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Active Learning with Emergent Literature, Music, Movement,
and the Arts
by Nicki Geigert
24 & 25 Jul 07, 9am to 4pm, Melbourne |
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Children love to be read to. But is that all there is to
a story? Emergent literature has so much more to offer
young children in the form of music, movement, and the
arts. Recent brain research has confirmed the value of
music, movement and language acquisition in learning.
This workshop will provide foundational information for
the application of best practices as attendees explore,
collaborate, and create exciting lessons for their
children. The workshop will be interactive, fast-paced,
and fun! Stories take on new levels of importance when
teachers know how to integrate more activities with the
storyline and build curriculum around literature.
This workshop will present
teaching methods and strategies that integrate children’s
literature with music, movement, and art to enrich the
early childhood curriculum. Teachers are expected to
bring three (3) of their favourite storybooks for young
children. |
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| By the end of
the workshop, participants will: |
- Be able to evaluate
early literature books that can integrate content
areas of movement, music and art possibilities
- Have a
sense of the scope and sequence of each content
area separately
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Develop an understanding of the importance of
early literature activities
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Develop a basic understanding of how young
children acquire knowledge and skills in the
content areas of music, movement, and the arts
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Develop a basic understanding of how emergent
literacy skills develop
- Explore and evaluate:
- Children’s literature
- Rhythmic equipment
- Movement equipment
- Performing and visual
arts materials
- Design a curriculum plan
to integrate children’s literature with the
content areas of music, movement, and the arts
- Learn
how music and movement aids in the ability to
focus in, and learn concentration skills.
- Show
how the development of spatial awareness
(laterality, directionality, levels, pathways,
body orientation, etc.) aids in reading readiness.
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Evaluate personal level of understand of the
importance of literacy, music, movement, and the
arts in the early childhood curriculum
- Evaluate personal level
of comfort and confidence in teaching the above
mentioned content areas
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| Day 1 |
- Introduce a variety
of early literature books brought in by the
workshop participants.
- Each
workshop attendee is asked to bring three of
their favourite read aloud books for children
between the ages of three and seven. From this,
we will do the following:
- Look at books to
identify an author’s writing style
- Look at books to
observe the illustrator’s conveyance of
storyline
- Look at books for
rhyme and steady beat identification
- Look at books for
alliteration and onomatopoeia
- Look at books for
artistic effect
- Look at books for
emotions and feeling conveyance
- Look at books for
movement and action words
- Look at books for
music possibilities
- Music and language
acquisition and it’s relationship to reading
- When
does language acquisition begin
- How
does the development of the ear affect language
acquisition
- What
is the vestibular system
- What
does “steady beat” have to do with language
development and reading
- Movement and language
acquisition and its relationship to reading with
the following fundamental movement patterns:
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Breath
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Tactile/Sensory
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Core-Distal
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Head-Tail
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Upper-Lower
- Body
Sides
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Cross-Lateral
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Vestibular
- Fundamental Music
Elements
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Rhythm
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Melody
- Form
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Expression
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Timbre
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Texture
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Sharing the following
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Dances
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Poems
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Rhythms
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Songs
- Lesson plan ideas
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| Day 2 |
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Playing with Working Terms
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Setting up your movement environment
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Learning how to decide what activities to
include
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Looking at some key elements to consider in a
reading, moving music lesson plan: what does the
book lend itself toward
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Visual perception
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Auditory processing
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Laterality (left/right discrimination)
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Midline and midline crossing
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Form perception
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Fine perceptual motor skills
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Kinesthetic awareness
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Manipulative skills
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Non-manipulative skills
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Space awareness
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Locomotor skills
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Listening skills (echoing, etc.)
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Creative movement
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A quick look at the emotional connection of
learning with music and movement
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Development of musical intelligence
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Positive and negative frequencies and the
cognitive and physiological effects
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Music’s affect on the brain
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How music and movement enhance a learning state
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Creating a sense of community
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What are the effects of music and movement on
Spatial-Temporal Reasoning
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Sharing Music and Movement ideas for classroom
activities
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Hand manipulative activities
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Locomotor activities
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Sensorimotor and creative dance activities
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Folk dance for math activities
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More lesson plan ideas
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Nicki Geigert is an Education Consultant with 36 years of teaching experience. She is a published author with two new books and music CD’s to come out in 2007.
Nicki has an M.S. Ed. in curriculum design and development from National University in San Diego California, a B.S. from Washington State University as a physical education specialist, and other post-graduate work from Colorado State University and University of California, Berkeley, in early childhood sensory motor dysfunction. Her extensive work in early childhood education and program development has been focused on motor skill development, new research in brain based psychomotor learning and sensory motor development.
Nicki has been conducting workshops on the national level for National Association for the Education of Young Children (NAEYC) along with state associations such as Washington and California AEYC annually for the past several years. Additionally, Nicki was the 2002 General Conference Director for the Association for Childhood Education International (ACEI), and also has presented workshops for that organization. |
Multi-media including video clips, power point,
storybook analysis, group discussion, and review
of current early literature research, with
integration of music and movement and the arts;
each shown to enhance learning. Come prepared to
participate, get up and move, and construct your
own web of knowledge. Take back tools and lesson
plans that you can readily implement in your
classroom.
Bring 3 books |
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| Early childhood educators, assistants, administrators, special needs specialists, physical education teachers, coordinators, support staff, and parents |
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Other Details |
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2 days, 12 hours |
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Melbourne, Australia (Exact location to be advised - depending on the class size) |
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1 Jul 07 |
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To request for on-site training, |
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Copyright © 2006-2007 Sanguine Consulting. All Rights Reserved. |
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