ECED 1040 - Music & Movement

Academic Division:

Liberal Arts

Academic Discipline:

Early Childhood Education

Assistant Dean: Steve Haynes PhD

3 Credit(s)
The course includes the development of movement and musical abilities in the young child and the importance of physical well-being. Techniques for teaching music and movement to young children will be included. Students will learn to use the ukulele and to use music and movement as an instructional classroom management tool. UG

2 Lab Hour(s)

2 Lecture Hour(s);

College Wide Outcomes

College-Wide Learning Outcomes	Assessments - - How it is met & When it is met
Communication – Written
Communication – Speech
Intercultural Knowledge and Competence
Critical Thinking
Information Literacy
Quantitative Literacy

Student Learning Outcomes for Course

Course Outcomes	Assessments – How it is met & When it is met
Explain developmental stages/ characteristics of young children’s voice, rhythm, use of instruments. Explain large and small muscle development in young children. Describe the relationship between health and learning.	Midterm Exam—weeks 7 or 8 Final Exam—weeks 15 or 16
Explain the value of music (singing, movement, and instruments) in the preschool program toward cognitive, social-emotional, and physical growth of the child. Provide examples of nutritional challenges faced by young children. Describe developmentally appropriate meals and snacks that meet nutritional guidelines.	Midterm Exam—weeks 7 or 8 Final Exam—weeks 15 or 16
Demonstrate culturally specific music and movement activities.	Cultural Curriculum Project—weeks 11 - 15
Explain ways to partner with families to promote music, movement, safety, and well-being.	Midterm Exam—weeks 7 or 8 Final Exam—weeks 15 or 1
Apply group management techniques to the implementation of music and movement activities while working with a group of young children, including singing, teaching songs, concept development, using instruments, movement activities.	Demonstrations/ Music Group Peer Teaching as assigned/ Weeks 7 – 11
Demonstrate ability to give directions and guidance to support creative movement and movement education activities.	Demonstration /Project/music & movement Group Peer Teaching/ Weeks 9 – 11
Make adaptations to facilitate participation of children of varying abilities and disabilities.	Music & Group Peer Teaching – Weeks 9 – 11 Midterm & Final Exam
Reflect on process and learning associated with Cultural Curriculum Project.	Cultural Curriculum Project—weeks 11 - 15
Read music expressing a simple melody identifying symbols, lines, spaces, meter, and value of notes & rests and 9 key signatures. Identify the chord progressions in the three keys commonly used in music for young children and select chords for a simple song for preschool children. Use the ukulele and song file to accompany at least 25 songs while leading a group—preferably 5 to 12 children ages 3 to 8.	Midterm Exam—weeks 7 or 8 or Final Exam—weeks 15 or 16 Demonstration or Music Group Peer Teaching as assigned–Weeks 4 – 11
Evaluate the appropriateness of a song for preschool children in terms of: content, musical qualities- range, rhythmic pattern, intervals, tempo Write an appropriate concept plan relating to one of the elements of music: pitch, duration, tempo, rhythmic pattern, dynamics /intensity, beat, melody, harmony/timbre when given an activity Demonstrate activities to help children understand central music concepts.	Written Assignments or Group Peer Teaching/ Weeks 8 – 10
Evaluate musical games and movement activities for young children in terms of: complexity of direction, competition, prerequisite motion skills, creative potential, and bias. Develop a song file appropriate for preschool children in terms of content, range, and rhythmic pattern. Develop a file of activities to facilitate the development of understanding of the elements of music including: concept, prerequisite skills, directions, suggestions for relating to themes Develop teaching materials to use in an early childhood program including written instructions relating to: concept, prerequisite skills, developmental level, and directions for use. Integrate music and movement activities as a part of an early childhood curriculum. Plan a cultural curriculum project around music and movement that provides a variety of experiences, such as listening, singing, instrumental, movement, and provides for individual, group and cultural information.	Midterm Exam—weeks 7 or 8 Final Exam—weeks 15 or 16 Song file–weeks 5-10 Activity file—weeks 5-10 Cultural Curriculum Project—weeks 11 - 15 Demonstration/Record reviews/ Week 3 Cultural Curriculum Project—weeks 11 - 15

Standard Grading Scale
93-100 A

90 - 92 A-

87- 89 B+

83 - 86 B

80 -82 B-

77- 79 C+

73 - 76 C

70 -72 C-

67- 69 D+

63 - 66 D

60 -62 D-

00- 59 F

Statement on Diversity
North Central State College believes that every student is a valued and equal member of the community.* Every student brings different experiences to the College, and all are important in enriching academic life and developing greater understanding and appreciation of one another. Therefore, NC State College creates an inclusive culture in which students feel comfortable sharing their experiences. Discrimination and prejudice have no place on the campus, and the College takes any complaint in this regard seriously. Students encountering aspects of the instruction that result in barriers to their sense of being included and respected should contact the instructor, assistant dean, or dean without fear of reprisal.

*Inclusive of race, color, religion, gender, gender identity or expression, national origin (ancestry), military status (past, present or future), disability, age (40 years or older), status as a parent during pregnancy and immediately after the birth of a child, status as a parent of a young child, status as a foster parent, genetic information, or sexual orientation,

Standard NCSC Course Policies
Important information regarding College Procedures and Policies can be found on the syllabus supplement located at this link