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10 views7 pagesProgramming For Children's Musical Education
This document presents a music education program for children aged 3 to 5 years. The main objective is to develop musical perception and expression through singing, instruments, movement, and play, stimulating the children's creativity and aesthetic sensitivity. The program focuses on introducing basic concepts such as sound, silence, pitch, intensity, and timbre; learning songs, rhymes, and dances; and enjoying music through listening and active participation.
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0% found this document useful (0 votes)
10 views7 pagesProgramming For Children's Musical Education
This document presents a music education program for children aged 3 to 5 years. The main objective is to develop musical perception and expression through singing, instruments, movement, and play, stimulating the children's creativity and aesthetic sensitivity. The program focuses on introducing basic concepts such as sound, silence, pitch, intensity, and timbre; learning songs, rhymes, and dances; and enjoying music through listening and active participation.
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CLASSROOM EDUCATION PROGRAMMING
MUSICAL
Early Childhood Education Stage
Carisch-Real Musical Editorial
1
PROJECT SOUND SOUND
INTRODUCTION TO THE CONCEPT OF MUSICAL EDUCATION
We locate music education within the Area: Language: Communication and
Representation in the section dedicated to MUSICAL LANGUAGE.
Musical language allows the development of abilities related to the
perception, singing, the use of sound objects and instruments, movement
corporeal and the creation that arises from attentive listening, exploration, manipulation
and the game with sounds and music. Children begin to experience music through
of rhythm, motor games, dances, and songs. It aims to stimulate the acquisition
new skills and abilities that allow for the production, use, and understanding of
sounds of different characteristics with an expressive and communicative sense, and
promote a awakening of aesthetic sensitivity towards musical manifestations
various.
Musical language contributes to the harmonic development of children and must be addressed.
in an integrated manner with the rest of the content of this stage. Through the uses
through musical language they develop their imagination and creativity, they learn, they build their
personal identity, show their emotions, their knowledge of the world and their
perception of reality. It is also an instrument of relationship, regulation,
communication and exchange and a tool to express and manage your
emotions and to represent reality and also a means to get closer and
to appropriate the culture, providing an aesthetic education." (ROYAL DECREE
1630/2006, of December 29, which establishes the minimum teachings of
second cycle of Early Childhood Education.
METHODOLOGY
The working methodology in this educational stage will be based on experiences.
the activities and the game. We will always start from experimentation to reach the
intellectualization.
The story will be the motivating axis from which all activities will start. Through it
The different contents that will be worked on will be presented.
2
CHILD EDUCATION 3 YEARS
OBJECTIVES
Discover the sound possibilities of the body and of the instruments of
small percussion.
Identify and discriminate the characteristics of sound in its contrasts.
basics: sound/silence; loud/soft; sharp/deep; long/short; different timbres.
Stimulate, through children's songs, games, stories, rhymes and
riddles, the development of oral language.
Interpret with the voice and different instruments representations of the
sound through unconventional writing.
Learning different children's songs, rhymes, and popular riddles
by the author.
Learn different children's dances.
Participate in group activities: singing, games, dancing and
instrumental interpretation.
Express with the body the different qualities of sound.
Express with the body the different gestures that accompany the
songs.
Introduce the musical form through classical music listening and
the dances.
Enjoying singing, dancing, and musical performance.
Discover the pleasure of listening to classical music through auditions
active.
CONTENTS
The sound and the silence.
The qualities of sound: Intensity, duration, pitch, and timbre.
The unconventional musical notation: Its interpretation and representation.
Exploration of the sonic possibilities of the voice, of the body itself and of
musical instruments.
3
Recognition and interpretation of unconventional musical notation.
Recognition of sounds and noises from daily life: ambulances,
trains, cars, bells, animals, etcetera.
Attentive listening of works from the classical repertoire.
Popular songs and children's rhymes and by authors.
Children's dances.
The story as a motivational axis for the different activities.
Classical music auditions.
Interest and active participation and enjoyment in the interpretation of songs,
musical games, rhymes, riddles, and simple dances.
EVALUATION CRITERIA
Know the sound possibilities of one's own body, of objects and of
musical instruments.
Memorizing children's songs.
Move through space with different movements.
Differentiate between strong and soft, high and low, sound and silence.
Discriminate different sound timbres.
Discriminate different durations of sounds.
Reproduce with the voice different intensities, timbres, durations and
sound heights.
Know the names of the classroom instruments.
Knowing how to handle the instruments.
Correctly interpret non-conventional spelling.
Singing and playing instruments in a group.
Learn the complete songs and rhymes.
Keep up with the rhythm of the songs.
Coordinating body movements.
Adjust body movements to the rhythm of the music.
Responding to a sound stimulus through an established code.
4
Listen carefully to the different auditions that are presented.
Respect the singing, the instrumental interpretation, and group dancing.
CHILDHOOD EDUCATION 4 AND 5 YEARS
OBJECTIVES
Discriminate the different qualities of sound: Pitch, intensity, timbre
and duration.
Discover the sound possibilities of the body and instruments of
small percussion.
Discover the sound possibilities of different objects in life
daily.
Identify the small percussion instruments.
Discover the pleasure of listening to classical music through auditions
active.
Interpret with the voice and the instruments different representations of the
sound through unconventional graphing.
Memorizing and learning different children's songs and rhymes.
Learn different children's dances.
The story as a motivational axis of the different activities.
Express with the body the different qualities of sound.
Express with the body different scenes presented in the story or in
the songs.
Encourage the child to experience, feel, and understand sound and how
consequence music, for it to become part of oneself.
Awaken and enhance your creative capacity and your sensitivity and taste for
listen, practice and make music.
Participate in group activities: singing, games, dances and
instrumental interpretation.
Enjoying singing, dancing, and musical performance.
Use the voice and body as a source of expression of the sound world.
5
CONTENT
The sound and the silence.
The qualities of sound: Intensity, duration, pitch, and timbre.
Unconventional musical notation: Its interpretation and representation.
Exploration of the sound possibilities of the voice, the body itself and
musical instruments.
Recognition and interpretation of unconventional musical notation.
Recognition of sounds and noises of daily life: ambulances,
trains, cars, bells, animals, etc.
Attentive listening to works from the classical repertoire.
Popular songs and children's and authored rhymes.
Children's dances.
The story as a motivating axis for different activities.
Classical music auditions.
Interest and active participation and enjoyment in the interpretation of songs,
musical games, rhymes, riddles, and simple dances.
EVALUATION CRITERIA
Knowing the sound possibilities of one's own body, of objects and
musical instruments.
Memorizing children's songs.
Move through space with different movements.
Differentiate between loud and soft, high and low, sound and silence.
Discriminate different sound timbres.
Discriminate different durations of sounds.
Reproduce with the voice different intensities, timbres, durations and
heights of sound.
Know the names of the instruments in the classroom.
Knowing how to handle the instruments.
6
Correctly interpret unconventional spelling.
Singing and playing instruments in a group.
Learn the complete songs and rhymes.
Keep up with the rhythm of the songs.
Coordinate body movements.
Adapt the body movements to the rhythm of the music.
Responding to a sound stimulus through an established code.
Listen carefully to the different auditions that are presented.
Respect singing, instrumental interpretation, and group dance.