When children struggle with body awareness and space issues, it can be helpful for them to have a different focus. Visualizations can be useful for students to learn to creatively navi- gate through space. Children can make their movements look like a leaf bolt- ing around in the wind or laying on the ground. Te Four Seasons (Autumn) I. Allegro uses leaves as a visual example for music. Drop leaves (real, paper, or imitation) from high in the air for stu- dents to see how they fall. Ten move around the room as a leaf, twirling and spinning at a variety of levels (high, me- dium and low). Allow two or three stu- dents to demonstrate their ideas. Finally, split the class into two or three groups. As students watch their peers moving around the room, they can plan their own movements by gathering ideas. Tis format allows children time to cre- ate a unique plan of action.
Props lend themselves well to a leaf les- son. A wide variety of scarf colors can provide a visual effect of leaves and a unique sensory experience for your class. Props also help students feel more com- fortable with moving around the room. A few prop ideas are: scarves, ribbons, rings, balls, beanbags, and hoops. Legato music is appropriate for using beanbags as props. Students are instructed to take their beanbag for a musical ride on their hand, or another specific body part. Tey must keep the beanbag on that body part without stopping or dropping it.
Whenever movement happens in the classroom, teachers must take extra steps to ensure the safety of their students. Students must understand the concepts of personal space and shared space. Personal space can be associated with a bubble. If another student is too close, the bubble will pop. Shared space is synonymous with moving around the room without popping any bubbles. A few expectations for movement might be:
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• “Use your eyes so you don’t run into anyone!”
• “Talking voices turned off. Only musical voices are welcome while your feet are moving.”
• “Stay in the open space/safe space.”
At times, other adults in the music room, such paraprofessionals, teachers, and administrators, must be reminded of their responsibility in assisting with student creativity. Tey need to know movement is not merely about copy- ing the teacher. In elementary school, this is a new concept for children to understand. Early childhood aged stu- dents spend much of their day imitat- ing the adults around them. If adults
are inappropriately demanding a child follow the teacher, the music specialist might remind the students, “Now you can move your own way. How many different ways can you move to match the music?”
A safe environment conducive to learn- ing will allow children the opportunity to develop creativity as they also further their musical knowledge and skills. In- corporating movement into each music lesson will encourage children to fully develop their musical skills and under- stand musical concepts through a highly engaged method of learning.
Jennifer Wetzel-Tomas Mokena School District #159
thomasj@mokena159.org
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