Physical Intelligence and Methods in Teaching Movement

CHAPTER 8 Physical Intelligence And Methods In Teaching Movement Subtopics:- 1. Music and Creative Movement....

CHAPTER 8 Physical Intelligence And Methods In Teaching Movement Subtopics:- 1. Music and Creative Movement. 2. Creative Drama 3. Culture And Movement 4. Games And Movement 5. Creative Arts Click or tap here to enter text. Physical Intelligence, then, is this remarkable coordination of intention, muscle, motor and sensory/perception systems functioning in extraordinary accord with the environment-embodied mind in action. Physical intelligence encompasses more than just making time for physical activities as part of their daily schedule. It’s not only about sports or competition, or only exercise. It’s a combination of having a stock of knowledge about how to care for our body, and how to optimise it to the fullest. It’s understanding how good nutrition, exercise, and restful sleep prepares our body to learn and be at our best. For many, (physical) health is often taken for granted and neglected until it buckles and fails us. What we consume directly affects our mood and ability to focus and absorb information. Hence, mastery of our physical intelligence is integral to the maximisation of the other three intelligence areas: cognitive intelligence, emotional intelligence, and social intelligence. 1| P a g e C h a p t e r 8: Physical Intelligence And Method In Teaching Movement Music And Creative Movement. Music and movement begin early in life when parents sing lullabies and dance with infants in their arms. Children may grow up with grandparents who sing to them and older siblings who dance about the house. A child’s singing and body movement indicate mood. A happy child will sing and actively move his or her body. An overly quiet, sullen child with halting, limited movements may signify a different mood. As with art, there is a human need to make music and move to do it. This need crosses time and culture. Exploring music, like exploring art or sciences, uses physical skills, involves feelings and social relationships, and enhances cognitive development by opening opportunities for polishing problem-solving skills. TEACHER’S ROLE It is desirable that individuals with training in early childhood music education for young children be involved in providing musical experiences for the children, either directly or as consultants. Often it is the parent, certified teacher, higher education professional, or other care provider who is primarily responsible for guiding the musical experiences of the young child. a) Set up physically and psychologically safe environment in which children can be free to express themselves creatively through music and movement. b) Value music and recognize that an early introduction to music is important in the lives of children. All children have the potential to be music makers and music appreciators. c) Accept and validate children’s creative musical expression by smiling, nodding, and joining in d) Create a musical learning environment. Structure the indoor and outdoor learning environment to include music/movement. e) Base activities on children’s interests. Empower them. Let children choose their own partner, select the songs to be played, and change the way to use props or play a game. f) Weave music throughout your day and curriculum. Extend children’s ongoing projects by adding music and movement to their theme. How to Create a Music and Movement Program a) Developmentally Appropriate- Music activities should build upon each child’s natural strengths rather than forcing them to fit an adult’s idea of precocity in music b) Pleasurable- to develop positive attitudes and emotional responses - Lifelong love for music. c)Varied d)Individual and Social- Children should also learn how to participate with others and experience the pleasure of group music-making e) Integrated - music throughout the day 2| P a g e C h a p t e r 8: Physical Intelligence And Method In Teaching Movement Stages In The Development Of Music And Movement. Ages Music Movement Toddlers -can distinguish among sounds; -use primarily arms and imitate it; approximate pitches legs, and move in response -explore sound making with to the tempo. household objects. -respond well to large and - Sing or hum small motor musical activities that emphasizes repetition and rhyme. Three-Year- -have better voice control, rhythmic -move n a more coordinated response, and mastery of song way to music. Olds -have names of favorite tunes, can -experiment with different recognize familiar tunes, can sing types of body movements. portions of it. -tend to be more graceful. -can play a simple rhythmic instrument with emerging awareness of beat, tempo, and pitch Four-Year-Olds -capable of learning basic -master new musical concept (pitch, duration, tempo, loudness) movements and can -can use language to express switch rapidly from these ideas. one type to another -can classify musical instruments when the word is -can sing complete song from memory with sound control substituted. -enjoy group singing games Six-, Seven, and -singing voice at a mature level -able to improvise -sings in tune, with a vocal range movements and match it Eight-Year-Olds of approximately 8-10 notes to the beat of the song. -sense of harmony is emerging -capable of following -learn to read song lyrics more complex -able to master songs with instructions, and can greater demands of memory and learn simple folk dances sequencing skills. with adult direction. -musical preferences are fairly well established -may express interest in learning to play a musical instrument 3| P a g e C h a p t e r 8: Physical Intelligence And Method In Teaching Movement ‘If You’re Happy and You Know it’ song. If you’re happy and you know it Clap your hands If you’re happy and you know it Clap your hands If you’re happy and you know it Then your face will surely show it If you’re happy and you know it Clap your hands If you’re happy and you know it Stomp your feet If you’re happy and you know it Stomp your feet If you’re happy and you know it Then your face will surely show it If you’re happy and you know it Stomp your feet If you’re happy and you know it Give a roar If you’re happy and you know it Give a roar If you’re happy and you know it Then your face will surely show it If you’re happy and you know it Give a roar If you’re happy and you know it Do all ten -Clap your hands -Stomp your feet -Scratch your fur -Give a roar -Flap your wings -Laugh out load -Beat your chest -Jump up high -Crawl around -Blink your eyes 4| P a g e C h a p t e r 8: Physical Intelligence And Method In Teaching Movement Creative Drama For Young Children Movement is also a part of drama; both creative movement, movement exploration and pantomime are parts of drama. In observing young children, we can see some movement exploration and pantomime. Young children integrate themselves physically with whatever interests them rather than passively observe. Movement in drama has another goal; which is to help children express themselves and to achieve mastery over their physical being. The teacher or director would like to see children learn to move freely and creatively, yet with disciplined and display sustained and thoughtful movement as well. Children need to feel confident that they can make body movement in order to portray their character happily and effectively. Teacher needs to identify the child development in term of motor skills. Some basic movement skills: - Walking - Running - jumping - hopping - Skipping - Tiptoeing - Skating - Spinning - Climbing - Balancing - dancing. 5| P a g e C h a p t e r 8: Physical Intelligence And Method In Teaching Movement  Types of Creative Drama Techniques. Creative drama can be used to help children work through difficult situations, it can support children with special educational needs, and can teach all children particular skills and lessons. There are different types of creative drama that use various creative drama techniques to accomplish this. a) Sense memory improvisation exercises - This technique uses the children's five senses to experience the world around them. They are encouraged to think about how objects, situations, and places, can sound, feel, smell, and even taste. b) Pantomime - This technique uses non-verbal communication, such as gestures and the use of props. Pantomime demonstrates how much communication happens without words. c) Role-play - In this technique, the children will take on a role and act as the character they have been given. The scene may involve working out a complicated or unusual situation. d) Characterization - this technique Involves the children taking on the role of a character and performing as that person. Characterization helps them understand people's similarities and differences in real life and literature. Types of Physical Use in Drama. 6| P a g e C h a p t e r 8: Physical Intelligence And Method In Teaching Movement Culture and Movement To understand the environment’s impact on a developing child, let’s look at the three main ways children process the information around them as they grow. Classical conditioning. Drawing associations between a stimulus and response. For example, children in religious families might associate bedtime with prayers. Operant conditioning. Drawing associations between a reward and an action. For example, children might receive dessert after eating their vegetables. Observational learning. Absorbing and copying what they see from others in real life or in the media. For example, a child might say, “Time to clean up” because a teacher says it in school. Recognizing Cultural Influences on Child Development. a) Parental Influences on Child Development- How parent discipline and set boundaries to develop behaviors necessary cultural. b) Collectivist vs. Individualistic Cultures and Parental Discipline- a collectivist culture values and rewards the prioritization of community needs over individual needs, as well as generous, kind, collaborative behavior. an individualistic culture values and rewards assertiveness and independent action, stressing the importance of the individual over the group. c) Parental Influences on Children’s Social Behavior Varies by Culture- Children learn how to act by interacting with their parents. For this reason, the parents’ cultural background often influences a child’s behavior. d) Environmental Influences on Child Development- environmental contaminants can cause greater harm to children than to adults because children’s bodies are still developing. e) Media Influences on Child Development- children’s exposure to violent media can result in aggressive behavior; exposure to advertising for non- nutritious foods can increase rates of childhood obesity; and too much screen time can be linked to lower brain development in preschoolers. 7| P a g e C h a p t e r 8: Physical Intelligence And Method In Teaching Movement Games And Movement Kinesthetic learning? We often think of this with young children but consider this: How often do you go to a conference or lecture, write lots of notes in your notebook – and never look at those notes again? Most of us do so a lot. And we feel guilty when someone mentions it like I am doing now. We shouldn’t feel guilty. We were not writing those notes to read them later. We were writing them to write them: the physical act is a way we get the information into our heads. Indeed, bodily/kinesthetic intelligence is one of the eight multiple intelligences that Harvard’s Howard Gardner (1993) and others have identified as ways people solve problems and learn things. It is likely there is even more to it. Kinesthetic actions seem to originate the holistic right side of the brain. Verbal language is left-hemisphere based. (Promislow, 1999). Physical warm-ups involved both hemispheres. They may be a way to help learners use both sides of their brains in a more integrated way. Physical movements encourage our bodies to manufacture endorphin (the chemical that contributes to “runner’s high”) and dopamine, which helps us see patterns and learn faster. (Snell, 1980, cited in Promislow, 1999.).Those can’t hurt. 8| P a g e C h a p t e r 8: Physical Intelligence And Method In Teaching Movement Activities For Young Children. WHO defines physical activity as any bodily movement produced by skeletal muscles that requires energy expenditure. Physical activity refers to all movement including during leisure time, for transport to get to and from places, or as part of a person’s work. Both moderate- and vigorous-intensity physical activity improve health. Ages Activities Less than 1 Year -Floor based-play(Least 30 Minutes) - Not be restrained for 1 hour (high chair, in strollers or strapped on a caregiver’s back. -Good sleep for 0-3 months (14-17hours) or 4-11 months (12-16hours) 1- 2 years old -Least 180 minutes of physical activities - Screen time for 1 year olds not recommended - Screen time for 2 years should not more than 1 hour. - Engaging in reading and storytelling with caregiver - 11-14 hours of good quality sleeps. 3-4 years -Least 180 minutes of physical activities -Screen time should not more than 1 hour. -Engaging in reading and storytelling with caregiver -1-13 hours of good quality sleep The other activity includes: a) Child-Led Vision Play b) Tummy Time Activities For New Born c) Singing Nursery Rhymes d) Shakers, Rattles and Musical Pots e) Discovery Stations 9| P a g e C h a p t e r 8: Physical Intelligence And Method In Teaching Movement