Creative Movement to Music

Some mornings we like to play music for the children when they enter the room. Sometimes it's quiet and calming classical music, and other times it's lively children's music. Today's choice of music really captured the children's attention and this inspired them during centers.

The girls decided that the music reminded them of ballet. They decided to put on a ballet show, which meant they needed to make costumes. With a little help, the girls used tissue and paper to fashion dancing skirts for themselves.

After everyone had a costume, they practiced their moves with various kinds of music.

The boys wanted to be involved. Some of the boys decided to poll the class to see who would be attending the afternoon dance performance. Others decided to work the music to help out the girls who were too busy dancing to control the CD player.

The children made a stage from the big blocks and set up performace and audience areas.

The performance was grand - dancing and moving creatively to the music! (I have video but I can't get it to load for some reason - I'll keep trying.)

Many children who did not make costumes were eager to participate in the performance. We got out our musical instrument kit and invited the children to play instruments to accompany the dancing and music. 

One of our dancers became a conductor, directing the musicians.

It was a great day!

Some Ontario Curriculum Expectations that these activities fulfilled include:

1.2 demonstrate the ability to take turns in activities and discussions (e.g., engage in play activities with others, listen to peers and adults)

2.3 demonstrate self-motivation, initiative, and confidence in their approach to learning by selecting and completing learning tasks (e.g., choose learning centres independently, try something new, persevere with tasks)

2.5 interact cooperatively with others in classroom events and activities (e.g., offer and accept help in group situations, engage in small- and large-group games and activities, participate in democratic decision making)

DM5.4 collect objects and data and make representations of their observations, using concrete graphs

4.2 state problems and pose questions as part of the design process

2.1 participate actively in creative movement and other daily physical activities (e.g., dance, games, outdoor play, fitness breaks)

2.3 demonstrate strategies for engaging in cooperative play in a variety of games and activities

3.3 begin to demonstrate balance, whole- body and hand-eye coordination, and flexibility in movement (e.g., run, jump, climb, walk on the balance beam, play beach-ball tennis, catch a ball, play hopscotch)

D3.1 use problem-solving skills and their imagination to create drama and

dance (e.g., try out different voices for parts of a story or chant; find different ways to move to music, trying to connect the movement with the mood and speed of the music; create a sequence of movements)

M1.2 explore a variety of tools and materials of their own choice

(e.g., spoons, castanets, rhythm sticks, music software) to create music in familiar and new ways

M3.1 use problem-solving skills and their imagination to create music

(e.g., experiment with different instruments to create a rhythm pattern to accompany a familiar song; contribute to making a variation on a familiar song with the class)