von Emily Bryson Vor 5 Jahren
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Erik Erikson is famous for his 8 developmental stages, which was modified from Freud's psychosexual theory. In each of Erikson's stages there is a conflict that must be solved in order for a person to be a healthy and positively contributing member of society.
This stage typically takes place from ages 12-18 years old, when teenagers struggle with their sense of self, including who they are as a person, and what they desire to do as an adult. This stage may not be passed if the individual is forced to conform to someone else, are apathetic, or do not make a conscious search for their identity. As a teacher for this age student, it is important to support each student in their "phases" and to not force students to be any kind of person.
This stage takes place from ages 6-12 years old and can be described as when the child compare themselves with their peers. At this point, they may either be proud of their accomplishments or feel inadequate. As a teacher for this stage of students it is important to give each student equal attention, as well as congratulate each student on their accomplishments.
This stage typically takes place at 3-6 years old, when children are capable of initiating activities and can assert control over their world through play. A child may not pass this stage if they are unable to make decisions for themselves. As a music teacher, it is important to include decision making within lessons with this age student, to aid in their stage development.
This stage takes place from the ages 1-3, when toddlers begin to explore the world, and aim to be as independent as possible. If caregivers and others consistently do things for the child, this stage will not be overcome, and the child will have low self-esteem and feelings of shame. In the music classroom, this may look like the child who thinks most activities are too difficult for them, even when they are capable of it. As a teacher, it is important to guide this student to recognizing their own abilities.
This stage takes place from birth to 12 months of age, where infants learn whether adults can be trusted. This stage will not be achieved if caregiver's do not provide the child with basic needs for survival. In the music classroom, a student will most likely not trust a teacher if they have not established a basic sense of trust during this stage.
Houlahan and Tacka are the authors of "Kodaly Today" and are recognized as leaders in the music education field, particularly in the area of elementary music.
Some great activities to learn with for students who are at the 4th and 5th grade level include
Some great activities to learn with for students who are at the 3rd grade level include
Some great activities to learn with for students who are at the 1st and 2nd grade level include
Some great activities to learn with for students who are at the kindergarten level include
Some great activities that students in Pre-Kindergarten can do and learn from include the following
In 1982 Phyllis Weikart designed a method of music learning that centralized movement as a crucial aspect to music education.
Left/Right Reversal- identical to stage 6, but now the child can make a mental rotation and copy movements without mirroring. This typically occurs at age 8, or in 2nd grade.
Left/Right Identification with Mirroring- identical to stage 2, but student should be able to respond and to specific lateral directions of "left" and "right", usually by mirroring. This typically is introduced in 2nd grade, at age 8.
Sequenced Symmetrical- Similar to stage one, but a pattern of 2 movements are mirrored on both sides of the body. This ability is typically occurring at age 7, or first grade.
Single Alternating Asymmetrical- the right and left take turns going to different locations. This is a little bit more difficult, but still accessible to most students older than Kindergarten.
Single Asymmetrical- right and left go different locations at the same time. This can look like one arm reaching up while the other arm is reaching down, at the same time.
Single Alternating- alternating a single movement from left to right. This can also be used at any level, although typically is used after introducing single symmetrical.
single symmetrical- both hands should be doing the same movement, at the same time. Any school age student should be able to do this, however it is mostly used in younger classrooms.
These are 5 ways to bring in movement within an elementary classroom, that is both age appropriate and educational. I will also include an approximate age that each strategy can be used for.
With Freeze Dance, students have the opportunity to listen to a variety of music, and dance in the way the want, and freeze when the music stops. Teachers can also add a question each time the music stops for students to answer as well. This activity can work with any age student, and can help t develop the stages of Identity vs. Role confusion as well as Initiative vs. Guilt.
Body percussion, often used in my elementary methods class for examples, has the ability to teach students rhythms, both complex and simple, steady beat, and incorporates movement. This can also be done as a follow-the-leader activity, or can give students the opportunity to improvise. Body percussion can also be simply duple, for younger students, and wound forward easily for students who are more advanced.
A mirror movement lesson can involve any combination of Weikart's movement theory, and can be used to teach pitches, for example, solfege hand signs, as well as different dances and learning different parts of a song. This can also be used to allow different students to lead the group, building their trust and giving them an opportunity to decide the patterns which helps build Initiative vs. guilt on Erikson's developmental stages.
Folk Dances allow students to dance in a particular pattern and rhythm, which can be used to help student better understand the parts of the song. The dances can easily include Single alternating moves, which would be simple and age appropriate for all school students. As the levels are higher, a teacher can include more difficult movement as well as circle dances, double circle dances and partner dances.
Some examples of utilizing creative movement in a classroom includes scarfs, individual movements on the beat or to the rhythm, and movement in accordance to the feeling of the song. The use of scarfs can be directed by the teacher or used as an opportunity for students to individually explore the different stages of weikart's movement model. Also, by giving students the opportunity to decide on their movements, the teacher is helping students to be able to be more independent, which develops the stage of initiative vs. guilt, as well as industry vs. inferiority.
