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This text provides music educators with a thorough exploration of Dalcroze Eurhythmics for the classroom. Two hundred and six model lessons are provided as well as an extensive video collection on a password protected website demonstrating Dalcroze Eurhythmics in action.
From the first year of life, children represent others' actions as goal-directed, and can reason about the causes and motivations behind others' observable movements. While the majority of developmental literature has focused on early instrumental goals (e.g., interacting with objects), less attention has been devoted to characterizing children's production and reasoning about non-instrumental movements and non-object-directed goals. However, these kinds of actions have the potential to play a large role in young children's lives in the form of everyday movements such as dance and gesture. In this dissertation, I explore the extent to which children readily produce and comprehend meaningful movements with a rich spectrum of abstract goals. Specifically, I focus on dance-like movement to music, movements that produce musical sounds, and communicative movements that accompany speech (gestures). In Chapter 1, I ask whether infants readily demonstrate dance-like movement to music at home and whether early development of these behaviors has been underestimated by in-lab studies. I show that children produce dance-like behavior earlier than previously believed, and that infant dance shows developmental change with both maturation and learning. I argue that children's dance behavior provides a window into early social, cognitive, and motor development. In Chapter 2, I explore children's reasoning about movements that produce musical sounds. I present evidence that from childhood (6 years of age) onward, rational causal inference plays a role in linking music with agents and movements. I also find evidence of developmental change, such that preschool age children may not engage in causal reasoning about music as older children do. In Chapter 3, I shift to explore the relationship between movement and analogical reasoning. Through both correlational and experimental methods observing children's gesture production, I suggest that children's spontaneous gestures provide a window to their analogical reasoning performance and that enabling them to freely use their hands while thinking helps children actively schematize important structural information over superficial features. Overall, this work shows that children readily produce and reason about socially meaningful movements from early in life and that music, dance, and gesture can serve as unique windows into children’s developing cognition.
The purpose of the book is to help teachers develop an understanding of dance in the preschool setting, sense when dance can be a natural extension of classroom activity, and develop skill in planning and leading meaningful dance experiences. The first chapter of this book discusses what dance in preschool education is about and its importance for young children. In the second chapter, the content of movement is presented; these elements are the building blocks from which dance activities are created and provide reference points for developing ideas into class activities. The third chapter discusses general preparation for dance activities, and chapter 4 offers a step-by-step description of the process of developing an idea into a class session. Chapters 5 and 6 discuss the reality of teaching a dance class, and the final two chapters give suggestions for adapting material to particular groups--the very young, the handicapped, and parent-child groups. The appendixes include resources and strategies for recorded music, ideas for use in lessons, children's literature, sample original stories, sample lesson on a specific movement theme: curved and angular lines, and suggested resources for further reading. (JD)
"Here is a resource that is based on sound research in neuroscience and cognitive psychology and filled with practical suggestions on how to incorporate movement into all kinds of learning activities at every grade level. The Kinesthetic Classroom is a must-have book for every educator who wants to improve student motivation and achievement." —David A. Sousa, Educational Consultant Author of How the Brain Learns Discover the link between physical activity and academic success! Current research shows that regular physical activity helps children and teenagers perform better in school. Taking physical activity beyond gym class and recess, this inspiring book shows how to integrate movement as part of classroom teaching and learning. Drawing on cutting-edge educational research, the authors describe how regular physical movement improves attention span and helps the brain master new information. Readers will learn how to use short activity breaks to refocus students and how to enhance the academic curriculum through movement-based games. This resource includes: User-friendly information on how physical activity influences the brain Hundreds of movement activities that can be easily implemented in the classroom, including many requiring two minutes or less Discussion of how movement can contribute to classroom management and community Case studies showing how combining physical activity and academics contributes to student achievement With an emphasis on teaching the whole child, this guide shows how movement can improve students′ mental and physical well-being and contribute to their joy in learning.
Get your students excited about math by get- ting them out of their seats and exploring it in a whole new way. Students need to move in order to learn, some more than others, learn why. Organized by tool, this book contains 50 lessons that get children moving and away from their desks while they are learning mathematics.