16 Greystone House A MONTESSORI SCHOOL Motor development - coordination G et a number of really different kinds of music. Focus on having some loud, aggressive music; some soft, dreamy music; some happy, bouncy music; and some marches. Teach the children to follow the music with all parts of their bodies. After you can hear the beat, begin to use music to which there are steps, like the Hokey Pokey, Twist, Limbo, Bunny Hop, Macarena, Cha-Cha, etc. Ribbon Dancing Give each child a piece of streamer or ribbon and let them emphasize their movements using the ribbons. Talk about how the music “feels”. Music Freeze Play music and dance. Stop the music suddenly and let every child freeze. Then play again. Outdoors Simon Says – In this game, line the children up facing the leader. The object is to get to the leader first, but they can only move when the leader says “Simon Says”. The leader will call advancing motions like “Take one step forward”, “Twirl one step forward”, or “Jump three jumps”. The trick is that if the leader doesn’t say “Simon Says” first, the child may not move at all. If the child moves without Simon Says, that child has to go back to the starting line. The first one to get to the leader gets to be the leader next. Clapping Games – You can teach these with the children in a circle or with the children choosing partners. Clap in patterns, perhaps against your knees or against your partner’s hands. Older children will enjoy establishing a pattern that they can match with their partner. You can clap to a tune or a chant. Even toddlers enjoy playing pat-a-cake. 76 Instruments Band – Once you’ve made enough instruments for each child to have at least one, you might put together a parade using marching songs your children know. Emphasize that the music the children produce should be on the beat of the music they’re marching to or the beat that the drum major is directing. Compare and Contrast Aﬅer the children have tired the dance activities, talk about how the different dances are the same . How are they different? MUSIC-MASTER.indd 16 6/27/12 10:28 PM

Motor development - coordination Compare and Contrast · like the Hokey Pokey, Twist, Limbo, Bunny Hop, Macarena, Cha-Cha, etc. Ribbon Dancing Give each child a piece of streamer

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Page 1: Motor development - coordination Compare and Contrast · like the Hokey Pokey, Twist, Limbo, Bunny Hop, Macarena, Cha-Cha, etc. Ribbon Dancing Give each child a piece of streamer

16GreystoneHouseA MONTESSORI SCHOOL

Motor development - coordinationG et a number of really different kinds of music. Focus on having some loud, aggressive music; some soft, dreamy music; some happy, bouncy music; and some marches. Teach the children to follow the music with all parts of their bodies.

After you can hear the beat, begin to use music to which there are steps, like the Hokey Pokey, Twist, Limbo, Bunny Hop, Macarena, Cha-Cha, etc.

Ribbon DancingGive each child a piece of streamer or ribbon and let them emphasize their movements using the ribbons. Talk about how the music “feels”.

Music FreezePlay music and dance. Stop the music suddenly and let everychild freeze. Then play again.

OutdoorsSimon Says – In this game, line the children up facing the leader. The object is to get to the leader first, but they can only move when the leader says “Simon Says”. The leader will call advancing motions like “Take one step forward”, “Twirl one step forward”, or “Jump three jumps”. The trick is that if the leader doesn’t say “Simon Says” first, the child may not move at all. If the child moves without Simon Says, that child has to go back to the starting line. The first one to get to the leader gets to be the leader next.

Clapping Games – You can teach these with the children in a circle or with the children choosing partners. Clap in patterns, perhaps against your knees or against your partner’s hands. Older children will enjoy establishing a pattern that they can match with their partner. You can clap to a tune or a chant. Even toddlers enjoy playing pat-a-cake.

76 Instruments Band – Once you’ve made enough instruments for each child to have at least one, you might put together a parade using marching songs your children know. Emphasize that the music the children produce should be on the beat of the music they’re marching to or the beat that the drum major is directing.

Compare and Contrast

After the children have tired of the dance activities, talk about

how the different dances are the same.

How are they different?

MUSIC-MASTER.indd 16 6/27/12 10:28 PM