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Copyright, iv
About the Authors, vii
Preface, ix
Statement of Beliefs, xxi
Chapter One. Beginning the Music and Movement Journey, 1
Music and Movement: Enjoyment and Value for Children, 3
Four Important Reasons for Including Music in the Classroom, 4
Beginning the Process of Planning, 6
The Tourist Approach, 7
Music from Around the World, 7
Cultural Diversity Through Music and Movement, 8
Gardner’s Theory of Multiple Intelligences, 10
Musical Intelligence, 10
Bodily-Kinesthetic Intelligence, 10
Logical-Mathematical Intelligence, 10
Supporting Children’s Intelligences, 11
Gardner’s Message to Teachers, 11
Basic Stages of Early Musical and Movement Development and the National Standards, 12
National Standards for Music Education, 12
Curriculum Guidelines, 13
Assessment, 15
Developmentally Appropriate Practice, 16
Selecting Songs, Fingerplays, and Instruments, 16
Singing with Young Children, 17
Selecting Songs for Singing, 18
Music Instruments for Young Children, 24
Appreciating Musical Instruments, 24
Classical Music and Children, 25
References, 29
Chapter Two. Music and Movement for Young Children, 31
Childhood Obesity and Physical Inactivity, 32
Building on Children’s Natural Movements, 33
National Association for Sport and Physical Education, 33
The Role of Movement in Creativity, 35
Planning for Movement Activities, 36
Finding Your Own Space, 36
Talks with Teachers, 37
Three Approaches to Movement Activities, 37
Singing as a Support to Movement, 39
Music as a Support to Movement, 40
Children and Dance in the Classroom, 41
National Standards for Movement and Dance, 42
Basic Dance Movements, 42
Basic Materials for Movement, 46
Fingerplays and Action Songs, 47
Key Ideas, 48
Summary, 48
Questions to Consider, 48
References, 48
Chapter Three. Music and Movement for Children with Special Needs, 51
Supportive Environments for Children with Special Needs, 52
Role of the Teacher, 53
Talks with Teachers, 54
General Suggestions for Children with Special Needs, 56
Good Teaching Techniques, 56
Music and Movement for Children with Special Needs, 56
Learning Disabilities, 56
Children with Speech and Language Impairments, 57
Intellectual Differences and Music and Movement, 58
Autism Spectrum Disorder, 60
Children Who Are Physically Challenged, 60
Cerebral Palsy, Muscular Dystrophy, Spina Bifida, Arthritis, Epilepsy, and Neurological Challenges, 61
Children with Visual Impairments, 62
Children with Hearing Impairments, 63
Gifted and/or Talented, 65
Key Ideas, 66
Summary, 66
Questions to Consider, 66
References, 67
Chapter Four. Music and Movement for Infants and Toddlers, 69
Infancy and Music, 70
Infancy and Movement, 71
Movement Learning Activities for Infants, 72
Auditory Stimulation of Infants, 74
Birth to One Year, 74
The Importance of Lullabies for Infants, 76
Lullabies from Around the World, 77
Additional Learning Activities for Infants, 78
Talks with Teachers, 78
National Standards for Infants and Toddlers, 82
New Opportunities for Toddlers, 83
Creating the Environment, 83
Nursery Rhymes, 84
Using Nursery Rhymes with Toddlers, 84
Chanting, 85
The Link Between Speech and Rhythm, 86
Music from Around the World, 88
Elements of Musical Beginnings, 90
Two-Year-Olds, 90
Selective Skills for Children Birth to 36 Months, 93
Key Ideas, 93
Summary, 94
Questions to Consider, 95
Recordings, 95
Song Collections, 95
References, 95
Chapter Five. Music and Movement for Three-Year-Olds, 97
Characteristics of Three-Year-Olds, 98
Three-Year-Olds’ Response to Sound and Movement, 98
Developing Listening Skills, 100
Music and Movement in Context, 100
Planning Music and Movement Activities for Three-Year-Olds, 100
Talks with Teachers, 101
National Standards for Music Education, 102
Singing and Musical Awareness, 103
General Guidelines for Selecting Music and Movement Activities, 103
Songs to Use with Three-Year-Olds, 104
Listening to Recorded Music, 108
Music from Around the World, 109
Key Ideas, 110
Summary, 111
Questions to Consider, 111
Song Collections, 111
References, 111
Chapter Six. Music and Movement for Four-Year-Olds, 113
Stages of Development, 114
National Standards for Music Education for Four-Year-Olds, 116
Four-Year-Old National Standards, 117
Talks with Teachers, 118
Conceptual Learning Through Music and Movement, 119
Music and Movement as Communication, 119
Fingerplays and Action Songs for Four-Year-Olds, 121
Movement and Music as Play, 123
Musical Concepts, 123
Music from Around the World, 123
Caribbean Ring Dances, 124
Key Ideas, 125
Summary, 125
Questions to Consider, 125
Song Collections, 125
References, 126
Chapter Seven. Music and Movement for Kindergarten and Early Primary, 127
Building a Meaningful Music and Movement Curriculum, 128
The Teacher’s Role, 128
National Standards for Music Education for Five-Year-Olds, 129
K–2 National Standards, 129
General Characteristics of Five- to Eight-Year-Olds, 130
The Teacher’s Role, 131
Listening to Music, 132
Conditions That Promote Good Listening, 132
Singing, 133
Research and the Singing Voice, 133
Suggested Singing Experiences, 134
Choosing Songs, 135
Presenting New Songs, 148
Reluctant Singers, 149
Teaching New Songs, 149
Instruments, 150
Body Percussion, 150
Percussion Through Sound-Making Devices, 151
Introducing Instruments, 151
Establishing a Listening Music Center, 153
Inviting Resource Visitors, 153
Talks with Teachers, 154
Imaginative Teachers, 155
Fundamentals of Movement, 156
Activities for Exploring Space, Time, and Force, 157
Space, 157
Time, 157
Force, 157
Establishing the Beat, 158
Using Recordings and Props, 159
Music from Around the World, 160
Favorite Songs and Rhythms, 161
Key Ideas, 166
Summary, 167
Questions to Consider, 167
Recordings, 167
Song Collections, 168
References, 168
Chapter Eight. Music and Movement: An Interdisciplinary Approach, 169
Interdisciplinary Focus on Music and Movement, 170
Music and Movement and the Language Arts, 171
Language Development, 171
Music and Reading Skills, 172
The Mozart Effect, 173
Whole Language, 174
Stories and Singing, 174
Simple Tunes, 175
Big Music Books, 176
Music, Movement, and Mathematics, 176
Music, Movement, and Science, 178
Music, Multiculturalism, and Social Studies, 181
Music from Around the World, 183
Gospel Music, 184
Planning Musical Experiences for Young Children, 184
Key Ideas, 192
Summary, 193
Questions to Consider, 193
Recordings, 193
Song Collections, 193
References, 193
Appendix A. Music Terminology and Approaches to Music Education, 195
Appendix B. Resources for Teachers in Early Childhood Classrooms, 207
Appendix C. Learning Autoharp^® and Guitar for the Classroom, 213
Appendix D. Instruments for the Classroom, 217
Song Index, 221
Subject Index, 223

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