Music Education in Kindergarten and Grades I-III

elementary

P_WP1_01 H1A_W02, H1A_W04, S1A_W05

P_WP1_02 H1A_W04

P_WP1_03 H1A_W04

P_UP1_01 S1A_U01, H1A_U01

P_UP1_02, S1A_U07, S1A_U10

P_UP1_03 S1A_U10, S1A_K04

P_KP1_01 S1A_K04, S1A_K06, H1A_K04

P_KP1_03 H1A_K01, H1A_K04, S1A_K02

P_KP1_04 S1A_K02, H1A_K02

The aim of the classes is to develop the musical sensibility of students and to acquire the knowledge and musical skills of five forms of musical activity: singing, moving along to the music, playing simple percussion instruments, listening to the music ad creating music, at a level enabling comprehensive approach to the musical terms. Described topics are meant as a base for further development of the musical skills of the students or for applying the knowledge acquired during classes in their work with children.

During classes the following contents are discussed and presented:

1. Basic information in the subject of music and its elements. Knowledge about the sounds, musical notation and methods of organizing of the sound material. Principles of structure of a music piece. Basic terms concerning musical forms: motif, phrase, sentence, subject, polyphony, homophony. Forms: single (A), double (AB), reprise (ABA), rondo, variations, canon.

2. Stages of development of musical abilities and musicality of a child.

3. Basic musical terms enabling the shaping of musical imagination. Five forms of musical activity: singing, moving along music, playing simple instruments, listening to music and composing elementary music.

4. Repertoire matching criteria and methodic of musical education based on five forms of musical activity of the child.

5. Methods of voice production and song teaching regarding the voice range and abilities of children.

6. Kinetic abilities of children at each stage of their age and with the sequence of introducing of motor patterns and dances as well as the methods of teaching those.

7. Playing percussion instruments and principles of composing elementary music, mainly by a technique of free and conducted improvisation, with the use of sound-gestures, unconventional instruments and Orff instruments.

8. Teaching by discovering through creating didactic situations enabling self-search for solution in creative tasks.

9. .Active listening to music - examples of scenarios.

10. . Kinds of musical experience – attempt to describe the one’s own style of listening to the music. Introducing the students into musical culture through shaping their musical sensibility and taste in encounter with valuable musical repertoire.

Burowska Z. Wprowadzenie w kulturę muzyczną.

Dymara B. (red.), Dziecko w świecie muzyki.

Podolska B., Muzyka w przedszkolu. Metodyka.

Przychodzińska-Kaciczak M., Zrozumieć muzykę.

Sacher W.A. Słuchanie muzyki a kształtowanie emocjonalności dzieci.

Wierszyłowski J., Psychologia muzyki, wyd. II rozdz. VIU.

Smoczyńska-Nachtman U., Kalendarz muzyczny w przedszkolu.

Smoczyńska- Nachtman U., Muzyka dla dzieci, WSiP Warszawa 1992

Stadnicka J., Terapia dzieci muzyką, ruchem i mową, WSiP Warszawa 1998,M. Przychodzińska, Drogi do muzyki. Metodyka i materiały repertuarowe, WSiP Warszawa1999, R. Ławrowska, Muzyka i ruch, WSiP Warszawa 1991, E.Lipska, M. Przychodzińska, Muzyka w nauczaniu początkowym. Metodyka, WSiP Warszawa 1991

The student :

- knows basic music vocabulary and notions, knows the stages of the human musical development and musical skills, the stages of musical child’s development (generally),

- knows and understands basic music terms and vocabulary regarding the musical culture,

- knows the elements of music, their role and meaning in perception of a music work,

- knows the principles of the structure of a music piece and basic terms regarding music forms,

- knows the kinds of musical experience, understands the impact of the musical knowledge on the perception of music,

- knows their musical preferences and their importance in didactics of music,

- is able to perceive the integrative aspect of musical experience and how to use it in teaching,

- knows forms, methods and aims of musical education as well as their applied value in work with young children,

- knows musical repertoire matching criteria for young children,

the kinds of musical experience, understands the impact of the musical knowledge on the perception of music. - knows their musical preferences and their importance in didactics of music.

The student can:

- is able to teach a song from children’s repertoire unassisted,

- create and perform a simple accompaniment on percussion instruments for selected songs,

- properly formulates instructions to direct children towards selected musical elements,

- plan a scenario for music activity for selected age group unassisted,

- recognize his personal music opportunities, develop and improve them individually,

- recognize the form-creative rules of contrast, similarity and identity within the heard music,

- moving in accordance with the music pulse and in various tempos,

- compose a simple rhythmic accompaniment to songs,

- select the songs to be learned and listened by children, motor games and dances, music pieces to listen and miniatures for children’s improvisations, relevantly to the general and musical child’s development.

Credit for the grade. The student's task is to write a thesis, the subject of which is to present three new musical games created on the basis of learned methods of musicalising children in pre-school and school age. Creativity, creative use of known methods of working with children, the presentation of propositions of music games based on knowledge about the development of voice and musical hearing, appropriate selection of music to the proposed topic and appropriate selection of the method of work in relation to the stage of children's development will be assessed. Attendance.