Module 3 3.4.2 Communication skills


How does music help improve communication skills? Communication skills are improved. Te ability to communicate is needed for social contact. Communication in the pre-primary phase may be either verbal or non-verbal. Te young child does have a natural need to interpret his experience symbolically (in pictures) and to share it with others.


Carl Orff regards language gain as inseparable from music and movement, and he stresses:  Rhythmical speech patterns as a starting point of in music  By means of increased language use which takes place with every musical presentation, the young child learns to communicate with others


 During group activities the young child observes how the educarer communicates with the children and vice versa


 Questions are posed on how the music sounds.


It needs to be stressed once again that, the contribution of music to improving motor skills should be regarded as a secondary aim. Te aim of handling musical instruments will primarily be that of experimentation with sound, whereas the improvement of eye-hand co-ordination will constitute a secondary aim.


An example of a music and movement ring


Te ultimate aim of moving to music is the completely spontaneous and original interpretation of music. However, young children may need guidelines such as those below.


A theme may be chosen and musical concepts introduced naturally to help the action to flow. Te emphasis should be on the whole body. Te music should do the talking, verbal instructions should be brief, and children should be free to move as they wish. Teme: Cleaning the house Introductory warming up: the child moves spontaneously to different rhythms and tunes played on CD player. A medley of waltzes, marches and ballet music would be suitable.


Body or core High and low movements: the child uses an imaginary feather duster to dust in various corners of the house. Music played in the treble clef indicates dusting the ceilings and bass clef music indicates the corners near the floor. Te child is free to dust in any he way wishes. Fast and slow movements: the child moves heavy furniture to slow music and sweeps to fast music. Loud and soſt movements: loud music accompanies beating carpets on the line and soſt music accompanies laying them down on the floor aſter beating.


Game: “Hunt the thimble” An object is hidden beforehand. Te children search for it guided by loud or soſt music. Loud music indicates nearness to the object, soſt music indicates distance from it. OR “Musical chairs” One chair less than the number of children is provided. Te music is played and children move freely to it. When the music stops each child must occupy a chair. Te child without one is out. Another chair is removed and the activity repeated. It is oſten a good idea to remove two chairs.


Conclusion: Te housework is done. Te house looks neat and tidy. It’s time to listen to gentle music and drink a cup of tea.


156 FutureManagers


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