, Rita Shtowell, Patricia
  Stemmler, Parker Publishing Company ( ISBN
  0-13-607085-x)