Session 2 F2020

Week 2, September 2

Song Collection

Orange Juice
Ding Dong
Had me a Cat
Listen, Listen to my Drum
Ordinary Clapsies
Cookie Jar
Snow Boy
Grandma Bear
Grandma has a Habit
Matalina Catalina
Rounds (are you sleeping, Row your boat, three blind mice)
1. READ BRAIN MOVES (Overview)

and eventually learn the 8 movements!

Deep Breathing
Tactile/Touch
Core/Distal
Head/Tail
Upper/Lower
Eye Tracking
Cross Lateral
Vestibular (Balance

Goal is to learn the 8-movement sequence and perform it at the end of our course during Finale (week 15).

Begin learning first three movements, then next three, then last two. Put them all together so each week you build on your previous movements by practicing them in sequential order. Choose between the two videos to watch (or watch both) for instructions.

8 Brain Moves Led by Gary Reed
8 Brain Moves Led by Jennifer Puig

2. What is the connection between Music, Movement, Language & Learning? Choose one article to read and reflect on these connections.

Then create a visual representation (Sketch to Stretch) of what you learned from your reading/viewing. Post visual on Canvas Discussions. See article choices. Refer to Sketch to Stretch and visual imagery

3. Begin to learn song and movements for Boom Snap Clap

In learning the song:

· Adjust the video setting for slower playback speed to learn and practice movements and song.

· First learn the song and the tricky rhythm.

· Then add movements.

· Goal is to be able to engage in Boom Snap Clap with a partner. Record you and your partner’s Boom Snap Clap routine with at least one set of hands. Record Boom, Sap, Clap as a rehearsal on

flipgrid in Week 10https://flipgrid.com/d670deef CODE: vitali2410

4. What is the connection between Music, Movement, Language & Learning? Choose one article to read and reflection these connections.

Then show visual representation (Sketch to Stretch) of what you learned from your reading/viewing. Post visual on Canvas Discussions. See https://sites.google.com/site/musi218sjc/language

Refer to Sketch to Stretch and visual imagery https://www.readingrockets.org/strategies/visual_imagery

· https://www.helendoron.com/how-music-helps-young-learners-acquire-language/

· https://www.youtube.com/watch?v=Ws2y-cGoWqQ

· https://www.edutopia.org/article/why-ages-2-7-matter-so-much-brain-development

· https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3439120/

· https://www.scholastic.com/teachers/articles/teaching-content/group-time-building-language-through-songs/

· https://www.portdiscovery.org/news-room/5-reasons-why-music-important-early-childhood-development

· https://www.singplaycreate.com/2018/06/why-music-is-important-in-child.html

· https://www.chhs.niu.edu/child-center/resources/articles/music-and-movement.shtml

· https://www.carnegiehall.org/Blog/2016/01/Why-Making-Music-Matters-Music-and-Early-Childhood-Development

· https://childdevelopmentinfo.com/development/music-is-an-important-ingredient-for-child-development-and-parent-child-relationships/#gs.5sgwt7

· https://extension.uga.edu/publications/detail.html?number=C1053-06&title=The%20Role%20of%20Music