Activity 3

This session is geared towards preschool aged children, a music group leader and or classroom preschool teachers may implement this material.

The current identified needs for this classroom are the social-emotional growth and development (including self-regulation), academic development, and pre-writing fine motor skills. This activity addresses both needs using a variety of musical experiences. 

This is a 30 minute group with music based experiences for a preschool classroom with diverse identities and abilities. Music experiences planned hope to promote social-emotional, academic, and pre-writing fine motor skills development and growth for individuals. Students and teachers will engage with a variety of active and receptive musical experiences. Teachers and music group leader will have the opportunity to collaborate to learn best ways of implementing more music into everyday classroom activities. 

SEL:  Self-awareness (Drum Name Game), self-management, and relationship skills incorporated through verbal encouragements (tell your neighbor nice job!, I'm so proud of you!, etc. following activities) and emotional expression and exploration (Come out Feelings). Responsible decision making skills addressed by discussing safe use of instruments and safe body space during movement. 

UDL:  Multiple means of engagement (schedule), Multiple means of representation (visual aids, read/sing aloud and with book), Multiple means of expression (sing, say, show opportunities)  

PRIOR to group

1. • Leader should listen to and or prepare/practice each song for this activity

   • Leader should locate or create enough play, plastic food (fruits and vegetables) item for each student to have one. An alternative would be printed or drawn visual pictures of various fruits and vegetables. The foods should be able to be sorted into three distinct colors. The leader should also locate three small baskets, bins, hats, or similar containers and label them with three different colors. 

   • Leader should locate singable book– the book used in this step is interchangeable and can be adjusted to meet specific needs of group

   • Leader should create Music Schedule board to provide visual representation of order of experiences in music (see materials for example)

1. Hello Song 

   • Time: 1-2 minutes

   • Function: a greeting and transition from previous activities outside of the music group to the present music group. This allows processing time for the students to center their minds. 

   • Music group leader will use guitar, A cappella singing, or provided recording to sing "Music Time is Here" (Stroud 2022). 

     • • Link to recording provided in Materials section

   • Students are given the option to sing, say, or wave hello when prompted during song

3. Drum Name Game

   • Time: 5-7 minutes

   • Function: Serves as an introduction to a new instrument by pairing it with something familiar and personalized (the students' names). Allows individual opportunities to practice self awareness and responsible decision making. 

   • Music group leader will ask students to predict what instrument is in the bag by playing the instrument out of sight of the students and using prompts such as "what do is sound like?", "do you think it's big or small?", "what shape might it be?"

   • Music group leader will introduce the drum

   • Music group leader will prompt the students to participate in call and response by saying "my turn, then your turn!"

   • Music group leader will say "my turn!" and play their name on the drum using equal number of taps on the drum to syllables in their name

   • Music group leader will point to class and say "your turn!" and re-play & say name on the drum

   • Music group leader will offer each student a chance to complete the activity

     • Example recording linked in materials section

4. "We are the Dinosaurs" by Laurie Berkner Movement

   • Time: 5-6 minutes

   • Function: an energizing experience that allows students an opportunity to feel connected and engaged with their bodies and the music. Provides opportunities for 1-step direction following, social awareness, and self-awareness. This is a preferred song for the group.

   • Music group leader will prompt students to stand up 

   • Music group leader will ask students to check their personal bubbles to make sure everyone has a safe space to move

   • Music group leader will play through the song either live or using recording prompting and demonstrating movements with students

     • Recording linked in materials

5. Singable Story- The Color Monster by Anna Llenas

   • Time: 5-6 minutes

   • Function: Familiar activity (reading popular book) combined with musical structure may encourage increased participation with task and generalization of some academic skills (pre-reading, structure, and order). 

   • Music group leader will present The Color Monster

   • Music group leader will use melody to sing through each page of the book 

6. Come out Feelings

   • Time: 3-5 minutes (3 for song, 2 for discussion/breathing)

   • Function: Emotional Expression skill development, self-awareness, self-management

   • Begin with small, developmentally appropriate discussion of expressing feelings in safe ways and how that could make us feel

   • Music group leader will sing through Come out Feelings by Miss Katie Sings using guitar

     • Link to recording provided in Materials section

   • During choruses- leader will encourage students to sing along 

   • Link provided in Materials section includes Miss Katie Sings' introduction with discussion about expressing feelings- may be played as addition to the experience

   • Close experience with 3-5 deep breaths

7. Goodbye

   • Time: 1-2 minutes

   • Function: closure and transition from music group to their next classroom activity. This allows processing time for the students to center their minds. 

   • Music group leader will use guitar, A cappella singing, or provided recording to sing "Music Time is Over" (Stroud 2022). 

     • Link to recording provided in Materials section

   • Students are given the option to sing, say, or wave goodbye when prompted during song

Hello Song: https://drive.google.com/file/d/1a48JJMMXHTRuA1B8vADUeannZ17kLUaN/view?usp=sharing 

*Drum Name Game Example: https://drive.google.com/file/d/13xAFS6j0-HRrZy3nfKiu5sfNv8tdFdKr/view?usp=sharing 

Laurie Berkner's "We are the Dinosaurs" Video: https://youtu.be/vPrmY7labLA 

Laurie Berkner's "We are the Dinosaurs Guitar Chords": https://tabs.ultimate-guitar.com/tab/the-laurie-berkner-band/we-are-the-dinosaurs-chords-702750 

The Color Monster Melody: https://youtu.be/qvrbF2t7PKw 

Miss Katie Sings "Come out Feelings": https://www.youtube.com/watch?v=HJFj0fBA4sw (Song starts at 1:08)

Goodbye Song: https://drive.google.com/file/d/1aRj-AIHVcY9VlVjYwtaroPU2E44rYOlZ/view?usp=sharing 

Music Schedule Example: https://docs.google.com/document/d/1mLC2dDe-Qd6ve4Kif5qJXDAySnCn6jnUBdxHlTxkZ7M/edit?usp=sharing 

Guitar

Drum

Book: The Color Monster by Anna Llenas- https://www.barnesandnoble.com/w/the-color-monster-anna-llenas/1128169446 

*Participant's name used with permission