Making Music With Young Children

Hello again and Happy New Year! It's Ayn from little illuminations! 

I'm sure you've seen the research that music has amazing effects on the development of a young child's brain---we've even had several posts here about it!  Music aids in mathematical thinking, boosts spatial awareness, and can even have a profound effect on literacy development. Learning to play an instrument can be quite beneficial to the development of a young brain. Much of the research is new, but the philosophy is as old as the ages. Take these quotes from Plato on music education:

Young children have the wonderful ability to hear music in the everyday sounds they hear. 

Musical instruments don't have to be fancy. They don't even have to be store bought. Even the simplest day-to-day items can be turned into an instrument.

First of all, don't forget the simplest instrument of all---your voice! Add some props as microphones for fun and there is no other equipment necessary! I purchased these toy microphones at the dollar store and the kids ADORE them!!! Kids will turn anything into a microphone: cylinder blocks, hairbrush, unifix cubes, rhythm sticks, you name it! 

Some of the simplest instruments to make are paper shakers. Seal a toilet paper tube or folded paper plate with beans, beads, rice, paperclips, peas, pasta, or any similar item. It's fun to make several with a variety of items to make different sounds. 

Plastic Easter Eggs or water bottles can also be used. The problem I've found with using those is that the children eventually unseal these and little bits are everywhere. This year, I had a little brainstorm to prevent that. We used paper mache' to completely cover the eggs and water bottles and painted over it. I sprayed with a coat of sealant and we have some wonderful sounding shakers!

Drums can be fashioned from coffee cans (both plastic and tin) and oatmeal containers. I always keep a wide variety of cans in my music center for the children to experiment with. Children can use their bare hands or use drumsticks made from pencils/erasers, popsicle sticks, rhythm sticks, lollipops----pretty much anything!

This year, we made a few drums by covering the mouth of the can with the head of a balloon. I cut off the mouth piece and stretched it over the opening and sealed it to the can with duct tape. On the later drums, I've layer two balloons to make them a little more durable. These have held up fairly well, even with constant use and abuse. Only one of the drums with a balloon top has ripped. We covered that top completely in duct tape and now it has a sound all of its own!

I plan to write more about these faux Chinese drums on little illuminations later this month, but couldn't bear to leave them out of this post. We have a store bought Chinese drum that is on its final days, so I have been experimenting with various ways to make these that would be fun and functional. I made the ones below pretty simply, with some cardboard circle cut outs, wooden skewers, some string and buttons. 

Chinese Drum Toy from:
http://www.uxcell.com/chinese-wooden-hand-held-twoheaded-drum-traditional-kids-toy-p-32877.html

One of the instruments that I've wanted for a long while now, is a set of bongos. They are sturdy enough that little hands can tap and pat out a beat without fear of breaking. I've never been fortunate enough to have a set in my classroom --- Until now! Look what we made with two jugs of different sizes and a little duct tape to hold it all together. WE HAVE BONGOS!!!! 

We are really enjoying the exploration of music, sounds and rhythm in my preschool class. Our music center is one of the most popular centers to play in. We play our instruments to music on cds, make our own music and practice making and copying each others' rhythms.  

One of the things I've overheard other teachers say is that "it just gets so loud when the children are experimenting with sound" so, many teachers end up limiting the amount of time the center is open or the amount of noise that can be made. My solution for that is simple. Instead of limiting, EXPAND! Expand your exploration to outside! Take the instruments outdoors and let the children make as much noise as they wish! 

One of my resolutions for the New Year is to remember to take take to stop and smell the roses. And while I'm at it, I'm going to stop and enjoy the music, too! 

Music expresses that which cannot be said and on which it is impossible to be silent.  ~Victor Hugo

Music is moral law. It gives soul to the universe, wings to the mind, flight to the imagination, and a charm and gaeity to life and to everything.   ~Plato

If you have any great ideas for homemade musical instruments, we'd love to you share with us in the Comments section!

Also, we've just opened our PreK+K Sharing Early Education Emporium! We already have several great contributors, and I hope to have some ideas there soon, too, from little illuminations. 

Stop by and visit me anytime at littleilluminations.blogspot.com or visit the little illuminations fanpage on facebook!

Differentiated Instruction, A Box of Rocks and a Freebie or Two!

Hello again.  It's me, Marsha, from A Differentiated Kindergarten.  I'm so happy to be asked back as a guest blogger here on PreK-K Sharing.  It truly is a pleasure.

Now if you happen to have noticed the title of my post, you're probably thinking, "What could a box of rocks have to do with differentiated instruction?"  Well, you trusted me the last time I was here proclaiming the powers of the almighty clipboard when differentiating, so I'm asking you to place your faith in me once again. 

It all begins with a little boy and his box of rocks.  Within this prized shoe box, lie the most valuable earthy possessions and treasures of my six year old son. 

When this sweet Irish lad was only 2 1/2 years old, from within the depths of his toddler-sized trousers one day as I was doing the wash, I recovered 2 Hotwheel Cars, one superball and 23 rocks (No, I am NOT exaggerating.). It was a wonder he could even keep his little pants up!

Three years later, I wish I could report that things have improved, but the proof is in the picture. These are the latest addition to his collection that I recovered from just yesterdays' wash. The sit proudly on my laundry room window ledge.

My son is a collector of all things natural. He studies, he sorts and he ponders. . . He is a salamander-hunting,  Petoskey stone-searching (It’s a Michigan thing.), bird-watching,  flower-smelling,  and blackberry- picking NATURALIST.
  

This summer as he investigates every inch of our 11 acres of woods, he is in the best possible classroom for a child who shows tendancies towards naturalist intelligence.  But what happens to children like my son when kindergarten calls in the fall?  How can we as classroom teachers find a place and a means to meet the needs of students like my own son who gather and demonstrate their intelligence through nature and working with natural items? My answer, of course, is through differentiated instruction.

OK, to start let’s take a little refresher crash course in the ways we can differentiate.  Remember this little guy?  He reminds us of WHY we differentiate.   Differentiated instruction is done in response to a students’ interest (This is the HOOK that creates interest and meaning.), readiness( This is a students starting point in regards to a concept and NOT their ability.)  and finally, learning profile (This includes learning styles and multiple intelligences.). 

Many people tend to focus a great deal on responding to a learners readiness when they think of differentiated instruction and understandably so.  But I really believe that a student’s interest and, in this case, a students' learning profile need to become as important as our response to a students readiness.
Brain research supports the notion that learning is optimized when skills and ideas are meaningful to the learner. It suggests that when students are allowed to engage in hands-on, real-life experiences, learning is at its best. So why wouldn't we consider different learning styles and intelligences?  It only makes sense.

When we think of a students learning profile, of course, we are thinking of how they learn best. It’s how they attain knowledge and, likewise, how they represent what they know.  The last time I was here I reminded you that Gardner tells us that intelligence is not just a singular notion but rather, knowledge can be acquired and represented in up to eight different ways. 

In my lesson planner, you will find a copy of the chart illustrating the 8 intelligences above.  I use it when planning my centers and activities so that I am reminded of the many different types of intelligences that are represented in my class.  (If you'd like a copy of your own, just click on the picture above to download it.)

In all honesty, despite living under the same roof with a 6 year old who is a naturalist, it is the most difficult intelligence for me to incorporate into my class.  It’s crazy, I know!  I mean I have a science center, sensory table and allow for an occasional activity outdoors when the Northern Michigan weather permits, but I have had to really make a conscious effort to find ways to respond to the needs of naturalist students in my classroom beyond just offering learning center activities.

I had to start by understanding what it means to have a naturalist intelligences. . .

 . . . and consider how I could incorporate this into my core objectives and essential skills.  I had to think about what we do in kindergarten and make a place for natural elements and activities.  I really needed to find meaningful ways to bring it all together.  So here's a couple of ideas of what I have come up with . . . 

In kindergarten, we sort and make patterns, so offer natural items such as rocks, pine cones, acorns, leaves or whatever you can find in your backyard or woods to practice these skills.  Here's a little "I can" poster to put next to a sorting tray (just give the picture a click if you'd like a copy).

In kindergarten, we count. Offer materials from nature as manipulatives for creating tens frames numbers in this  "Ten Frames Fun Build" activity.  It is aligned to the Common Core, is self-correcting and tiered to meet the various readiness levels of your students.  Just click on the picture to pick it up for your classroom.
You'll only find it free here on PreK and K Sharing (one of the perks of being such great readers).

In kindergarten. we also  learn about bigger and smaller numbers.  Here's a simple game using acorns we play in my class called ‘Oh Nuts.’ Never played 'Oh Nuts?' Click on the picture below to find out how.

In kindergarten, we read, so offer LOTS and LOTS and LOTS of nonfiction picture books for students to choose when they shop for books to read from your library.

In kindergarten, we write.  Write outside on a beautiful day, write in the sand, on the side walk with chalk, write by using sticks or stones to form the letters.

In kindergarten, we work with words.  How about some painted stones to use for putting letters in alphabetical order, writing words, or sorting letters that are in their name or not in their name. Here is an 'In my name' activity for the beginning of the year. Children sort letters that are and are not in their name. If you'd like a copy of this sorting mat to laminate and use in your own working with words center, just click on the picture below.

Incorporate natural elements into activities that appeal to other intelligences.  In kindergarten, it is still developmentally appropriate to have dramatic play. So offer a rock or seed shop.  Collect seed catalogs, varieties of seeds for sorting, and pretend selling or offering plants to customers. How about incorporating natural elements into art? Allow your students to paint with flowers, feathers or even worms!

You've never painted with worms? Click on the picture below to find out how.

These are just a few ideas on how you can differentiate your instruction by responding to the naturalist intelligences within your class.  I'm hoping all of you can come up with some more ideas to share.
In the meantime, it’s summer and Mother Nature’s school is in session for my little rock hound. 
You’ll can find us combing the shores of Lake Michigan for the illusive Petoskey stone

digging in the dirt

and searching the woods of our home for the biggest and juiciest blackberries in Michigan.

School's in session so get on out there and enjoy Mother Nature's classroom, and please stop over to my blog and let me know if you come up with any other great ideas for bringing nature in for our naturalist learners. You can check out other ideas for differentiating in your own classroom by visiting my own blog.  I hope you'll stop by.  I can't wait to hear from you!

The Differentiating Power of The Clipboard and Freebies

Hello Pk+K Sharing Friends! My name is Marsha McGuire.  I'm from a  blog called A Differentiated Kindergarten (come visit me sometime) and I am delighted to have been asked to sit in as a guest blogger today on this very fine blog.  While my own blog is "A Differentiated Kindergarten,", I would NEVER claim to be an expert on the subject.  I am, however, an active student of it. I feel it is important for me to keep working towards the goal of a differentiated classroom, and I carry the philosophy that every child in my class should experience success. 

For many teachers, differentiated instruction can be overwhelming.  There are so many aspects, strategies and tools to consider. 

The seeming enormity of it all, paralyzes them and they end up doing . . .well . . . nothing.  I am here to tell you,  differentiated instruction can be time consuming, it does take organization and routine and hard work . . . but you can get there by starting out slowly.  Pick one thing, just one, and start! 

Want to start by learning how to tier a lesson to address your students' readiness?  Great!  I just did a guest blog that will take you step by step through the process over at Mrs. Miner's Monkeys.  Just click the picture below and it will take you there and give you a freebie to boot.

Want to start smaller . . . that's fine too. The wonderful thing about differentiated instruction is that it addresses all kinds of student needs, not JUST readiness.

It allows you to consider student interests as well.  That's a biggy!  Interest is the HOOK!  If you want to find out how I 'hooked' my very first class of kindergarten boys into loving practice nonsense word fluency practice, click the picture below to find out . . . there's a freebie there too. 

But today I don't want to talk about addressing interest either.  Today lets just start by addressing  your students' needs in regard to their learning profile, your learning environment and the use on of one simple tool ---a clipboard!

By learning profile, of course, I mean the way in which students learn best. 

In addition to learning styles, learning profile also refers to a student's intelligences.  As we all know, Gardner believes that there isn't just one singular notion of intelligence, but in fact, there are as many as eight.  They represent not only how we acquire knowledge and information, but also how we represent what we know.

Just as a refresher take a look below:

Now if you're still with me I know what you're thinking . . .how does a clipboard have anything to do with multiple intelligences.  Hang on! I'm getting there . . .

A clipboard  . . . fancy, plain, plastic or particle board . . . can allow you to make adjustments to your classroom environment and offer activities that will address nearly every single one of these intelligences. And besides . . .  have you even seen a 5 year old with a clipboard?  They stand a little taller, they walk with a purpose . . . they feel IMPORTANT. There isn't a kindergartner alive that doesn't LOVE a clipboard. It is, sadly, an underrated learning tool.

And for your kinesthetic learner, it's like giving a 16 year old a license to drive. Suddenly they have permission to do what they do best . . . move!!!!!!!   To address my kinesthetic learners, I use clipboards for write the room activities in my classroom.

Here's a simple spring themed one you can pick up for free to use with your own little people. And because of the type of activity it is, it also addresses your linguistic students who like to read and spell and your intrapersonal intelligences who are content to work alone. 

Is a listening center part of your classroom?   With a small personal cd player and a clipboard, your listening center is now mobile.  Your student can choose whichever area of the room they feel most comfortable to work.  Here's great news! Listening centers are NOT only for taped stories with an accompanying book either.  Provide some great music or poetry for them to listen to instead. (I use nursery rhymes, kids favorite artists and even some ethnic music - Celtic is a class favorite) Grab up a copy of my music response sheet to use when addressing your students with musical intelligences.




Beginning of the year music/nursery rhyme response sheet.

 



End of year response sheet.



In some cases, a clipboard can give your interpersonal students an outlet for their social tendencies.  How about a math survey, where they interview their classmates and then analyze their findings. Here's one I'll be using for my dinosaur unit in the next couple weeks.  Click on it and it's yours. And because of the type of activity it is, it will also appeal to your logical/mathematical students.  If you want it, click on it and it's yours.

To address the naturalist among your students (by far one of the hardest one for me to do personally) why not take your work outside.  We do NOT have many beautiful days here in Northern Michigan in April, but I guarantee you, we take advantage of the ones we do have . . .

This fall my student teacher, Jennifer, had my kiddos outside using their senses to learn about trees and one of the assignments she gave them was to take the clipboards out and sketch a picture of the big tree on our playground. While they ALL loved it and needed to be exposed to it, my students with spatial and naturalist intelligences THRIVED.  

Differentiating CAN be time-consuming and over-whelming at first, but it can also be as simple as using a clipboard. Avoid doing NOTHING and start small . . . but please JUST START!!!

If you'd like to learn more about how I differentiate in my own classroom, please stop by my blog

Make sure you leave me a note so I knew you stopped by to look around.

****Note from the editor. We experienced some technological challenges with Marsha's brilliant post as it was first submitted. It had to be 're-published' and in the process the original 'pin' link was disrupted as well as the original comments that were posted were lost. 


We sincerely apologize for any inconvenience this may have caused. If you can possibly edit your own personal pins to this corrected URL we will all be very grateful. 


--Debbie Clement --