Critique music, movement and drama theory and its value in early childhood education.

1.Critique music, movement and drama theory and its value in early childhood education.

2.Justify the importance of music, movement and drama for children’s development.

3.Advocate for the inclusion of music, movement and drama in early childhood curriculum.

Music, drama and movement are essential components of early childhood curriculum. Children are able to learn a wide variety of skills that turn out to be of great aid in their day to day undertakings. Such children are also able to develop relevant problem solving techniques, a factor which greatly improves their overall competency (Roy, Baker & Hamilton, 2015). Children who participate in dramatic plays in the course of Early Childhood Development Education display significant differences from those who do not participate in such programs. It is however the role of parents to ensure that their children are members of institutions where music, movement and drama are part of the curriculum. Home based enlightening of children with appropriate music is also recommended for parents. If the three factors are availed to a child in the early growth stages, they will definitely grow up healthy and knowledgeable.

It is documented that music as an art cannot be learned with ease as an immediate action. The chief elements building up the music block are tone, rhythm, pitch, dynamics, texture, timbre harmony and melody. Different styles of music however have different ways of covering the elements as some may de-emphasize or emphasize these elements while others completely omit some of the elements (Friedman, 2010). Social and cultural contexts are known to bring about significant variations in definition, creation and significance of music. Kodaly maintains a strong belief that learning how to play music emanating from individual cultural backgrounds should be a top priority activity for children. It was also his belief that for effective learning, the process should be meaningful and sequential with the starting point being what the students already know (Goopy, 2013).

On the other hand, Orff, a German educator and music composer was actively involved in developing ideal music for children with a renowned example being “never alone, but connected with movement, dance and speech- not just to be listened to, but rather to be an active participant”. He concurred with the thought coined by Kodaly that music ought to be full of meaning and that by use of speech, dances and movements, the aforementioned would be achievable. In addition, he stated that for children to gain full experience of music, it calls for them to put into use their full bodies. He further advocated for children to improvise music so that chances would prevail for them to explore and exploit their entire capabilities and possibilities of providing their own music. As mentioned by Orff, significant drivers to understanding music are; movements, drama, singing, chants/speech and use of instruments which could be either pitched or unpitched.

Justify the importance of music, movement and drama for children’s development.

In music, movement and dance are means of self-expression that are conducted by constant change of body positions. It is a basic human activity that is traceable to many years back the human race line. It is through music and dance that satisfaction of mental, emotional and physical needs of the children’s body are satisfied. For children to successfully create patterns, dances and rhythms, time, body and space development is crucial and is only achievable through active engagement in dances. Bearing in mind that dance and music are for the mind, spirit and body, interacting with the children closely greatly influences vocal exploration as well as development of movements. A good teacher will therefore be in a position to socially guide children into composition of simple movement sequences, communicating their feelings and ideas with their elders and more importantly construction of dance movements (Cinc, Nedimovic & Stolic, 2014).

In comparison to music which calls for use of instruments to enhance vocal projection, drama calls for only high levels of imagination and creativity. By being in possession of the power to control plays, such children who are involved in playing imaginary games find themselves deeply attached to them. With time they are able to learn various dramatization skills such as development of empathy throughout plays. Events that are acted in dramas could be real or imaginary. Goffman, Stanislavski, Butler and Meyerhold are directly attributable to the initial theories and histories that are directly linked to drama. In drama, children must however learn how to improvise movements, acts, scenes and/or speeches without prior preparation to fit the situation at hand during dramatization.

To begin with, music is of great significance in passage of important cultural and social messages that ought to be passed from generation to another. By playing music from their own backgrounds as stressed by Kodaly, such music gains the benefit of getting culturally enriched. Music also plays significant role in intellectual development of children as they are taught beginning with what they are already aware of subsequently followed by introduction of new ideas. Music also facilitates development of various levels of understanding as children are nurtured to think independently in close relation to their prevailing natural environment (Niland, 2015).

It is also from music that children are able to develop multiple intelligence capacities. First is linguistic capability followed by ability to logically comprehend mathematical presentations. Visual spatial is also acquired by leaning music. A child gains body kinesthetic and are therefore able to take charge of their physical motions. Interpersonal as well as intrapersonal connectivity is also developed.

Advocate for the inclusion of music, movement and drama in early childhood curriculum.

Movement also plays great significance in proper early development of children. Most importantly, a child’s mental, emotional and physical needs emanating from the body and the mind are satisfied through movement (dance). Dancing also facilitates healthy development of children’s space, time as well as their bodies. It also enables the children to create patterns and rhythms. Development of new moves as well as exploration of various vocals is another benefit accrued by children actively involved in music and dance (Nyland, Acker, Ferris & Deans, 2013). Such children are also accorded opportunities to enjoy a sense of satisfaction by being in control of moves that they have created over time. Children can also use movements to communicate their feelings and ideas. A variety of movement techniques are also acquired and can be implemented by the children during future performances. It is also during learning on movements that children are acquitted with relevant skills to safely manage control of their bodies by learning how to gain and maintain stamina, mobility, flexibility, strength, coordination of various body organs as well as keeping themselves balanced throughout entire performances.

Drama brings about development of intensive imaginative capacity of children. It also equips them with the ability to become empathetic during dramatic plays (Greene, Hitt, Kraybill & Bogulski, 2015). An important skill that children learn during dramatization is the ability to impersonate real or imaginary characters based on the events being dramatized. These children are therefore accorded the opportunity to experience life from multiple takes by enjoying the opportunity of walking in the shoes of the individuals impersonated during plays. Children therefore are able to get relevant and adequate exposure to various cultural, physical, emotional, psychological as well as social backgrounds. Learning outcomes achieved are; development of own cultural knowledge, ability to withstand and handle various emotions, adequate development of linguistics, maintenance of physical fitness in addition to social interactions which facilitates intellectual development.

Findings emanating from a study conducted in 2016 by the university of southern California indicate that exposing a child during early childhood development to music greatly hastens the rate of brain development. Precisely, a child is able to acquire various language terms in addition to reading skills. It has also been proved that SAT scores and mathematical comprehension capacity is skyrocketed substantially by learning how to play various musical instruments. It is also through music that all aspects of a child development are ignited with the child acquiring necessary skills in readiness to start schooling. Children are acquitted with the capacity to identify sounds and then integrate the sounds to enable them focus on such sounds that are of significance to them. Music also offers free self-regulation skills to children during early childhood development. This refers to the children’s ability to take charge of their thoughts, actions and feelings. Children are able to gain complete understanding of their bodies and are therefore capable of manipulating them accordingly and appropriately as required by prevailing circumstances.

Music, Movement, and Drama as Essential Components of Early Childhood Curriculum

Movement helps children to develop both emotionally and socially. It is while engaging in movement that children will engage in games that are interactive and generally help in development of cognitive or problem solving skills such as ability to count, identification of colors amongst others (Mayesky, 2015). Physical education programs offered to children helps them develop their motor skills. Movement amongst young children has also proved much effective in improving motor skills amongst children suffering from autism spectrum disorders. Children with various physical disabilities however require much encouragements and advanced reinforcement to hasten their learning processes. The basic and fundamental motor skills are running, climbing, jumping as well as walking. In public libraries, there is always a section for children’s music. When the selected music is playing, a teacher should always urge the children to move by the rhythm of the music as much as possible. They teacher could also move by the music’s rhythm as a means of showing the children that doing so is the right thing (Garvis & Lemon, 2013).

It is also highly recommended to put in place dramatic plays in early childhood curriculum. To begin with such plays are of much significance in development of self-regulation ability. Here, the children with the aid of teachers gather the foundations of controlling their own actions and emotions for their future benefit (Anderson, 2016). Dramatic plays should also be installed to facilitate development of language. More importantly, the children learn how to express themselves whenever they are in need of anything. Shy children are also able to gain significant confidence whenever they are actively involved in plays (Russell-Bowie, 2013). Dramas play eminent role in installing conflict resolution abilities to children. It is during plays that they will fall into arguments are will therefore be required to develop relevant attributes to come up with solutions to arguments.

From all the fore mentioned factors therefore, it goes without saying that music, movement and dramas are important in development of a child. They should therefore be components of early childhood curriculum.

Conclusion

It has come to our understanding that music plays a crucial role in mental and physical development of young children. Movement has also been identified as a positive role player in instigating crucial life-time skills to children. Amongst children, sufficient movement could be implemented through allowing them to participate in dances as well as active games. Indulging the children in dramatic plays has also borne positive fruits by helping the children develop relevant cognitive skills. Learning institutions should therefore embark on offering the fore mentioned learning activities to early childhood students to ensure that they grow in a healthy manner. Music, drama and movement therefore greatly aids in development of general intellectual skills that are of great aid to a child’s future undertakings.

References

Anderson, E. (2016). Learning From An Artistically Crafted Moment: Valuing Aesthetic Experience in the Student Teacher’s Drama Education.  International Journal of Education & the Arts, 17(1), 2-18

Cinc, E., Nedimovic, T. & Stolic, J. (2014). Difficulties in the Musical Development of Children and Possible Models to Overcome Them.  Journal Plus Education, XI (2), 102-109.

Friedman, S. (2010). Theater, Live Music, and Dance: Conversations about Young Audiences. YC: Young Children,65(2), 36-41

Garvis, S. & Lemon, N. (2013). Are the Arts important in schooling? Clear messages from the voices of pre-service generalist teachers in Australia.  Australian Journal of Music Education, 2013(2), 98-104.

Garvis, S. (2012). ‘You are my sunshine my only sunshine’: current music activities in kindergarten classrooms in Queensland, Australia. Australian Journal of Music Education, 2012 (1), 14-21.

Goopy, J. (2013). ‘Extra-musical effects’ and benefits of programs founded on the Kodaly philosophy.  Australian Journal of Music Education, 2013(2), 71-78.

Greene, J., Hitt, C., Kraybill, A. & Bogulski, C. (2015). Learning from Live Theater: Students realize gains in knowledge, tolerance, and more. Education Next, Winter 2015, 55-61.

Mayesky, M. (2015). Creative activities and curriculum for young children (11^th ed.). USA: Wadsworth Cengage.

Niland, A. (2015). Music and Children. Everyday Learning Series, 13(3), 1-27.

Nyland, B., Acker, A., Ferris, J. & Deans, J. (2013). How do you make a bear look like a butterfly? Exploring the Metropolitan Opera’s production of Mozart’s Magic Flute with a group of preschool children. Australasian Journal of Early Childhood, 38(1), 29-34.

Roy, D., Baker, W. & Hamilton, A. (2015). Teaching the Arts: Early childhood and primary education (2^nd ed.). Melbourne: Cambridge University Press.

Russell-Bowie, D. (2013). Mission Impossible or Possible Mission? Changing confidence and attitudes of primary Preservice music education students using Kolb’s Experiential Learning Theory. Australian Journal of Music Education, 2013(2), 46-63