Music for Literacy We know that music is very powerful in activating - - PowerPoint PPT Presentation

Body and Brain Development for Life

Director: Heather Monro

Postal: P.O. Box 803 Pakenham 3810 Ph /fax: 03 59415 808 email: heather@kidsmusic.com.au

www.kidsmusic.com.au

Music for Literacy

We know that music is very powerful in activating brain development but how can KMC music help a child on a day to day basis? Think of a child in a typical situation in a year one classroom: It is story writing time and the teacher asks the children to write about what they did in the weekend. What are the skills involved in this seemingly simple task? How can KMC help with developing these skills? Balance   Space Perception Core strength for Posture control   Inner Hearing Awareness and control of all body parts   Good Vocabulary Crossing the body’s 3 mid-lines   Understanding the structure of words Independent control of left and right sides   Understanding the structure of sentences Social confidence   Directionality for letter formation Concentration   Short Term Memory Neck Strength for steady vision   Creative Thinking Eye Strength   Imagination Shoulder and arm control before fingers   Visualisation Fine muscle control   Sequencing Skills Understanding of pressure   Brain Integration Awareness of size and shape   Sensory Processing

Skills Underlying Classroom Success

Skills Underlying Classroom Success KMC Songs Supporting This Development

Body and Brain Development for Life

Director: Heather Monro

Postal: P.O. Box 803 Pakenham 3810 Ph /fax: 03 59415 808 email: heather@kidsmusic.com.au

www.kidsmusic.com.au  Balance

A child needs a well developed balance system. The balance (vestibular) system coordinates all other sensory input to the brain. In order to utilize sensory input a child must have a good balance system. Good balance helps a child to:  stay upright,  understand how he/she fits into a space,  stay still while sitting, standing or lying, keep vision steady. A child with a poorly developed vestibular system often can’t sit still, wriggles and is

• ften off task.

KMC helps through: Songs which involve moving and stopping (on two feet and on one) in different directions, on different levels and at different speeds. Plus songs which include tipping, swaying, rolling and turning.  Windscreen Wipers  You’ve Got To Clap  Skip In To The Middle  We Can Walk  Hello, Hello  Jump Like a Green Frog  Music Day  Stretching Taller  Swing  Bouncing  Little Seed  Climbing Up And Down  All Of A Sudden  Feeling The Beat  Aeroplanes  Floppy Old Clown  Hey, Hey, Hey  I Can Do It  Draw A Circle  Tightrope Fun  Make A Shape  Follow Where I Lead You  Sawing Thing  My Friend Jack  At The Bottom Of My Garden  Freeze  To The Drum  Yahoo Hurray  Hey, Give Me Five  I’m A Train  Wriggle And Jiggle  Marching On A Monday  Caribbean Sea  My Boat  Turning  Break Out  Rock ‘n’ Roll Rock  Washing Line  Stretchy Cord  Stepping Stones  Walk To New York  Check It Out  Shaker Street  A Clown In The Circus  Hey, Can You Freeze?  Mrs Bunny  Fitness Rap  Pukeko Stomp  Then I Stop  Line On The Floor  Rubber Ball  Stripy Tiger  Takahia Means Stamp  Spinning Top  One Sided Dance  Mango Tango

 Core Strength, Posture Control

A child must have good posture to hold his body erect in the chair, and his vision steady. KMC helps through: Co-ordination and strength of core muscles through movement. All KMC knee rides All KMC songs moving in a 3- dimensional space  Rock ‘n’ Roll Rock  I’m A Snail  Animals In My Garden  Hands In Front  Marching on a Monday  Little Seed  My Boat  Sit Dance  Tight Rope Fun  Make A Shape  Cold Hands  Aeroplanes  Walk To New York  Stretching Taller

 Awareness and Control of All Body Parts

A child must understand which body parts belong to him and learn to control them all independently. KMC helps through: Songs which isolate different body parts, building awareness and control.  Pat Your Head  Touch My Toes  Wriggle Your Fingers  You’ve Got To Clap  Copy Me  Hey Give Me Five  Stepping Stones  Floppy Old Clown  Two Eyes  Fitness Rap Fancy Dance  Body Bowling  Hello, Hello  How Many Fingers  Hey, Hey, Hey

Body and Brain Development for Life

Director: Heather Monro

Postal: P.O. Box 803 Pakenham 3810 Ph /fax: 03 59415 808 email: heather@kidsmusic.com.au

www.kidsmusic.com.au  Crossing The Body’s 3 Mid-lines

On order to control body parts independently children need to build connections across all the brain areas. KMC helps: Songs which have actions where the hands/arms/legs/feet must cross the left/right mid-line, the top/bottom mid-line and the front/back mid-line. These movements help build and reinforce brain connections.  Let’s Jump  When Is Your Birthday?  Cross Over  Stripy Tiger  Mirror, Mirror  Hey, Hey, Hey  Turn The Other Way  That’s What I Like To Do  Feathers  I Can Paint  Lycra Song  Windscreen Wipers  Stretchy Cord  Baba Daba  Shaker Street  Carolina Cat  Copy Me  In Between  See Me Go In  Pass The Drum Please  Meet Thumbkin One  Puppet Likes Dancing  Criss Cross  Nau Mai  Building  This Little Teddy Of Mine  Little Caterpillar  Two Little Teddy Bears  I Have A Shaker  Sparrow

 Independent Control of Left and Right Sides of The Body

In order to write with one hand and keep the rest of his body still, a child must be able to move one side of his body at a time. KMC helps through: Songs which move one side of the body while keeping the other side still. This helps develop laterality and independent control.  One Sided Dance  Clown In A Circus  Cross Over  Sounding Really Good  Let’s Jump  Hey, Can you freeze?  Smooth And Jerky  Spanish Sunrise  Takahia Means Stamp  Swing Thing  Mango Tango

 Social Confidence

A child needs to work effectively with others including interacting, respecting and sharing a learning setting KMC helps through: Activities which are co-operative rather than competitive, thus fostering respect and interaction with others, while building self confidence.  You’ve Got To Clap  Hello, Hello  Hey, Give Me Five  Howdy Partner  My Shadow  When Is Your Birthday?  Cool Cats  Let’s Jump  Mango Tango  Middle Of The Circle  Stretchy Lycra  Parachute Journey  Pata-Cake Polka  Aeroplanes  Good Manners  Dad’s Feet  Skip In To The Middle  Let’s Pretend  Friends  Pass The Drum Please  Around Together  Follow Where I Lead  Tightrope Fun  Line On The Floor  People In Our Neighbourhood  The Wheelbarrow Song  See Me Go In  Draw A Squiggle  Green Light Go  Teddy’s Parachute  Colour Dancing  Welcome Everyone  Elastic Loop  Zeebah The Leader

Body and Brain Development for Life

Director: Heather Monro

Postal: P.O. Box 803 Pakenham 3810 Ph /fax: 03 59415 808 email: heather@kidsmusic.com.au

www.kidsmusic.com.au  Concentration

A child needs to be able to concentrate on the task in hand without distractions. KMC helps through: Focused listening and listening for a purpose. All songs with changes in the words or music act as cues for changes in the child’s response including: stops, changes in pitch, direction, stamping/creeping, speed, actions to follow, instructions in the words

• f the songs, echo phrases to copy, instrument playing with changes in

speed/pitch/volume or instrument.  Wriggle And Jiggle  Friends  Pretty Flowers  My Pets  I Can Do It  Noisy Teddy  Feeling The Beat,  Improvise A Rhythm  Crystal Breeze  Then I Stop  Pukeko Plays It  Smooth And Jerky  Changing Styles  Music Makers  Drum Shaker Song  Stay And Play

 Neck Strength for Steady Vision

A child needs to have good posture to hold his head still enough to keep his vision steady. KMC helps through: Co-ordination and strength of neck muscles through movement. All KMC knee rides All KMC songs moving in a 3- dimensional space  Move And Turn  Rock ‘n’ Roll Rock  I’m A Snail  Animals In My Garden  Marching On A Monday  My Boat  Little Seed  Sit Dance  Tight Rope Fun  Make A Shape  Cold Hands  Aeroplanes  Walk To New York  Stretching Taller

 Eye Strength

A child needs to have good eye strength in order to constantly change focus from far-away stimuli in the classroom, to close-up written work. Good peripheral vision helps a child be aware of all stimulation in the focal field. KMC helps through: The development of eye strength through eye tracking activities in a 3-dimensional

• space. This includes all movement sharing a space with other people, plus dancing

with ribbons/scarves, parachute games, Lycra, balloons, bubbles etc. Magnetic board songs with finger actions All songs with scarves and ribbons  Feathers  Bright Balloon  Catch A Bubble  Roll The Ball  Teddy On A Parachute  Oceans  Jazzy Ragout  It’s A Rainbow  Nau Mai (Poi)  Rolling The Ball To You

 Shoulder and Arm Control Before Fingers

Large muscle control develops before fine, and is necessary for finger control A child must have control of his fingers in order to hold the pen. That control must come first from control of the bigger muscles in the shoulder and arm which control the fingers. KMC helps through: Development of strength and co-ordination of shoulder and arm actions.  Seagulls  Sparrow  Clown In A Circus  Wash My Hands  Two Little Teddy Bears  Teddy Jumps  Stay and Play  Crab Walk  Wheelbarrow Song  Digging  See Me Go In  I Can Paint  Coloured Circles  Draw A Squiggle

Body and Brain Development for Life

Director: Heather Monro

Postal: P.O. Box 803 Pakenham 3810 Ph /fax: 03 59415 808 email: heather@kidsmusic.com.au

www.kidsmusic.com.au  Fine Muscle Control

Specific control of hand and finger muscles develops after muscles of the arm and shoulder. KMC helps through: Songs including specific actions for small muscles in the hands and fingers.  A Tapping Game  Little Caterpillar  Five Wriggly Worms  Tommy Thumb  Meet Thumbkin One  Pop-Up Clown  One Hopping Finger  Wriggle Your Fingers

 Understanding of Pressure

A child needs to understand how much or how little pressure to use on the pencil when writing the letters. KMC helps through: Songs which use variation in pressure e.g. stamping or creeping, or loud and soft playing of instruments.  Move And Turn  Feeling The Beat  Minor Walk  You’re a What?  All Of A Sudden  Swamp Stomp  Clave Song  I Have A Band  Tickly Rain  Stay And Play

 Understand Size and Shape

Children learn through practical experience. By moving using his own body and understanding the size and shape of it, a child can later transfer that knowledge to shapes and letters on a page. KMC helps through: Movement activities in a 3-dimentional space. When a child moves in a 3-D space, at different levels and in different directions he comes to understand concepts of size and shape. All KMC songs which require movement around the room including walking, turning, jumping, stamping, skipping, rolling, crawling, slithering; and using scarves, ribbons, parachutes, Lycra, boxes, tunnels and hoops

 Space Perception

A child needs to understand spatial concepts so letters in a word are not all squashed together, and words fit on a page in a readable fashion. KMC helps though: Practical experiences in space. An understanding of space must be established in the physical world before that understanding can be transferred to paper. All KMC songs which require movement of a child’s body in a 3-dimensional space

Body and Brain Development for Life

Director: Heather Monro

Postal: P.O. Box 803 Pakenham 3810 Ph /fax: 03 59415 808 email: heather@kidsmusic.com.au

www.kidsmusic.com.au  Inner Hearing

A child needs to be able to hear the words he wants to use, in his head. KMC helps through: Focused listening to instructional words, or musical cues which require concentrated reactions or responses from the child. This helps the child build an aural memory of words.  I Have A Shaker  Teddy Jumps  Stretching Taller  I’m A Snail  Sparrow  Climbing Up And Down  All Of A Sudden  Meet Thumbkin One  Feeling The Beat 

• Mr. Teddy

 Turn The Other Way  Little Drum  Welcome Everyone  Stay And Play  Line On The Floor  Cross Over  Rubber Ball  Stripy Tiger  Butterfly Garden  These Are My Fingers  Takahia Means Stamp  Mirror, Mirror  The Park  Green Light Go  Monkey Song  Wriggle, Wriggle, Wriggle,  Pat Your Head  It’s A Rainbow  That’s What I Like To Do  Floppy Old Clown  Playing In My Band  Two Little Teddy Bears  Spinning Top  Hands In Front  Plus… Hundreds More!

 Good Vocabulary

A child needs a vocabulary of words to use in his story which he understands through experience. KMC helps through: Tying language to experience. A child’s vocabulary develops through song words which relate to the particular experience (including, positional language, colours, numbers, instructional and descriptive language). Songs about fantasy settings offer opportunities for new language associated with that setting. E.g. Words in a song about gardening are going to be different to those in a song about space travel.  See Me Go In,  Stretchy Cord,  Colour Dancing (Green/Yellow)  Cardboard Box,  Puppet Likes Dancing  The Wheelbarrow Song  Hey, Give Me Five,  Marching On A Monday  Pastry Roll  Kiwi Bird  To The Drum  Bunny Jumps Off,  Giant’s Breakfast  Jump Out Of Bed  In Between  Over And Under  Walk To New York  All Of A Sudden  Caribbean Sea The Wheelbarrow Song

Body and Brain Development for Life

Director: Heather Monro

Postal: P.O. Box 803 Pakenham 3810 Ph /fax: 03 59415 808 email: heather@kidsmusic.com.au

www.kidsmusic.com.au  Understanding the Structure of Words

Understanding the structure of words helps spelling and reading. KMC helps through: Songs which use the syllables of words to create rhythms. These help children to break words into chunks which is a skill required for spelling and reading. Songs which use alliteration (same beginning sound) and rhyme (same ending sound) help children become aware of similarities in the beginnings and endings of words, and support development of reading and spelling. Songs with Alliteration:  Let’s Play The Drum  Baba Daba  Tidy Up Time  Lunchtime  Join The Fiesta  My Best Friend  Tummy Time.  Tickle Toes  Rock You And Roll You  Pukeko Plays It  Music Maker  Criss Cross  Splish Splash Splosh  Sing A Song  Bright Balloon  Marching On A Monday  Rock ‘N’ Roll Rock  Stepping Stones  Aussie Animals  Carolina Cat  Dancing Day  Windscreen Wipers  Tiny Turtles  Swamp Stomp  Body Bowling  Plus… All Songs With Rhymes

 Understanding the Structure of Sentences

Children learn language by hearing and using language. KMC helps through: Songs which include repetition of phrases. These help children practice and reinforce the learning. Singing is generally slower than speech giving children a greater chance to absorb sentence structure and basic grammar.  Rolling The Ball  I Have A Shaker  I Am A Train  Going On A Journey  Friends  Line On The Floor  Stay And Play  Butterfly Garden  Zeebah The Leader  Tiny Turtles  Giant’s Breakfast  Catch A Bubble  Wonderful Day  Pukeko Stomp  Digging  Five Wriggly Worms  Pop Up Clown  … Plus Hundreds More!

 Directionality for Letter Formation

Letter formation is made up of drawing in different directions. Children must therefore understand directionality. KMC helps through: Songs which move a child in different directions and use the appropriate language to describe that movement. How does a child write the letter “a” which goes around, up and down? What does around mean? Where is up and down on a flat piece of paper? Directionality must be understood through physically moving. A child must experience “around, up and down” using large muscles in physical space.  Draw A Circle  Draw A Squiggle  My Shadow  I Can Paint  Line On The Floor  Join The Fiesta  Stretchy Lycra  Cross Over  Make A Shape  Stretching Taller  Middle Of The Circle  My Shadow  Turn The Other Way  Roll Your Hands Around  Pop Up Clown  Little Caterpillar  Cardboard Box  Caribbean Sea  Helicopter  Spinning Top  Skip In To The Middle  Echo Fred  Shaker Street  Green Light Go

Body and Brain Development for Life

Director: Heather Monro

Postal: P.O. Box 803 Pakenham 3810 Ph /fax: 03 59415 808 email: heather@kidsmusic.com.au

www.kidsmusic.com.au  Short Term Memory

A child needs to have sufficient short term memory in order to think of the sounds which make up a word and find a letter that matches those sounds. KMC helps through: The use of sequences. Songs are full of sequences which develop memory; whether the sequences are in movement, words, actions or the playing of instruments.  Jump Out Of Bed  Building  Splish, Splash, Splosh  Windscreen Wipers  Mango Tango  Marching On A Monday  Touch My Toes  Hey, Can You Freeze?  A Little Echo  Puppet Likes Dancing  Let’s Play The Drum  Roll Your Hand Around  Wriggle, Wriggle, Wriggle

 Creative Thinking

A child needs to be able to think laterally and creatively, in order to be able to develop new ideas. KMC helps through: Songs which ask children to demonstrate new or different ways of doing things. This

• pportunity extends a child’s creative response while giving the child confidence to

try something different. The creative response happens inside the ordered structure

• f a song, therefore setting parameters which keep a certain amount of security and
• rder in the creative problem solving process.

 Feeling The Beat  Till The Day Is Done  Make A Shape  A Rhythm Of Your Own  Copy Me  Break Out  Rock ‘N’ Roll All Day  Pukeko Stomp  Cool Cats  Swings And Seesaws  Stay And Play  Zeebah The Leader  Let’s Jump  My Shadow  Jam With Me  Pass The Drum Please  Turn The Other Way  Hey, Hey, Hey  Mango Tango  When Is Your Birthday?  Roading Engineers

 Imagination and visualisation

A child needs to be able to visualize and imagine a picture of the event in his head in order to be able to write about it. KMC helps through: Songs about fictional settings. These help children develop visualisation and imagination (which is often robbed by television).e.g. digging in the garden, jumping in puddles, or flying a space ship.  Roading Engineers  Put On Your Hat  Alien Skiffle  People In Our Neighbourhood  Animals In My Garden  I’m A Spaceman  Put On Your Hat  My Friend Jack  Splish Splash Splosh  Washing Line  Stepping Stones  Aussie Animals  Carolina Cat  Mrs Bunny  Echo Fred  Friends  Jump Like A Green Frog  Flying  Cat And Mouse  Little Seed  Pukeko Stomp  You’re a What?  I Can Paint

 Sequencing Skills

A child needs to have sequencing skills to put the events and words in the right

• rder.

KMC helps through: Songs in general. KMC songs are full of sequences in words, actions, movements, melodies and rhythms. Children gain an understanding of time duration, as well as which elements came first, which followed and which came last. The repetitive  Build Me A House  Echo Fred  Pass The Drum, Please  Swing Thing  My Friend Jack  Roll The Ball  Pukeko Plays It  I Love Potatoes  A Little Echo  Hey Give Me Five  Bright Balloon  Kiwi Bird  Cardboard Box  Bunny Jumps Off  Marching On A Monday  Stretchy Cord  Alien Skiffle  People In Our Neighbourhood  Check It Out  Little Clown  Hey, Can You Freeze?

Body and Brain Development for Life

Director: Heather Monro

Postal: P.O. Box 803 Pakenham 3810 Ph /fax: 03 59415 808 email: heather@kidsmusic.com.au

www.kidsmusic.com.au

nature of songs gives children plenty of opportunities for practice and reinforcement

• f the learning.

 My Best Friend  On The Spot  Little Starfish  Break Out  Washing Line  Make A Shape  In Between  Helicopter  See Me Go In  Puppet Likes Dancing  One Hopping Finger  Join The Fiesta  Parachute Journey  Jump Out Of Bed  Crab Walk  Seagulls  Splish, Splash, Splosh  Building

 Brain Integration

A child needs to develop an integrated brain in order to fully utilize the strengths of both his left (logical) and right (creative/experiential) hemispheres. KMC helps through: Creating opportunities to develop independent actions across our 3 mid-lines (front/back, left/right, top/bottom). Consistently crossing these mid-lines helps develop connections across the brain areas. Movements include the progression from jumping, to hopping, to skipping (co-ordinating arms and legs) which uses all 3 mid-lines.  The Park  I Can Do It  Floppy Old Clown  Stretchy Cord  In Between  Copy Me  I’m A Train  Body Bowling  Skip In To The Middle  Yahoo Hurray  Check It Out  Shaker Street  Pass The Drum  Windscreen Wipers  At The Bottom Of My Garden

 Sensory Processing

A child needs to be able to process sensory stimulation in all 7 senses (including vestibular or balance, and proprioception) to maximize all learning opportunities. KMC helps through: Multi-sensory experiences. These experiences help a child build a dense and efficient network of pathways, to process information quickly. KMC songs involve stimulation of the following senses: vision, touch, hearing, vestibular (balance through movement), and proprioception (understanding where you are in a physical space). All KMC songs and activities - as they involve sound, vision, touch, movement of muscles, and balance through movement in a space.

And most importantly….. If a child is happy and having fun the brain is open to the learning, making the best use of the experience.

Body and Brain Development for Life

Director: Heather Monro

Postal: P.O. Box 803 Pakenham 3810 Ph /fax: 03 59415 808 email: heather@kidsmusic.com.au

www.kidsmusic.com.au Songs Album Songs Album Hey Give Me Five Wriggle & Jiggle Pass the Drum Echo Fred Hey Can you Freeze Break Out Mrs Bunny Echo Fred Cross over Stay and Play Cool Cats Pukeko Stomp The Park Stay and Play Giant’s Breakfast Mango Tango Fitness Rap Echo Fred Teddy’s Parachute Teddy Jumps Cold Hands Echo Fred Takahia Means Stamp Stay and Play Lets Jump Mango Tango Draw a Squiggle Wriggle & Jiggle Jump out of Bed Splish Splash Splosh Lycra Song Pukeko Stomp