Marching Bandearlylearningsuccess.net/wp-content/uploads/2016/... · Thump, Thump, Rat-A-Tat-Tat by Gene Baer Our Marching Band by Lloyd Moss The Jazz Fly by Matthew Gollub My Family

Marching Band

Unit of Study Mixed Ages

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Marching Band Unit of Study © Early Learning Success, LLC, 2016

www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

Marching Band Unit of Study, Mixed Ages (Birth through School-Age) Copyright © 2016 by Nancy Dougherty Marching Band Unit of Study is a component of the Early Learning Success Curriculum. Early Learning Success Curriculum, copyright © 2014, is written by Nancy Dougherty.

It is owned exclusively by Early Learning Success, LLC with all rights reserved. Early Learning Success Curriculum is published online at www.earlylearningsuccess.net

Logo design is by Nancy Dougherty. © Early Learning Success, LLC, 2014. Disclaimer

Educators and providers that use the Early Learning Success curriculum are expected to adhere to the licensing statutes, regulations and requirements specific to their State.

Educators and providers should understand early childhood education and care best practices.

Educators and providers need to diligently monitor safety practices when using materials as appropriate for the developmental level of the children.

Online Resources for Unit Development www.wpclipart.com www.pinterest.com

http://www.earlylearningsuccess.net/

http://www.wpclipart.com/



http://www.pinterest.com/

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Units of Study All Units of Study have been developed using the same criteria. This process results in a very balanced and consistent delivery of activities that address all developmental domains. This also supports the early childhood education and care field in preparing children to be successful with STEM programming emphasis, (Science, Technology, Engineering and Mathematics). Supporting the Domains of Development and STEM Education Functions The Early Learning Success Curriculum Units of Study have been carefully designed to

support and enhance every child’s learning in all developmental domains:

Social & Emotional Development

Approaches to Learning

Creativity & the Arts

Language & Literacy Development

Cognitive Development, including math, science and social systems

Physical & Motor Development The Early Learning Success Curriculum uses Minnesota’s early learning standards as stated

in the Minnesota Early Childhood Indicators of Progress (ECIPs) document as the goals and objectives for children. These early learning standards cover the span of ages birth – school age. The curriculum is easily aligned with other early learning standards. The Units of Study also emphasize the skills and knowledge needed to be successful in the areas of STEM as stated by Janice Morrison (TIES STEM education monograph series, attributes of STEM education, 2006). She outlined several functions of a STEM education and suggested that students should be:

• Problem-solvers – able to define questions and problems, design investigations to gather data, collect and organize data, draw conclusions, and then apply understandings to new and novel situations. • Innovators – creatively use science, mathematics, and technology concepts and principles by applying them to the engineering design process. • Inventors – recognize the needs of the world and creatively design, test, redesign, and then implement solutions (engineering process). • Self-reliant – able to use initiative and self-motivation to set agendas, develop and gain self-confidence, and work within time specified time frames. • Logical thinkers – able to apply rational and logical thought processes of science, mathematics, and engineering design to innovation and invention. • Technologically literate - understand and explain the nature of technology, develop the skills needed, and apply technology appropriately.



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Using the Unit Materials The Planning Framework Planning for preschool through school-age children is done using a ‘framework’ that includes all six developmental domains. Through purposeful planning each Unit includes 2 activity plans that address the domains of Social & Emotional, Language & Literacy, Cognitive, Creativity & the Arts, and Physical & Motor Development either as the primary or secondary focus of the activity. In addition, each activity plan identifies an Approach to Learning component and explains how the activity supports school readiness. Each activity plan also includes a STEM Education Function.

The Unit planning framework provides many activities for educators/providers to implement but allows for freedom and creativity to create weekly plans that address the specific needs and interests of individual children and programs. The Units are not weekly plans, but can span several weeks depending on educator/provider preferences. A Sample Week is included but educators/providers should adapt and create plans that meet their programming needs. A blank planning form is included so that educators/providers can make each Unit their own.

Included in the Unit are activity plans, templates, patterns and pictures for the numbered activities in the planning framework. All the educator/provider needs to do is read through the activity plan and gather or prepare the necessary materials. Most materials are those commonly found in childcare programs such as glue, paint and paper. The activity plans include ideas for ‘getting ready’, the actual activity directions, questions to reflect upon, and the developmental domains and importance of the activity. This helps the educator/provider know what to look for in observing a child’s skill and knowledge development.

The Unit planning framework includes 8 numbered activities along with several other ideas that are not numbered. Complete instructions are included for each of the numbered activities, which can take more than one day to complete depending on time, schedules and interests of children. The sample planning sheet demonstrates how the activities in the planning framework can be used for weekly planning. A form is also included to note adaptations to activities for individual children.

Planning for Infants & Toddlers The Unit activities and experiences for this age address the development needs of a wide range of infants and toddlers. These experiences are designed based on learning and discovery through sensory interactions with the educator/provider. They can be easily integrated throughout different components of the day depending on the infant’s schedule. The activities can be adapted to meet the differing skills as young infants grow to be toddlers and then preschoolers. A block-style planning form is used to indicate activities in each domain. Planning for Preschool and School-Age The included Weekly Plan uses only a few of the activities listed in the Planning Framework. Each activity identifies a developmental domain so that learning activities are balanced across all domains. This also helps educator/providers be intentional with planning based on observations of a child’s needs.



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Marching Band Unit of Study Highlights Left, right, one, two marching in time….. Rat-a-tat-tat on the drum keeping the beat….. Oom pah pah, oom pah pah on the tuba …… A marching band has lots of sound and rhythm. Music helps children to learn the rhythm of language and literacy. In fact, music is a language in and of itself for many people. Adding the actions of playing a drum or marching in a band provides a kinesthetic experience in listening to the different aspects of music – the melody, rhythm and cadence of music. Language is very lyrical – when learning to speak, children listen to the sound and melody of letters and words as well as their rhythm and cadence – just like when experiencing music. Children can make music out of anything!! But it is much more fun to make ‘real’ instruments and use them in a marching band! Exploring the music can add joy and fun to the day. Hands on activities include:

Making instruments

Creating art based on the type of music

Forming a marching band – complete with uniforms!

There are many types of musical instruments that are easy to make with children. This Unit includes several that are fun and different . Enjoy the music you and children can make together!!

.



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Preschool & School-Age Planning Framework Marching Band Unit of Study is based on common developmental domains and early learning standards

Note: All activities encompass the Approaches to Learning Domain; the Social and Emotional Domain is integrated into specific activities

Language & Literacy Cognitive Creativity & the Arts Physical & Motor Reading Math Movement/dance/music Gross Motor

Activity 1: My Band Read Olivia Forms a Band by Ian Falconer More ideas at: http://www.oliviathepiglet.com/

Activity 3: Marching Band Game Follow the color and shape directions to have a great marching band

Activity 5: Music Moods Children listen to and respond to different types of music

Activity 7: Marching In Step Children learn ‘left’ and ‘right’ through marching around the room

Writing Science Art Studio Fine Motor

Activity 2: Alphabet Band Trace the letters in the name of some instruments

Activity 4: The Sounds of Music Explore the different sounds of musical instruments and make a couple of instruments

Activity 6: Marching Band Jacket Make a jacket just like those worn by the marching band members out of a paper bag

Activity 8: Marching Band Hat No marching band member is completely dressed without a hat!

Speaking/listening Social Systems Understanding Cereal Box Drum Paint and decorate a cereal box; thread heavy string/twine through top part of box (from one side to the other); tie in a loop so that box can be worn over head; hold box perpendicular to body (like a base drum in a marching band); play with 2 wooden spoons

Healthy Living

Taped Provide a tape player/recorder in the listening center where children can record their own music

Musical Group Puzzles Find pictures of: rock group, marching band, orchestra, small jazz group, piano player etc; make puzzles out of the pictures – helps children realize that there are lots of different types of music

Marching Band Obstacle Course Set up stations with different instruments; march to the various stations and play instrument

Social & Emotional Special Areas Emotional Ideas for ‘whole day’ programming:

Play different music at different times of the day; play music from other countries

Create a ‘song cup’ – write favorite songs onto tongue depressors; children pick songs from cup Dramatic Play/environment adaptations

Provide a box of ‘found objects’ to turn into musical instruments

Sensory – create shaker bottles out of clear plastic water or soda bottles (use different sizes), add different items to bottles to make noise – large and small beans, corn kernels, small bells, rocks etc.

Field Trips or Visitors

Visit a music store

Visit the local high school band class

Activity 3: Marching Band Game

Self-Concept

Activity 4: The Sounds of Music

Social Competence & Relationships

Activity 1: My Band



Books 7

Olivia Forms A Band by Ian Falconer The Jazz Of Our Street by Fatima Shaik Thump, Thump, Rat-A-Tat-Tat by Gene Baer Our Marching Band by Lloyd Moss The Jazz Fly by Matthew Gollub My Family Plays Music by Judy Cox Zin! Zin! A Violin by Lloyd Moss

Music Everywhere! by Maya Ajmera, Elise Hofer Derstine, Cynthia Pon Mole Music by David McPhail Violet's Music by Angela Johnson Faraway Drums by Virginia Kroll Moose Music by Sue Porter Tuba Lessons by T.C. Bartlett This Jazz Man by Karen Ehrhardt I Know a Shy Fellow Who Swallowed a Cello by Barbara S. Garriel Meet the Orchestra by Ann Hayes Ben’s Trumpet by Rachel Isadora Music over Manhattan by Mark Karlins Sunny by Robin Mitchell and Judith Steedman Jazz Baby by Lisa Wheeler M is for Melody by Kathy-jo Wargin

http://www.cmlibrary.org/bookhive/books/details.asp?id=346

http://www.amazon.com/gp/product/1568462093?ie=UTF8&tag=notifoflca-20&linkCode=as2&camp=1789&creative=9325&creativeASIN=1568462093







http://www.amazon.com/gp/product/0152025227/ref=as_li_ss_tl?ie=UTF8&camp=1789&creative=390957&creativeASIN=0152025227&linkCode=as2&tag=notifoflca-20

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Finger Plays and Songs

1. Happy Band Tune: If You’re Happy and You Know It If you’re happy and you know it, Beat your drum. If you’re happy and you know it, Beat your drum. If you’re happy and you know it And you really want to show it, If you’re happy and you know it, Beat your drum. .....blow your horn... .....ring your bell... .....march in place... .....shout hooray..! 2. Beat Your Drums Tune: Row, Row, Row Your Boat Beat, beat, beat your drums Beat them loud and clear Beat them hard, and beat them soft For everyone to hear Beat, beat, beat your drums Beat them all around Beat them hard, and beat them soft Now, don't make a sound. 3. I Play My Drum I play my drum with a tap, tap tap. I play my flute with a toot, toot, toot I play my violin with a zin, zin, zin I play my guitar like a Rock-n-Roll star! (Act out playing the instruments as you say this poem, at the end invite everyone to jam on their "air guitar"!)



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4. The Finger Band Tune: Round the Mulberry Bush The finger band has come to town, come to town, come to town. The finger band has come to town so early in the morning. This is the way we play the drums, play the drums, play the drums. This is the way we play the drums so early in the morning. The finger band has gone away, gone away, gone away. The finger band has gone away so early in the morning Note: Insert any musical instrument in place of the drums 5. Little Boy Blue Little Boy Blue, Come blow your horn, The sheep's in the meadow, The cow's in the corn. Where is the boy Who looks after the sheep? He's under the haystack, fast asleep. 6. My Instruments Tune: Mary Had a Little Lamb Tune I can play my DRUM, DRUM, DRUM DRUM, DRUM, DRUM DRUM, DRUM, DRUM I can play my DRUM, DRUM, DRUM (hit the drum each time) Along with my guitar... I can play my GUITAR, GUITAR, GUITAR….. I can play my GUITAR, along with my Maracas... I can play my MARACAS, MARACAS, MARACAS, I can play my) MARACAS, along with my............... You can choose different instruments to keep the song going 7. We Ring our Bells Together We ring our bells together, We ring our bells together, We ring our bells together, We ring our bells together because it’s fun to do. Ring them up high (use high pitch) Ring them down low (use middle pitch)



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Ring them in the middle We ring our bells together because it’s fun to do 8. Marching Band This is the way we march in place, march in place, march in place, This is the way we march in place, all day long. This is the way we toot our horn, toot our horn, toot our horn, This is the way we toot our horn, all day long. This is the way we bang our drum, band our drum, bang our drum, This is the way we bang our drum, all day long. This is the way we skip and play, skip and play, skip and play, This is the way we skip and play, all day long! 9. Drums Boom! Boom! Boom! Goes the big bass drum. Rat-a-tat-tat goes the little one. And down the street in line we come To the boom, boom, boom Of the big bass drum, And the rat-a-tat-tat of the little one. 10. The Music Man Tune: The Muffin Man Oh do you know the Music Man The Music Man, the Music Man Oh do you know the Music Man Who plays upon his flute? Other instruments (add as many as you can think of): Bangs upon his drum Blows upon his horn Marches in the band



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Letters, Numbers, Colors and Shapes

Letter Focus N,n

Create page for “My Alphabet Book” – use the N from the template section, glue various pictures of things that start with the letter (nuts, nail, nest, necklace, net, nose etc)

Cut out different numbers (1-10); make a collage of numbers

Make several copies of the letter N and laminate; place the N in a shallow tray with finger paint, pudding or whipped topping; children trace over letter with fingers

Number Focus 9

Use 9 pretzel sticks to create a structure on a paper plate; use frosting to ‘glue’ the structure together; eat for snack

Play a game of ‘9’s – jump 9 times; turn around 9 times; touch your toes 9 times etc.

Cut egg cartons so there are 9 egg cups; set out many small items such as rocks, shells, buttons etc; place 1 item of the same thing in each of the 9 spaces in a carton – sets of 9 shells, 9 rocks, 9 buttons etc.

Color Focus purple

Cut out the letters for the word purple out of purple construction paper; hide around the room; children find the letters and make the work purple

Make ‘Purple Cow Juice’ for lunch (add red and blue food coloring to milk)

Create a ‘Purple Poem’ – write all the things you can think of that are purple; write them in a giant letter P

Shape Focus circle

Play circle games – Duck, Duck,

Goose; Motor Boat, Motor Boat etc.

Make paper chain – make circles out of paper strips and staple then together (it is too difficult for preschoolers to make interlocking paper chains)

Using frozen bread dough, make circles and bake; add different toppings and eat for snack or lunch

Websites for free printables www.education.com www.first-school.ws/THEME/alphabetp1.htm www.kidslearningstation.com www.abcteach.com http://www.actionalphabet.com/Home.html



http://www.education.com/

http://www.first-school.ws/THEME/alphabetp1.htm

http://www.kidslearningstation.com/

http://www.abcteach.com/

http://www.actionalphabet.com/Home.html

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Weekly Planning Form: Preschool and School-Age

Weekly Theme: Marching Band Date: Letter: N,n Color: purple Number: 9 Shape: circle

Monday Tuesday Wednesday Thursday Friday

Group Time & Story Time

Activity 1: My Band Read Olivia Forms a Band by Ian Falconer Sing ‘Old McDonald Had a Band’; play instruments

N Day Create page for “My Alphabet Book” – use the N from the template section, glue various pictures of things that start with the letter (nuts, nail, nest, necklace, net, nose etc)

Read Our Marching Band

by Lloyd Moss or other books about marching bands and band instruments

Activity 6: Marching Band Jacket Make a jacket just like those worn by the marching band members out of a paper bag

Activity 6: Marching Band Jacket Finish Jacket

Domain/ECIPs Language & Literacy: Reading

Domain/ECIPs Language & Literacy: Writing

Domain/ECIPs Language & Literacy: Reading

Domain/ECIPs Language & Literacy: Listening

Domain/ECIPs Social & Emotional: Self Concept

Discovery Time

Activity 1: My Band Create group mural of ‘My Band’

Music Station Sensory Bottles Create shaker bottles out of clear plastic water or soda bottles (use different sizes), add different items to bottles to make noise – large and small beans, corn kernels, small bells, rocks etc.

Music Station Towel Xylophone Refer to instructions in Toddler section (page18)

Music Station Cereal Box Drum Refer to instructions on Planning Framework (page 6)

Music Station Explore the many different musical instruments in the classroom

Domain/ECIPs Social & Emotional: Social Competency & Relationships

Domain/ECIPs Creativity & the Arts: Creating

Domain/ECIPs Cognitive – Scientific Thinking & Problem Solving

Domain/ECIPs Physical & Motor: Fine Motor

Domain/ECIPs Approaches to Learning: Curiosity

Motor Skills

Junk Band Make instruments from found ‘junk’ or kitchen items

Make several copies of the letter N and laminate; place the N in a shallow tray with finger paint, pudding or whipped topping; children trace over letter with fingers

Activity 8: Marching Band Hat No marching band member is completely dressed without a hat!

Activity 8: Marching Band Hat Finish hat

Marching Band Parade March around the house or neighborhood

Domain/ECIPs Approaches to Learning: Curiosity

Domain/ECIPs Physical & Motor: Fine Motor

Domain/ECIPs Creativity & the Arts: Creating

Domain/ECIPs Approaches to Learning: Persistence

Domain/ECIPs Physical & Motor: Gross Motor



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Week of: Theme: Use this form to make adaptations for individual children

Activity:

Domain Focus:

Child Skills/adaptations

Activity:

Domain Focus:


Activity:

Domain Focus:




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Project or Theme Based Webbing Planning Form

Use this Webbing Form to add your ideas to the Unit

Development Domains 1. Social and Emotional 2. Approaches to Learning 3. Creativity and the Arts 4. Language and Literacy 5. Cognitive 6. Physical and Motor



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Planning Form

Weekly Theme: Date: Letter: Color: Number: Shape:

Monday Tuesday Wednesday Thursday Friday

Group Time & Story Time

Domain/ECIPs Domain/ECIPs Domain/ECIPs Domain/ECIPs Domain/ECIPs

Discovery Time


Motor Skills




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Week of: Theme:

Activity:

Domain Focus:


Activity:

Domain Focus:


Activity:

Domain Focus:




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Infants & Toddlers Integrated planning based on the Minnesota Early Childhood Indicators of Progress, Birth - 3

Integrate the activities and experiences into the various components of your day

Experiences & Activities Educator/provider directly interacts with infant/toddler

Materials Needed

Experiences Infants and toddlers are working on these skills and behaviors through activities listed; each child meets specific developmental indicators based on individual development

Infants and Toddlers 1. Gather infant/toddler instruments and put them

in a large bin or basket 2. Using the instruments in the tub, take one out

one at a time and play with infant; talk about the sounds the instrument makes

3. Let infants put instrument in basket, take out of basket; use the words ‘in’ and ‘out’ as infant/toddler moves instrument

4. Turn over different sized plastic tubs and use as drums, tap with hands; add wooden spoons for drum sticks

5. Make a large ‘drum’ by painting a cardboard box to look like a drum, let infants and toddlers use their hands to pound the drum

6. Use kitchen pots, pans and wooden spoons for drums

7. Thread large jingle bells onto sturdy ribbon, tie ribbon ends securely together

8. Use ribbon to thread and sew jingle bells onto hair scrunchies (wrist and ankle bracelets,) or infant socks; tie ends of ribbon securely together to ensure that bells do not come loose and create a choking hazard ( you may want to add a drop of fabric or instant glue to the ribbon knot)

9. Make ‘bell bottles’ out of different sized clear, plastic bottles – add different sized jingle bells to bottles: small bells to small bottle, medium sized bells to medium sized bottle, large to large; securely glue top to bottle

10. Make bean shakers – use small plastic bottles (use the 8 oz size), add beans, pebbles, coarse sand to different bottles to create different sounds

11. Play different types of music on a CD player – talk about if the music is soft, slow, loud, fast etc

12. Holding infant, or help them to stand and move themselves, listen to the music and move around the room to the rhythm

13. Provide bubble wrap for infants and toddlers to walk and crawl over, making popping sounds

14. Use different types of paper to crumple – wax,

Baby and toddler instruments

Plastic bin or basket

Different sized plastic bins

Wooden spoons

Cardboard box

Tempera paint

Kitchen pots and pans

Jingle bells – small, medium and large size

Hair scrunchies and/or infant socks

Fabric/instant glue

Clear plastic bottles, small, medium and large

Dried beans

Pebbles

Coarse sand

CD player & different types of music CDs

Bubble wrap

Different types of paper – wax, tissue, wrapping etc



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tissue, wrapping etc; listen to the different sounds made

Extended Learning for Toddlers

Bowl drum – use sturdy paper bowls; color and decorate by gluing age appropriate decorations; punch a hole in the rim and use string or yarn to attach a plastic spoon to drum (that way it never gets lost); use the plastic spoon as the drum stick

Towel xylophone - Roll up the long side of the bath towel – towel roll should be about 6 inches wide; place the different lengths of wood on the towel roll - be sure to spread the wood pieces out so they are not touching; use the wooden spoon to hit the wood; listen to the different sounds

Wooden Chimes – Use a large block of wood for the top of the chimes; screw in eye screws about 2-3 inches apart; in varying sized, smaller wooden blocks, screw in an eye screw; attach smaller wooden blocks to the large wooden block with sturdy string (arrange from smaller to larger wooden blocks, make sure they don’t touch each other); secure large block of wood so that the smaller pieces hang down; hit smaller blocks with a wooden spoon or mallet; listen for the different sounds

Rhythm Sticks – cut 1 inch/diameter wooden dowels into 12 inch lengths (each child needs 2 sticks); children paint dowels; glue strips of coarse sand paper to ½ of each dowel (for scratching sounds); children play by hitting together or scraping the sandpaper together

Marching Parade Flag – Make flags out of construction paper; use markers, paint, stickers, ribbon and other materials to decorate; staple or tape flag to extra long straws or wooden dowels; use when marching in a band

Toddlers

Sturdy paper bowls

Plastic spoons

String or yarn

Hole punch

Markers/crayons

Large bath towel

Different lengths of wood pieces

Wood spoons

Wood blocks – 1 large, several smaller

Eye screws (the type used to hook thinks onto)

Sturdy string

Wooden dowels – 1 inch in diameter (2 ft per child)

Coarse sand paper

Glue

Paint

Paper

Art materials for decorating

Extra long straws or ¼ inch/diameter wooden dowels, 12 inches per child

Development Domains

This material comes directly from the MN Early Childhood Indicators of Progress, Birth – 3 document.

Social and Emotional Development:

Trust and Emotional Security: o Engages in behaviors that build relationships with familiar adults o Shows preference for familiar adults o Responds to unfamiliar adults cautiously o Seeks ways to find comfort in new situations o Shows emotional connection and attachment to others

Relationships with Other Children: o Shows interest in and awareness of other children



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o Responds and interacts with other children o Begins to recognize and respond to other children’s feelings and emotions o Begins to show concern for others o Learns social skills, and eventually words, for expressing feelings, needs

and wants o Uses imitation or pretend play to learn new roles and relationships

Self-Awareness: o Expresses feeling and emotions through facial expressions and sounds or

gestures o Develops awareness of self as separate from others o Shows confidence in increasing abilities

Self-Regulation: o Begins to manage own behavior and show self-regulation o Shows ability to cope with stress o Shows increasing independence o Understands simple routines, rules or limitations

Language Development and Communication:

Listening and Understanding: o Shows interest in listening to sounds o Listens with interest to language of others o Responds to verbal communication of others o Responds to nonverbal communication of others o Begins to understand gestures, words, questions or routines

Communicating and Speaking: o Uses sounds, gestures, or actions to express needs and wants o Uses consistent sounds, gestures or words to communicate o Imitates sounds, gestures or words o Uses sounds, signs or words for a variety of purposes o Shows reciprocity in using language in simple conversations

Emergent Literacy: o Shows interest in songs, rhymes and stories o Shows interest in photos, pictures and drawings o Demonstrates interest and involvement with books and other print

materials o Begins to recognize and understand symbols

Cognitive Development:

Exploration and Discovery: o Pays attention to people and objects o Uses senses to explore people, objects and the environment o Attends to colors, shapes, patterns or pictures o Shows interest and curiosity in new people and objects o Makes things happen and watches for results or repeats action

Memory: o Shows ability to acquire and process new information o Recognizes familiar people, places and things o Recalls and uses information in new situations o Searches for missing and hidden objects

Problem Solving: o Experiments with different uses for objects



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o Shows imagination and creativity in solving problems o Uses a variety of strategies to solve problems o Applies knowledge to new situations

Imitation and Symbolic Play: o Observes and imitates sounds, gestures or behavior o Uses objects in new ways or in pretend play o Uses imitation or pretend play to express creativity and imagination

Physical and Motor Development:

Gross Motor Development: o Moves body, arms and legs with coordination o Demonstrates large muscle balance, stability, control and coordination o Develops increasing ability to change positions and move body from place

to place o Moves body with purpose to achieve a goal

Fine Motor Development: o Uses hands or feet to make contact with objects or people o Develops small muscle control and coordination o Coordinates eye and hand movements o Uses different actions on objects o Controls small muscles in hands when doing simple tasks

Physical Health and Well-Being: o Shows characteristics of healthy development o Responds when physical needs are met o Expresses physical needs nonverbally or verbally o Participates in physical care routines o Begins to develop self-help skills o Begins to understand safe and unsafe behaviors

Supporting Emergent School Readiness Infants and toddlers are acquiring the knowledge and skills that are the foundation of preschool readiness skills

These activities:

Encourage muscle development – both gross and fine motor

Provide experiences for cognitive development

Increase vocabulary

Support literacy development through books, songs, finger plays and language

Promote social and emotional development through nurturing the child to try and do new things

Promote the development of trusting relationships

Provide experiences to interact with other children



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Block Planning for Infants and Toddlers with Activities Theme: Marching Band Date:

Social and Emotional

Provide bubble wrap for infants and toddlers to walk and crawl over, making popping sounds

Language Development and Communication

Using the instruments in the tub,

take one out one at a time and play with infant; talk about the sounds the instrument makes

Cognitive

Let infants put instrument in basket, take out of basket; use the words ‘in’ and ‘out’ as infant/toddler moves instrument

Toddler Towel xylophone - Roll up the long

side of the bath towel – towel roll should be about 6 inches wide; place the different lengths of wood on the towel roll - be sure to spread the wood pieces out so they are not touching; use the wooden spoon to hit the wood; listen to the different sounds

Physical and Motor

Holding infant, or help them to stand and move themselves, listen to the music and move around the room to the rhythm

Toddler Marching Parade Flag – Make flags

out of construction paper; use markers, paint, stickers, ribbon and other materials to decorate; staple or tape flag to extra long straws or wooden dowels; use when marching in a band

Environment

Notes



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Block Planning for Infants and Toddlers Theme: Date: ______

Social and Emotional Language Development and

Communication

Cognitive Physical and Motor

Environment

Notes



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Infant & Toddler Pictures



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Preschool & School-Age Activity Plans

Activity 1: My Band

Directions Materials Needed

Getting Ready

Setting the stage for excited and engaged learning

Read Olivia Forms A Band by Ian Falconer (or another book about a marching band)

Talk about the different instruments that Olivia gathered to play in her band

Website for more activities: http://www.oliviathepiglet.com

Book Olivia Forms A Band by Ian Falconer

Activity Directions should be adapted to fit the individual skills of children

PS-K

Gather together musical instruments – real or ‘kitchen instruments’ (pot lids/wooden spoons, empty water bottles/beans etc)

Use instruments to create a group band

When finished, children draw pictures of themselves in the ‘band’

Cut around pictures and glue onto large piece of roll paper for a Group Band

Sing ‘Old McDonald Had a Band’ – substitute band instruments and sounds for animals

School-Age

Investigate the different sections in a band

Create a band, making sure that there are instruments in each section

Group project: on roll paper, draw band; include all sections of a band

Musical instruments

Kitchen instruments or found items

Paper

Crayons

Roll paper

Scissors

Glue

Reflection Extending the learning, encouraging critical thinking

Things to reflect on

What are some things that you can do by yourself?

What are some things that are more fun to do with friends?

Development Domains Main development focus of activity

Primary Focus: Language & Literacy Preschool – Emergent Reading: Represents stories told or read aloud through various media or during play School-age – Reading: Uses a variety of strategies to gain meaning from books and other print media Secondary Focus: Social & Emotional Preschool – Social Competence & Relationships: Sustains interaction by cooperating, helping, sharing, and expressing interest School-age – Social Competence & Relationships: Displays appropriate behavior when interacting in a group

Approaches to Learning Preschool – Imagination and Invention: Approaches tasks and experiences with



http://www.oliviathepiglet.com/

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flexibility, imagination, and inventiveness School-age – Learning Strategies: Exhibits persistence through play and the planning of short- and long-term projects

STEM Education Function

Technologically literate - understand and explain the nature of technology, develop the skills needed, and apply technology appropriately

School/life Readiness Skill Development

Preschoolers are very curious about and interested in musical instruments. They love to play them and will have fun being part of a ‘band’. Drawing a picture of themselves playing in the band helps to further their understanding of being part of a group. This supports their self concept and social competence skills and understanding – important for school success. School-agers are at the age to start playing in the school band. Having them research different instruments is something that provide ‘real-life’ information that is useful for them. The research process is also an important learning strategy that will be used throughout their school careers.



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Activity 2: Alphabet Band


Getting Ready


Read M is for Melody by Kathy-jo Wargin (or another book from book list that includes instruments)

Talk about the different types of instruments included in the book

Identify a few instruments and write their name on chart paper

Have children try and make some of the sounds of the instruments

Book M is for Melody by Kathy-jo Wargin

Chart paper/marker


PS-K

Write the name of some instruments on lined paper – template include Find picture of instrument and glue onto paper with name

Laminate paper

Children use erasable crayons or non-toxic dry erase markers to trace words

Using the same instruments, cut out the different letters and place around the room

Write the names of the instruments and tape to wall

Children find the letters and place over the letters in the instrument’s name

Common Band Instruments: Drum Trumpet Tuba Cymbals Trombone Saxophone Clarinet

School-Age

Using the list of instruments provided in the template section, create an Instrument Alphabet Book

School-agers can look for instruments on the computer and print pictures or draw them

Write the names of the instruments on each page

Write a description of the instrument, what type of sound it makes, where it comes from

Create an alphabet book for younger children

Writing template

Laminating materials

Erasable crayons or non-toxic dry-erase markers

Construction paper

Paper

Access to computer for research

Book making materials



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What is your favorite type of band instrument to play?

Why is it important that bands have different types of instruments in them?


Primary Focus: Language & Literacy Preschool – Emergent Writing: Engages in writing using letter-like symbols to make letters or words School-age – Writing: Uses writing tools with increasing skill Secondary Focus: Physical & Motor Preschool – Fine Motor: Uses eye-hand coordination to perform a variety of tasks School-age – Fine Motor: Demonstrates increasing skill in small muscle tasks such as dressing, writing, cutting, keyboarding and using a variety of tools Approaches to Learning Preschool – Curiosity: Shows interest in discovering and learning new things School-age – Interest in Learning: Expresses interest and excitement in learning new things


Logical thinkers – able to apply rational and logical thought processes of science, mathematics, and engineering design to innovation and invention


Preschoolers are learning so many new things every day. One of the most exciting parts of all this new learning is when they transfer their learning from one area to another context. Preschoolers are usually interested in discovering the different alphabet letters. They are very proud of themselves when they can start identifying the letters in different words and signs in their neighborhood. Children that develop a love of reading are more likely to do well in school, and life. School-agers should be challenged to dig deeper when exploring new information or topics. This activity builds on the growing knowledge school-agers are accumulating regarding music and musical instruments. Taking it a step farther by having school-agers create a book for the group also provides them the opportunity to show leadership skills and to ‘give’ to their community.



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Activity 3: Marching Band Game


Getting Ready


Cut out several red hearts, blue squares, yellow triangles, orange stars, purple circles, and green diamonds

For each colored shape, decide an action and a number: example, at the red heart do 5 jumping jacks; write the direction on one of each of the shapes

Make a ‘rebus’ instruction chart with the colored shape and the action

Practice doing the exercise for each color/shape

Construction paper – cut out several of each shape/color

Marker

Tape


PS-K

Lay out the shapes in a path to follow with the ‘marching’ band (make it circular so that the children can keep marching)

Tape shapes down to the floor

Play fun ‘marching band’ music

Children choose easy to play marching band instruments – bells, sand blocks, finger castanets, tambourine etc (see Template section for simple directions for making instruments)

Children march along the line to the music, playing their instrument

When the music stops (play similar to Freeze), children stop on a colored shape and do that action

For a simpler version – teacher calls out various color shapes and actions when the music stops, those children on that color do the action School-Age School-age children can be the leaders in this activity for the younger children– 1 can control the music, 1 can call the actions, 1 can lead the group

School-age children can make a harder option for themselves: instead of having just one shape at each spot, create a series of shape/actions such as red/blue/red and tape them to different areas of the room; when the music stops, school-agers need to find a set of shapes/actions to do

They could also create a second game: - draw/color the shapes/actions on a set of

Construction paper to make colored shapes

Tape

Simple, musical instrument – see directions in Template section

CD player, marching band CDs

Index cards

Markers or crayons



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index cards (several of each); - each time the music stops, a new card is drawn and added to the cards already drawn - each school-ager will have a different set of actions to complete when the music is stopped



What did you notice about your heart beat after you did several sets of shape/actions?

What is the hardest exercise for you to do? What type of exercise to do you like best?


Primary Focus: Cognitive – Mathematical & Logical Thinking Preschool – Spatial Relationships/Geometry: Identifies and names common shapes School-age – Mathematical Reasoning: Uses math concepts and strategies to solve problems

Secondary Focus: Social & Emotional Preschool – Emotional: Explores a wide range of emotions in different ways (e.g., through play, art, music, dance) School-age – Emotional: Demonstrates effective self-regulation of own behavior Approaches to Learning Preschool – Risk-Taking: Chooses new as well as a variety of familiar activities School-age – Interest in Learning: Displays comfort with exploring and discovering new things


Inventors – recognize the needs of the world and creatively design, test, redesign, and then implement solutions (engineering process)


Preschoolers have very active little bodies! They need lots of different opportunities to exercise and develop their large muscles, as well as learn to find some quiet activities for ‘regrouping’. This activity is fun and active! While playing a ‘freeze’ type game, children learn to listen and think about their personal space. These are great skills for being ready for school. School-agers like things that provide a challenge. Through creating patterns to follow when landing on a ‘freeze’ spot will challenge them to remember and repeat the actions. As school-ager progress through their school years, memory and recall is very important for on-going learning and success.



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Activity 4: The Sounds of Music


Getting Ready


Listen to a variety of different musical instruments (you can use the instruments you have – best if children can see and hear them played)

Talk about the sounds they make, talk about how we play different instruments – some instruments we hit, some we blow into, and some we strum

Watch a portion of Walt Disney’s Fantasia – a collection of animated Western classical music

A variety of musical instruments

Walt Disney’s movie - Fantasia


PS-School Age There are many different types of musical instruments that are easy and fun to make, see Template section for more options Sand Blocks

Each child needs 2 wooden blocks that are the same size and easy for them to grip

Decorate both blocks with paint or markers

Cut coarse sandpaper to fit the larger surface of the blocks

Glue sandpaper onto blocks

Add cupboard knobs on opposite side of sandpaper for handles

Rub together to play Horn

Decorate paper towel roll with markers

Cover one end of the paper towel roll with waxed paper and secure it with a rubber band

Punch a row of holes along one side of the roll with the tip of a pen

To play, sing a tune into the open end of the horn

School-agers may want to create many of the instruments included in the Template section. Provide a box of materials for them to make on their own.

Sand Blocks

Wooden blocks – 2 per child

Coarse sandpaper

Glue

Cupboard knobs/drawer pulls

Paint/markers Horn

Paper towel roll

Markers

Waxed paper

Rubber band

Pen

Box of found objects or other materials to use to make instruments – see Template section for instructions



What type of instrument do you like to play best?

Why do bands and orchestras need so many different types of instruments?

Development Primary Focus: Cognitive – Scientific Thinking & Problem Solving Preschool – Questioning: Asks questions and seek answers through active



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Domains Main development focus of activity

exploration School-age – Inquiry Skills: Seeks information through active exploration and investigation

Secondary Focus: Social & Emotional Preschool – Self Concept: Begins to experiment with own potential and show confidence in own abilities School-age – Self Concept: Displays growing confidence in abilities, skills, talents and preferences Approaches to Learning Preschool – Reflection & Interpretation: Generates ideas, suggestions, and/or makes predictions School-age – Reflective Learning Practices: Makes independent decisions based on interests, learning and experiences


Innovators – creatively use science, mathematics, and technology concepts and principles by applying them to the engineering design process


Preschoolers will feel very proud to have ‘real’ instruments that they made!! This project requires patience as it takes more than one day to complete. Preschoolers are learning many important things through this project – listening to and following directions; patience and delayed gratification; and pride in what they can accomplish. All of these skills will help them when they enter school. School-agers can really experiment and expand their skills through creating some of the more detailed instruments provided in this activity. Carefully following directions when completing a project is great practice for real-life, everyday skills (using recipes, putting together items bought from a store, and installing and using appliances).



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Activity 5: Music Moods


Getting Ready


Read Jazz Baby by Lisa Wheeler Listen to it on: https://www.youtube.com/watch?v=a7f0-vJ1xuY

Talk about the different types of instruments in the book

Play some different types of music – jazz, marching, classical, quiet

Talk about where the music comes from, who listens to it, who plays it etc.

Have children move their bodies to the different rhythms, have them talk about how the music makes them feel

Book, Jazz Baby by Lisa Wheeler

CD player

Variety of music CD’s


PS-K

Provide large sheets of paper

Children need to have enough room to paint or draw over the entire paper - For jazz – use red, yellow and blue paint - For classical – use red, orange, yellow, green, blue and purple markers - For quiet – mix red, yellow and blue paint with white paint to make pastel colors - For marching – use black markers or crayons

Do this on different days:

Listen to the music, children move their bodies to the rhythm

Play one of the types of music and have children ‘paint or draw’ what they feel from the music

Talk with the children about how the music made them feel, and how that ‘looks’ on their paper

School-Age

School-agers also complete artwork while listening to different types of music

They could use different art mediums such as clay, paint, markers, pencils etc.

After 3-4 different types have been listened to and ‘painted/drawn/sculpted’, school-agers reflect on how the type of music influenced their artwork

Large sheets of paper

Paint – all colors

Markers – all colors

CD player

CD’s of different types of music – jazz, classical, quiet, marching etc.

Reflection Extending the


Why do people like and listen to different types of music?



https://www.youtube.com/watch?v=a7f0-vJ1xuY

https://www.youtube.com/watch?v=a7f0-vJ1xuY

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learning, encouraging critical thinking

How does music help you complete different tasks – exercise, read, sleep, relax, work etc.?


Primary Focus: Creativity & the Arts Preschool – Responding: Shows others and/or talks about what they have made or done School-age – Responding: Discusses personal experiences in creating and performing

Secondary Focus: Cognitive – Social Systems Understanding Preschool – Human Relationships: Recognizes and appreciates similarities and differences between self and others from diverse backgrounds School-age – World: Recognizes the interrelationships between countries, cultures and languages in the world

Approaches to Learning Preschool – Curiosity: Shows eagerness and a sense of wonder as a learner School-age – Interest in Learning: Expresses interest and excitement in learning new things


Problem-solvers – able to define questions and problems, design investigations to gather data, collect and organize data, draw conclusions, and then apply understandings to new and novel situations


Preschoolers may not have heard different types of music. Music can be a reflection of moods, or can be used to alter moods. Knowledge of this can be used to create different feelings in the room – adults can use this to enhance an activity or quiet a noisy group. Children may start to recognize how different music makes them feel and act. School-agers should be able to recognize how different types of music can impact their moods and actions. Comparing several different ‘moods’ or types of music can provide information that school-agers can use as they grow – energetic music for exercise and busy activities; quiet music for study and restfulness. Understanding personal needs and preferences is important for developing resiliency in times of stress.



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Activity 6: Marching Band Jacket


Getting Ready


Read Our Marching Band by Lloyd Moss

Ask children if they have ever seen a marching band in a parade

Talk about the uniforms the band members wear

See pictures in Template section

Book Our Marching Band by Lloyd Moss

Pictures of marching band uniforms


PS-K

Paper grocery bags are cut following the diagram in the Template section, 1 bag is needed per child

Children paint or use dot painters to color the paper bag – may take more than one day to completely cover the paper bag

Glue large buttons onto the front of the paper bag (cut side is the back)

Add other decoration such as braid or fringe (fringe can be made by snipping paper strips; braid can be made from braiding ribbon or yarn)

Add fringe to the epaulets (the cut part over the shoulder)

School-Age

Provide school-age children with heavy fabric and fabric glue to make a cloth marching band jacket (no sleeves)

Use a similar design as the paper bag jacket – see diagram in Template section

School-agers should draw out their design so they have a plan to follow

Use fabric glue for shoulder seam (or teach them simple sewing stitches)

Glue on buttons and trim

Template section -Picture of paper bag jacket

Paper grocery bags, 1 per child

Tempera paint and brushes; or dot painters

Large buttons, 4-8 per child

Glue

Fringe or braid – optional School-Age extras

Stiff/heavy fabric

Fabric glue



What other groups of people wear special uniforms?

Why do special groups of people wear uniforms?

How does a uniform help them do their jobs?


Primary Focus: Creativity & the Arts Preschool – Creating: Uses a variety of media and materials for exploration and creative expression School-age – Creating: Participates in creating and/or performing dance and movement, theater and drama, music and song, and the visual arts, including drawing, painting, sculpture, printmaking, design, photography, video and filmmaking



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Secondary Focus: Physical & Motor Preschool – Fine Motor: Uses eye-hand coordination to perform a variety of tasks School-age – Fine Motor: Demonstrates increasing skill in small muscle tasks such as dressing, writing, cutting, keyboarding and using a variety of tools Approaches to Learning Preschool – Imagination & Invention: Tries out various pretend roles in play or with make-believe objects School-age – Learning Strategies: Uses creativity to invent new ways to solve problems and explore objects


Inventors – recognize the needs of the world and creatively design, test, redesign, and then implement solutions (engineering process)


Preschoolers love to play dress up. This activity provides a ‘band jacket’ for every child! Children will be so proud of their marching band – complete with jacket, instruments and hat that they have made themselves. So many skills addressed – self concept, fine motor development, creativity, listening to directions…. all necessary for school readiness and success. School-agers will learn great ‘real life’ skills through designing and making a band jacket out of real fabric. This type of activity can be something that school-agers turn into a life-long hobby …. sewing and creating. The steps they follow from start to finish is important for many school and life projects… design, organize/prioritize the steps, implement the plan, complete project.



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Activity 7: Marching In Step


Getting Ready


Play the ‘Hokey Pokey’ to start becoming familiar with ‘left’ and ‘right’

Use the Marching Song below to practice marching, using a ‘left, right’ cadence

Song – Hokey Pokey

C D player


PS-K

Make copies of the ‘shoe’ tops – Template included

Children decorate their shoe tops using different materials

Cut shoe tops out

Cut out black ‘L’s and ‘R’s

Glue the black letters onto shoe tops

Tape shoe tops onto children’s shoes

Use with marching song below – use drums to help children keep beat

Practice ‘marching’ step – lift knees high and make crisp steps, marching starts on left foot

School-Age

Encourage school-agers to create other marching songs – make sure there is a ‘left and right’ component to the marching song

Draw pictures and write words on pictures

Put marching songs together to make a book **This could be part of a book with jump rope rhymes

Shoe top Template

Paper

Materials for decorating shoe top

Black paper

Letters – L, R; included in Template section

Glue

Drum

Materials for book making



Why is it important to know the different between left and right?

How is ‘left and right’ used in our everyday world?


Primary Focus: Physical & Motor Preschool – Gross Motor: Develops large muscle control and coordination School-age – Gross Motor: Demonstrates increasing large muscle control and coordination in hand, arm, leg and body movements

Secondary Focus: Cognitive – Mathematical & Logical Thinking Preschool – Spatial Relationships & Geometry: Uses words that show understanding of order and position of objects School-age – Solves problems using spatial relationships: Recognize attributes of and relationships among shapes

Approaches to Learning Preschool – Persistence: Seeks and/or accepts help or information when need School-age – Learning Strategies: Demonstrates risk-taking by trying new activities



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Problem-solvers – able to define questions and problems, design investigations to gather data, collect and organize data, draw conclusions, and then apply understandings to new and novel situations


Preschoolers are learning about their bodies, how they move, and the space in which they move. Learning ‘left’ and ‘right’ is so important for so many things in our real-life world. Putting shoes on the right foot, giving/following directions, book and writing orientation are just a few things that rely on knowing left from right. The sooner children have this orientation, the easier reading and writing will be for them. School-agers may also struggle a little with left/right orientation. Marching using fun marching songs can help everybody learn left and right. The other part that school-agers will take away from this activity is making something that can be used by the entire group for a long time. This is something they can be really proud of, helping with positive self concept development and group cohesion.

Marching Song (start on your left foot) We go marching down the street, boom 1 – 2 – 1 – 2 on our feet, boom Left is left and right is right, boom 1 – 2 – 1 – 2 , day to night, boom



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Activity 8: Marching Band Hat


Getting Ready


Bring in a variety of hats – straw hat, baseball hat, cowboy hat, football helmet etc.

Talk about who wears each type of hat

Find a marching band hat – borrow from a local school band or use a picture

Variety of hats

Picture of a marching band hat, or borrow from high school band


PS-K

Make copies of the hat template on cardstock

Children color hat using markers, paint or crayons

Cut out hat

Decorate hat – use feathers, cotton balls, gems and other decorating materials

Fold brim of hat up

Staple hat to paper strip band to wear School-Age

Cut out hat from stiff felt

Decorate using feathers, cotton balls, gems; use fabric glue

Fold brim up; staple along fold to keep it folded

Glue hat to felt headband

Hat template

Cardstock

Markers, paint, crayons

Scissors

Decorations for hat – feathers, cotton balls, gems etc.

Glue

Construction paper for paper strip band

Staples and stapler School-age materials

Stiff felt

Fabric glue

Felt for felt head band



Why are different types of hats used for different purposes?

What is your favorite type of hat to wear, and why?


Primary Focus: Physical & Motor Preschool – Fine Motor: Develops small muscle control and coordination School-age – Fine Motor: Demonstrates increasing small muscle control and coordination in eye, hand and body movement Secondary Focus: Creativity & the Arts Preschool – Creating: Uses a variety of media and materials for exploration and creative expression School-age – Creating: Demonstrates the fundamental knowledge and techniques needed to create and perform Approaches to Learning Preschool – Imagination & Invention: Tries out various pretend roles in play or with make-believe objects School-age – Learning Strategies: Demonstrates problem-solving skills through play and daily activities


Self-reliant – able to use initiative and self-motivation to set agendas, develop and gain self-confidence, and work within time specified time frames

School/life Readiness Skill

Preschoolers will feel their uniform is complete for their marching band, and they are ready to march!! Hats are so fun and easy to make with preschoolers. The



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Development

more materials available, the fancier they will be. This activity provides lots of fine motor skill development and practice using a scissors. Cutting is a very complicated task and hard to learn – preschoolers need many opportunities to master this skill. School-agers can use some of the same skills as when making the band jacket…. design, plan and implement steps, completed project. The hat and jacket will be fun to add to the dramatic play area for all the children to play use. Through contributing to the group’s activities, school-agers see how important it is to ‘give’ and not always ‘receive’.



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Pictures & Templates



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Pictures of items that start with N

Nail Nest Net Number





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Activity 2: Instrument Alphabet Alphabetical List of Musical Instruments A – accordion, acoustic guitar B – bagpipes, banjo, bassoon, bell, bongo, bugle C – castanets, cello, clarinet, conga, cornet, cymbals, chimes, cowbell, clarinet D – drums E – ektara, erhu, erxian F – flute, flutophone, flugelhorn, French horn, finger cymbals, fiddle G – glockenspiel, gongs, guitar, glass chord H – harmonica, harp, harpsichord, horn, Harp, Harpsichord, I - Ipu , Igil, Irish bouzouki, Inci, Irish Uilleann, Istarski mih J – jug Janggu, Jew’s harp, Jiaohu, Jinghu, K – kazoo, keyboard, kettle drum L – lute, lyre M – mandolin, maracas N – Naqara, Nyckelharpa, Nadaswaram, Natural Trumpet, Nay, Ney, Northumbrian small pipes, Nose flute O – organ, oboe P – piano, percussions, pipe organ, Piccolo Q – quinticlave, Qanun, Quena R – recorder, rain stick, rattle, reed pipe S – saxophone, snare drum, steel drum, strings, sousaphone, synthesizer, Spoons, Sitar, Slide guitar, Steel guitar, Slide whistle T – tambourine, triangle, trombone, trumpet, tuba, turntables, Tom-tom U – ukulele, Udu Ud/ oud, Irish Uilleann V – viola, violin, Vertical flute W –Whip/slapstick, Welsh pipes, Willow flute, Wind Chimes, Washtub bass, whistle X – xylophone, Xylorimba, Xalam, Xiaodihu, Xiao, Xun Y – Yun Lo, Yang Chin, Yang chi’in, Yueh Ch’in, Yayli tanbur, Yazheng, Yu, Yehu, Z – zither, Zhongdihu, Zhuihu, Zither, Zonghu, Zampogna, Zaqq, Zufalo, Zurna



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Writing Template Use this template to write the names of musical instruments for children to trace or copy



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Activity 3: Marching Band Game Directions for easy to make instruments

COMB HARMONICAS Materials

An assortment of clean combs in different colors Sheets of wax paper

Directions Fold the wax paper over the teeth of the comb, with an equal amount of paper on either side. Make sure the wax side of the paper faces away from you. Hold the comb so the teeth face up and hum through the paper.

FINGER CYMBALS Materials

2 Baby food far lids (or any 2 lids of the same size) 1/4 - 1/2 inch wide elastic Hammer Nail Misc. craft supplies for decorations

Directions Cut two 4-inch pieces of elastic. Use the hammer and nail to punch a hole in the center of each baby food jar lid. Push both ends of a piece of elastic through each hole. Tie the ends of the elastic into a knot. Decorate your finger cymbals using a variety of craft supplies. Once any paint or glue is dry, you can slip your finger cymbals onto your thumb and pointer finger and make music.

PLASTIC EGG MARACAS Materials

Plastic eggs Tape Small rocks or dried beans

Directions Collect small rocks from outside. Put them inside the eggs, sealing it shut with tape. . TAMBOURINE Materials 2 heavy-duty paper plates Glue Hole punch String Jingle bells Crayons Directions Glue two paper plates together, facing each other. Using a hole punch, make holes around the plates and tie jingle bells to the holes with string. Decorate the tambourine with crayons. Shake to play.



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Activity 4: The Sounds of Music More Musical Instruments to Make TAMBOURINE 2 heavy-duty paper plates Glue Hole punch String Jingle bells Crayons Glue two paper plates together, facing each other. Using a hole punch, make holes around the plates and tie jingle bells to the holes with string. Decorate the tambourine with crayons. Shake to play. DRUM Empty oatmeal box with cover or coffee can Yarn Pen 2 pencils 2 spools Glue Construction paper Crayons Before beginning, you can decorate the oatmeal box with construction paper and/or crayons for a colorful effect. Place the cover on the box. Optional: Use a pen to make a hole in the center of the cover and in the center of the bottom of the box. Through these holes, pull a piece of yarn long enough to hang around child’s neck and down to their waist. For the drumsticks, place the spools at the ends of the pencils, secure with glue if necessary. Beat to play. CHIMES Ruler or stick Washers Acrylic paint String Mixing spoon Hang the washers from the ruler or stick with pieces of string by wrapping the string around the ruler or stick and securing. Strike the washers with the mixing spoon to play. Optional: You can make this craft colorful by painting the washers first with acrylic paint. GUITAR Empty shoe box Rubber bands Ruler or stick Remove the cover from the box. Stretch the rubber bands around the box. Attach the ruler or stick to the back of the box on one end to act as the arm of the guitar. To play, strum or pluck the rubber bands.



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HAND BELLS 2 toilet paper rolls Duct tape Hole punch 4 jingle bells String or yarn Cover paper towel roll with duct tape for durability. Punch a hole in each end of the paper towel rolls. Tie two jingle bells to each side of the paper towel rolls by running string or yarn through the holes and carefully tying off. Shake to play.

DIDGERIDOO Materials: 2 cardboard wrapping paper tubes taped together – about 3 ft long Paint/markers Glue Things for decorating – string, feathers, beads etc Directions:

1. Decorate cardboard tube using paint, markers and extra materials 2. Create a mouthpiece for your didgeridoo by rolling a piece of poster paper into a cone and

gluing/taping it to the end of your tube. 3. To play your didgeridoo, stand or sit with the instrument straight out in front of you, with one end

resting on the ground. Place your mouth inside the tube and make a loose motorboat sound with your lips.

THUMB PIANO Materials: Square of wood – 6 in by 6 in, ¾ inch thick 9 popsicle sticks 3 wood screws – 1 inch long Strip of wood – 1 in wide by 7 long by ¼ in thick Directions

1. Decorate square or wood 2. Screw wood strip into wood square – 1 screw ½ to ¾ in from the edge of wood square, wood strip

½ to ¾ in from top 3. Glue 1 popsicle stick across the wood square, about ½ in under the wood strip; let dry 4. Loosen the 3 screw enough so that popsicle sticks can be slipped under the wood strip 5. Place 4 popsicle sticks under the wood strip between the center and outside screws – 4 on each

side 6. Arrange the popsicle sticks so that they are at different lengths 7. Use thumbs to press down on the tips to make different sounds – can be tuned

See picture



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Activity 6: Marching Band Jacket



http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCOve-vu0pscCFYw3PgodCYYM2A&url=http%3A%2F%2Fsomd.com%2Fnews%2Fheadlines%2F2013%2F16408.shtml&ei=Cb3MVau2MIzv-AGJjLLADQ&psig=AFQjCNEDXwk_FehbLWDZjScZfu35wkJ2vw&ust=1439567349113282

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Activity 7: Marching in Time

Shoe Top Template



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Activity 8: Marching Band Hat



http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCPSTx8C2pscCFcNyPgodIsELHg&url=http%3A%2F%2Ffjminc.com%2Fstore%2Fcustom-shako-hats%2Fcustom-shako-hat-4%2F&ei=pr7MVfSoBcPl-QGigq_wAQ&psig=AFQjCNGaQMLncGxvgwoYEgrAIj2YTedPzw&ust=1439567906255928

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http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCOPfwfm1pscCFUNyPgodIR4BAA&url=http%3A%2F%2Fwww.clker.com%2Fclipart-158463.html&ei=Eb7MVaOTBsPk-QGhvAQ&psig=AFQjCNFgppZ9mTTZtpms5XzX56Dt-vuHrQ&ust=1439567748221146

Documents

Marching Bandearlylearningsuccess.net/wp-content/uploads/2016/... · Thump, Thump, Rat-A-Tat-Tat by Gene Baer Our Marching Band by Lloyd Moss The Jazz Fly by Matthew Gollub My Family