Reflection 3
Non-digital
Musical Instruments
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| Image 1, children playing with musical instruments
One day in my centre, I
saw a group of children were playing the musical instruments. I also saw them
dancing and singing as well as they play the music instruments. I notice one of
the staff joined them and sing songs together with children. Children were able
to play the musical instrument in rhythmically in rhyme. I saw children were
very confident and have awareness of how to use each one of the musical
instrument. The staff was praise each child with musical instrument in their
hand and encourage them to dance and sing. I have also notice the staff was clapping
her hands to provide some rhythm to children.
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| Image 2, colorful wooden maracas |
According to Te Whariki Contribution
Gaol 2, “Children develop abilities and interests in a range of
domains-spatial, visual, linguistic, physical, musical, logical or
mathematical, personal, and social – which build on the children’s strengths” (Ministry
of Education, 1996). Young children’s musical
play usually centers on motor, imaginative, and perceptual experiences-seeing,
hearing, and doing. Through these experiences, they begin to develop concepts
about music (Talay- Ongan, 2005). Rhythm bands allow children to get actively involved
in music. They also tend to get a greater response at the group time than
singing and dancing. It is important to facilitate musical instrument where
children can get free access to it. Children feel free to explore the sound-
making material and to discover the imaginative ideas that go with music. According
to Te Whariki Communication Goal 4, “Children develop ability to creative and
expressive through a variety of activities, such as pretend play carpentry,
story-telling, drama, and making music.”(Ministry of Education, 1996). According
to Te Whariki Communication Goal 4, “Children develop an expectation that
music, art, drama, and dance can amuse, delight, comfort, illuminate, inform,
and excite.”(Ministry of Education, 1996).
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| Image 3, a child is making music out of cans |
Reference
Gonzalez-Mena, J. (2011). Foundations of early childhood education: Teaching children in a diverse society (5th ed.). Boston, Ma: McGraw Hill. (Note 4th edition acceptable).
Ministry of Education. (2007). The New Zealand curriculum. Wellington,
New Zealand: Learning Media.
Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching young children. Southbank, Australia:
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Lucky, after reading your reflection, I can see that musical instruments are a big part of the children's play at your centre.
ReplyDeleteIt is important to remember that technology includes both digital and non digital technology. Making instruments is a great way of showing children about what can be used and done with technology. Smorti (1999) describes technology as also being a creative and purposeful activity aimed at meeting needs and opportunities through the development of products, systems or environments.
This I see you have considered and have planned to do, especially through carpentry and construction. I am happy to see that the children are going to be able to make instruments and use them as they explore music.
Te Whariki also states that children gain familiarity with the properties and character of materials and technology used in the creative and expressive arts, (Ministry of Education 1996 p.80).
Yes I agree that teachers need to make more connections with music and technology- they also need encouragement to use and develop different opportunities for children and themselves to learn.
Reference:
Ministry of Education. (1996). Te Whāriki: He Whāriki Matauranga mō ngā Mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Smorti, S. (1999, Autumn) Technology in early childhood. Early Education, 19.
Yes Lucky I completely agree with your reflection. I also believe that music is an extremely powerful tool for children but also for adults. I think it is a great way for people to express themselves and release negative energy. Musical instruments are also a great was for children to develop their fine motor skills while having fun and being creative making music.
ReplyDeleteRecently in my centre a group of children I was observing were fascinated with things they could find throughout the centre that they could use to make sounds. They had items like saucepans, drums, stairs, bins and buckets. It was really enjoyable watching them play and learn.
“Singing can support the acquisition of reading skills in four and five year old children.” (MacNaughton and Williams, 2009).