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General Information

Course ID (CB01A and CB01B)
C DD061.
Course Title (CB02)
Music and Movement (Developmental Foundations)
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
This course is a developmental introduction to music and movement experiences. Students will have opportunities to engage in and to reflect on how music and movement foster healthy development in children and adults. Students will also have opportunities to see how music and movement define and are linked to cultural experience and to who we are as individuals. (This course meets the NAEYC Standards 2,3 and 4; CCA Standards 3, 7, 8 and 11; NBPTS Standards 1, 2, 3 and 4.)
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course is required for the Child Development Degree. This course counts toward curriculum units required to obtain a California Child Development Permit. This course is CSU transferable. This course provides the students with the opportunity to expand their skills to consistently engage young children in an age-appropriate socially accepting environment.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to CSU only
°®¶¹´«Ã½ GEArea(s)StatusDetails
2GEX°®¶¹´«Ã½ GE Area E - Personal DevelopmentApproved

Units and Hours

Summary

Minimum Credit Units
3.0
Maximum Credit Units
3.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours3.06.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
36.0
Laboratory
0.0
Total
36.0
Course Out-of-Class Hours
Lecture
72.0
Laboratory
0.0
NA
0.0
Total
72.0

Prerequisite(s)

C D D010G or PSYC D010G (may be taken concurrently) and C D D050. (may be taken concurrently)

Corequisite(s)

Advisory(ies)

ESL D272. and ESL D273., or ESL D472. and ESL D473., or eligibility for EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

(See general education pages for the requirements this course meets.)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

Discussion and problem solving performed in class

Collaborative projects

Guest speakers

Other: Active participation in music and dance in the classroom

Assignments

  1. Design a movement and music session with a written lesson plan, which incorporates examination of your cultural background, special needs and demonstrate it to classmates and evaluate the session on a small group.
  2. Self Reflection requiring synthesis and application of ideas, relating experience to course content.
  3. Classroom Observation-Students conduct classroom observation of circle time.
  4. Students will create a portfolio; identify and develop cross-cultural music and movement resources for young children including lesson plans, books and periodicals organization and other related materials.
  5. Midterm
  6. Read articles and prepare written reflective paper.

Methods of Evaluation

  1. Oral small group (5-6) presentation on a complete age-appropriate lesson will be evaluated on depth and breathe (to include special needs adaptation, diversity, cross-cultural musical elements) of information and all group members in presenting.
  2. Complete written self-reflection based on ideas, relating experience to course content.
  3. Complete classroom observation; the students complete a reflective narrative on required classroom observation from connecting what they observed to include concepts and theory discussed in class.
  4. Final Project: Completion of portfolio. Students will create a portfolio; identify and develop cross-cultural music and movement resources for young children including lesson plans, books and periodicals organization and other related materials.
  5. Mid-term exam to evaluate comprehension and mastery of key terms and concepts relating to typical and atypical music and motor development (affective, cognitive, motor) of young children-combination of multiple choice and essay questions.
  6. Writing assignment(s) to evaluate ability to analyze critically and synthesize course materials and personal experience.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • Multicultural musical and traditional rhythm instruments and materials will be provided for students to use during class time
Essential College Facilities:
  • Large room with space for movement activities

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Pica, Rae: Experiences in Movement and Music. 2013. Cengage Learning.

Examples of Supporting Texts and References

AuthorTitlePublisher
30 Fun Ways to Learn about Music, Anice Paterson and David Wheway. 2011. Gryphon House, Silver Spring, MD 20901.
1-2-3 Time for Parachute Fun Clare, Beswisk. 2010. Gryphon House Silver Spring.
101 Rhythm Instrument Activities for Young Children, Abigail Flesch Connors. 2011. Gryphon House Silver Spring, MD 20901.
I Can't Sing Book, Jackie Silberg. 2010. Gryphon House Silver Springs, MD. 20901.
One, Two, What can I do? Connie Bergstein Dow. 2011. Redleaf Press, St. Paul, MN. 55117.
The Handy Band, Sue Nicholls. 2011. A & C Black Publishers Ltd. London, WC 1B 3 DP.

Learning Outcomes and Objectives

Course Objectives

  • Explain the relationship of music and movement to the total learning experience, typical and atypical development (affective, cognitive, motor) of the young child and to self.
  • Examine stages of motor development and auditory discrimination in infants and young children with typical and atypical development.
  • Identify movement and music curriculum in relationship to developmental age, and to other factors such as cultural background and special needs.
  • Identify and develop cross-cultural music and movement resources which can be used with children, and/or for personal development.
  • Compose a lesson plan utilizing movement and music for children and for personal development and which takes into account important factors such as special needs and cross cultural opportunities.
  • Engage in music and movement activities, which allow for self-understanding and exploration and understanding of appropriate activities with varied ages and abilities.
  • Engage in and compare cross cultural music and movement experiences such as drums and drumming, dance and chanting in free play and group experiences.
  • Recognize and practice special techniques and strategies implemented with children with special needs and disabilities.

CSLOs

  • Analyze the relationship between music and movement within the context of the three domains of Child Development.

Outline

  1. Explain the relationship of music and movement to the total learning experience, typical and atypical development (affective, cognitive, motor) of the young child and to self.
    1. Developmental characteristics of children and adults
      1. Affective domain
      2. Cognitive domain
      3. Motor abilities
        1. Gross
        2. Fine motor
        3. Sport-related
        4. Expressive
      4. Recognize typical and atypical developmental milestones of children from birth through school-age (middle-years).
      5. Multiple intelligences theory
    2. Connecting music and movement experiences to our life experiences
      1. Connecting to beat, tempo and rhythm found in our daily experiences and those of others
      2. Tone, pitch, melody and volume as expressed in our daily lives and reflected in how we express ourselves
    3. What we learn from music and how we use music to learn
      1. Songs
      2. Using the voice
      3. Musical instruments
      4. Increased sensitivity to beauty and harmony
      5. Validation of our creativity, individuality and self-expression
      6. Expression of emotions and energy
      7. Ability to express pride in our heritage by using music based in our culture
    4. What and how we learn through movement and body awareness
      1. Rhythm and movement
      2. Kinesthetics
      3. Perceptual spatial knowledge
      4. Increased sensitivity to beauty and harmony
      5. Validation of our creativity, individuality and self-expression
      6. Expression of emotions and energy
      7. Development of gross and fine motor skills
      8. Ability to express pride in our ethnic heritage by using dance and movement based in our culture
    5. What prenatal and perinatal developmental risk factors affect motor development?
      1. Exposure to drugs
      2. Maternal illnesses
      3. Disabling, at-risk conditions (prematurity, neglect, abuse, chronic illnesses
      4. Recognition and identification of the special needs child
  2. Examine stages of motor development and auditory discrimination in infants and young children with typical and atypical development.
    1. Receptive
    2. Expressive
  3. Identify movement and music curriculum in relationship to developmental age, and to other factors such as cultural background and special needs.
    1. Music around the world, which encompasses interesting selections for varied age groups
      1. Songs, instruments, rondos singing games
      2. Fingerplays, chants, rhymes
      3. Discrimination and matching games
    2. Movement across cultures and ages, which takes into consideration cultural expression
      1. Creative dance, movement exploration
      2. Games, pre-sport skills, sports, folk dance, dance around the world
    3. Children and adults with special needs
      1. Assessing and adapting for individual needs
      2. Connecting music and movement for growth, development and enjoyment
      3. Implementing goals, objectives, outcomes, and activities based upon families' priorities, concerns, needs and strengths
      4. Incorporating props, perceptual-motor, sports-related equipment in developmentally appropriate ways
  4. Identify and develop cross-cultural music and movement resources which can be used with children, and/or for personal development.
    1. Books and periodicals
    2. Organizations
    3. Inexpensive resources
  5. Compose a lesson plan utilizing movement and music for children and for personal development and which takes into account important factors such as special needs and cross cultural opportunities.
    1. Development of goals and objectives.
      1. Establishing goals and objectives
      2. Activities to meet the objectives
    2. Development of lesson plans and evaluations.
      1. Realization of the lesson plan.
        1. Resource file.
        2. Preparation, materials.
        3. Presentation.
      2. Evaluation.
        1. Self-evaluation.
        2. Lesson plans.
        3. Children's skills and adult skills.
  6. Engage in music and movement activities, which allow for self-understanding and exploration and understanding of appropriate activities with varied ages and abilities.
    1. Identifying personal interests in music and movement
    2. Identifying age appropriate music and movement activities for children
    3. Making the connection between personal interests and understanding self
    4. Implementing a range of interventions for individual children within the context of their play
    5. Recognizing the behavioral responses of different types of disabilities and appropriate interventions
    6. Identify and respond to behavioral signals from the child that indicates a need for a change in style of interaction to meet the child's emotional or intellectual developmental needs
    7. Implement intervention strategies to accommodate the diverse cultural beliefs, values and practices of families
  7. Engage in and compare cross cultural music and movement experiences such as drums and drumming, dance and chanting in free play and group experiences.
    1. Comparing equipment for example to examine cultural comparisons
      1. Instruments: drums and body percussion and hand percussion
        1. Adult
        2. Student
        3. Made by adult or children
      2. CD's, tapes
      3. Props, perceptual-motor, sports-related
      4. Instruments used for comparison and for musical, sensori-motor experience
    2. Chanting and drumming in various forms as cultural expression
      1. Repetition and rhythm and meditation cross cultures in vocal, musical and motoric expression
      2. The absence of movement and sound as forms of relaxation and self-understanding
  8. Recognize and practice special techniques and strategies implemented with children with special needs and disabilities.
    1. Positioning and handling of children
    2. Development of adaptive equipment
    3. Intervening in the play process as appropriate
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