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PreOrchestra

Moves!How music and movement

support development in ourstudents

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Workshop Overview

Share-in: Personal and professionaexperience Hello Songs PreOrchestra-age child developme

Whatwe can support in students Howwe can support them

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PreOrchestra and Child

Development

Ages range from 3 to 6 Critical time of motor skill development is from months to 5 years

Crucial cognitive shift occurs around age 6 or 7achieving the age of reason, or an increased

assume personal responsibility, self-direction, alogical thinking

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Neurological & Sensory Development

Lack of motor-skill planning, slow reaction time Brain grows to 90% of adult size Lateralization + myelinization are nearly comple

age 6, improving coordination each year

Most are still far-sighted and developing binocuvision, thus large print is still used

Ability to discern subtle phonological distinctionconsonant blends) is not well developed until a

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Physical Development - Gross Motor

Skills

Physical growth varies between individuals and Childrens body-image lags behind growth From 3 to 6, rapid gross motor development as

begin to develop new skills and refine others

Girls tend to advance in activities requiring precboys tend to have an advantage in developing

Enjoy and engage in many gross-motor activitiefirst time (emphasis added).

Clap Your Hands

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Physical Development - Fine Motor Skills

Handedness is usually established by age 4 Wrist contains cartilage that will not harden intountil 6, placing constraints on fine-motor skills

From ages 3 to 5, do not attain sophisticated mdexterity - must be developed during these yea

By kindergarten, students are able to engage inmotor activities more readily with less frustratio

Way Up High In the Apple Tree

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Singing

A3 to A4 Range of a 5th Pitched in C or D

I Hear The Mill Wheel

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Non-musical

Locomotor skills- The researchers surmised that movement paired witrhythmic patterns helped keep the children focused and engaged in thsimple and complex motor activities.

Social skills- The withdrawn child tends to relax his guard the hostileless aggressive Here is one task in which all can cooperate to producmutually pleasing.

Self-regulation- Perhaps there is something specifically about .early cmusic and movement programs, likely their frequent use of music andactivities that require children to modulate their motor behavior (i.e., fast/slow) as a function of the characteristics of the music, that is linkechildrens self-regulator skills.

Mary Wore a Red Dress

Music + Movement Supports Growth in...

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Music + Movement Supports Growth in...Musical

Aid in noticing patterns in form, dynamics, articulation

Develop childrens perception and accurate singing of pitches and melodic contou Developing concepts about rhythm

Musical understandings are developed as children develop a repertoire of movem

(bend, sway, walk, run, hop, skip, and slide).

Although young children may not be developmentally ready to synchronize m

steady beat or rhythm pattern, it is appropriate to provide opportunities to dolead activities with motions using a steady beat or rhythm patterns; children approx

motions at their own level in a nurturing environment will have experiences on whic

develop. Alternatively, you could watch for children moving to their own beat or rhyt

match their movements with a song or instrument.

See How Im Jumping

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Lifelong Attitudes Towards Music

... it is not half so important for the child to know as to feel. Facts = seeds Emotions and sensations = soil

Green Grass Grows All Around

Music + Movement Supports Growth in...

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Validate Variety Energy Repetition

Sample Lesson - Jambo - Left, Left - Santok

HOW we facilitate this

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Sample Activities

Circle activities Fingerplays Pre-literacy From Head to Toe

Gross + Fine Motor Skills One Pinky One Thumb

Synchronized group movement Little Bird Little Bird

Creative movement Magical Statues

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Share-in

Activities, tips and concepts which ohave found successful Feedback

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Goodbye & See You Again!

Goodbye Song Future workshops for El Sistema-NYC