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PENGENALAN 1PPG Prasekolah Amb Feb 2012PRM3023E Apresiasi Muzik Dengan Pergerakan PrasekolahAPA ITU PERGERAKAN . . . ?Kriteria Pergerakan Eastman (1992)

Tahap Perkembangan Motor Kanak-kanak oleh Gallahue (1989)

BAGAIMANA PERGERAKAN . . . ?pergerakan berpandu ianya lebih melibatkan pergerakan yang dirancang oleh guru. Perancangan itu melibatkan keseluruhan lagu; lirik lagu, konsep muzik, persepsi kanak-kanakUNSUR-UNSUR PERGERAKANJENIS-JENIS PERGERAKANWhy creative movements?

8PPG Prasekolah Amb Feb 2012PRM3023E Apresiasi Muzik Dengan Pergerakan PrasekolahKanak-kanak mengenali dunia . . .9PPG Prasekolah Amb Feb 2012PRM3023E Apresiasi Muzik Dengan Pergerakan PrasekolahContoh: pergerakan dalam konsep SainsGelombang bunyi bergerak paling pantas melalui medium apa?

Konsep Matematik sama/bezaMatematik / bahasa

Matematik

In mathematics, for example, children can explore geometric shapes by stretching their bodies and long pieces of elastic and discovering the relationship of one shape to another. To help with fractions, children can make complicated rhythm charts that govern the timing of their dancingfor example, eight runs take the same time as four skips or two body swings, or one circle ending in a pivot turn. By linking different combinations of these movements, children can practice adding mixed fractions.

Tanda bacaan,.?!Maths concept

Use the rhythm of children's names for a musical matching activity. Say a child's name and invite children to match a clapping beat to it. My name "Ellen," has two claps, but "Cassandra" has three. Ask children: Who has a name with a beat that matches yours? Can you tap the beat of the names with your feet? Can you snap it? Now here is a challenge: Can you tap the beat of your name while others are tapping theirs? Children can not only clap out the beat of their names, but move to them too! Invite children to invent a one-, two-, three- (or more) part movement to represent the syllables in their names. For example, Jessica might move to her name with a three-part arm movement: "1 - arms out, 2 - arms up, 3 - arms down. Each time children match something, they are fully experiencing the mathematics concept ofequalorsame as.You can also practice the concepts ofmore thanandless thanwith name clapping. What names have more claps? Which have less?Why creative movements?Before they enter school, young children experience and explore the world mainly through nonverbal language:. No one has to teach children to jump for joy, to roll down a grassy hill, or to pound their bodies on the floor during a tantrum. Children react to the world in physical ways. By the time they get to elementary school, they still feel comfortable in that nonverbal language: creative movement. To ignore this natural resource is a waste, a barrier to the process of education.Making ComparisonsComparing is an important mathematical skill. What kinds of comparisons are involved in music? There are loud and soft sounds, fast and slow beats, high and low pitches, and long and short notes. You can introduce comparison games by inviting children to listen and create the opposite sound or beat of what you are making. For example: Hold a long, high sound and invite childrento echo it. Then ask them to make the opposite sound. Create a slow beat on a drum or clap it. Invite children to walk to the beat, matching their steps to the steady sound. Then do the opposite, a fast beat. How will they move to this beat? Moving in Opposite WaysAdd movements to your comparisons activity by playing an "opposites" game that invites children to physically explore the mathematical comparisons of high and low, fast and slow, up and down, and big and little. Play a recordingof lively music and ask children to move freely to the music. Encourage them to make high movements and then have them do the opposite.Sort It OutSorting and categorizing are important early-math skills. Children can sort sounds by timbre. Plastic, wood, and metal sounds all have a different quality or timbre of sound. Invite children to sort the classroom rhythm instruments by timbre. Then use them to accompany a favorite song. Use an old favorite song such as "The Wheels on the Bus" - children can use the different parts of the bus (wheels, windshield wipers, horns, and so on). Change the words of "Old MacDonald Built a House" and ask children to sort and match each of the different types of sounds for each verse. What instruments could make the sound of a hammer, a paintbrush, a saw?In scienceMany science lessons, too, can be taught by incorporating kinesthetic activities. The principles governing light waves, animal adaptation, kinetic energy, body systems, simple machines, and even aspects of molecular energy can all be graphically and experientially demonstrated through children's bodies. Once performed, these principles will not be forgotten.The solar system can be mapped through a dance piece involving spinning. The child who is Venus will be the only one rotating clockwise; Mercury will revolve around the Sun four times faster than Earth. Multidisciplinary learning then occurs when each planet develops a short solo dance representing some aspect of the mythological god for which the planet was named.bahasaby improvising creative movement to explore the feelings and themes in stories, children do a nonverbal character analysis and experience the cause-and-effect of events, which they can then verbalize. Creative movement can also help them remember sequences of events or fill in details of a story's setting. Some personal favorites that lend themselves to movement includeSwimmyby Leo Lionni; the African folktaleThe Calabash Children; Aesop's fableThe Wind and the Sun; The Loraxby Dr. Seuss; orThe Great Bluenessby Arnold Lobel.

ESLFor ESL children or those having difficulty with the written word, dancing an autobiography can be a very effective coming out. Children can create simple movements that express something about who they are or what they like to do; that reveal their earliest memory or a significant event in their lives; that share an aspect of their ethnicity; that show a vision of themselves as they would like to be in the future. Let them bring the movements together into an autobiographical dance, and have the other kids respond and interact.

Class controlFor those not comfortable with what might seem like uncontrolled energy, set up a system of freedom and restraint that will supply a secure structure for everyone. (When I bang once on my drum, everyone freezes no matter what they're doing. We even practice holding a position with one leg in the air.) Set up certain routines like warm-up and closings; starting simple and building up; starting with solos, then partners, then small groups. Children, too, will feel better knowing you are in control.