Listening activities
A sound board or sound screen, also moveable, enables the educarer to place different types of sound apparatus against the board where the children will be able to experiment freely.
A chime can be made as follows: Make holes approximately 2 cm apart in the bottom part of a clothes hanger. Cut string or rope into eight different lengths. Attach eight nails of different lengths to the pieces of string, by tying the largest nail to the longest string, the shortest nail to the shortest string, and so on. Use a large blunt nail for playing.
5.2.4 Music appreciation
Listening to music performed by someone Listening to a person who plays an instrument suitable for young children, is an enjoyable visual and auditory music experience for the young child. Consider the following when a person plays an instrument for the children:
What must one consider when playing an instrument for the child? Te educarer sees to it that the young children are well prepared before the person visits the pre- primary school.
Te children should know what the instrument looks like, what its name is and possibly, what it sounds like. Te person who comes to play (a member of the staff, parent or an outsider) should be informed ahead of time as to what he or she is expected to do.
Te attention span and pre-knowledge of the group of children should be taken into account. Te performance should not last for longer than fiſteen minutes. If the performance also includes well-known songs it will oſten have greater appeal for the children.
Aſter the performance the instrument may be inspected and discussed, and the children’s questions answered.
Music story Te music story provides the educarer with an opportunity to illustrate an interesting story by means of music. Te story can either be illustrated by means of music or the educarer may decide to choose the music first and to create a story which suits the music aſterwards. Te music story which has listening as its aim is presented during story-time and will not include movement.
General criteria to consider when choosing a story for a music story When the educarer chooses a story she should consider the following general criteria, as they apply to children’s literature. Te content of the story should be related to the child’s world, to his interests and language ability.
Te story should be short in order to be in line with the level of concentration of the group. Juniors will enjoy a story of approximately eight minutes duration, whereas middle and senior groups may concentrate for a period of ten to twenty minutes.
Incidents should occur in logical order. Each story should have a beginning, a climax and a happy ending.
New words and concepts are gradually introduced and the new meanings should be explained to the children.
Undue fear, sorrow and over-dramatisation should be avoided. Fantasy stories for the senior group should be logical and meaningful. Tis means that the element of fantasy should be acceptable to the children.
Excessive moralising should be avoided. Young children do not fully understand abstract concepts such as jealousy, hate and revenge.
Too many questions are out of place. A children’s story is not a comprehension test.
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