Creating Centers for Musical Play and Exploration

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Kristen M. Kemple,
Jacqueline J. Batey, and
Lynn C. Hartle

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Inventing Music Play Centers

 “A Good Early Childhood Music Program Helps Children Learn to . . .” lists general information on developmentally appropriate musical knowledge that can be taught during the early childhood years. When considering the following music play center ideas—offered as examples to stir the reader’s imagination—keep in mind the aims and objectives found in this box, as well as the self-directed nature of play and the wide range of ways that teachers may support young children’s play.

Using pipe phones

Materials: Purchase segments of PVC pipe at a hardware store, and attach them so they form an arc of the size needed to reach from a child’s mouth to her or his ear. Provide the pipe in a listening center with a tape player and recorded music that is easy for young children to sing (simple rhythms, a range of C to G or A, and simple lyrics with repetitive phrases).

Supporting play: The pipe isolates the child’s voice, allowing the child to simultaneously listen to the music and hear his or her own voice clearly. This provides opportunities for each child to adjust his singing voice to match or harmonize with the recordings. Pipe phones can be helpful for children with attention deficits or children with hearing impairments. Have children put one hand on their throat as they sing. This will help them feel the vibration of their vocal chords at the same time their voice is isolated and amplified through the pipe phone.

Identifying instruments

Materials: Create a center with various instruments on a shelf and a screen large enough that two children can sit, one on each side, without seeing one another.

Supporting play: After children have had ample opportunity to explore the instruments, demonstrate how to play a guessing game by first examining and listening to several instruments, and then hiding them behind the screen. Have one child play an instrument behind the screen, while another tries to identify the instrument by its unique sound (timbre). To simplify, provide instruments with very different timbres. To extend the challenge of the activity, provide instruments with similar timbres.

Dancing and movement

Materials: Hang full-length Plexiglas mirrors on a wall or in a corner. Provide a wide variety of music on continuous loop tape to encourage movement and dance—classical waltzes, contemporary, traditional folk dance melodies. Props can help some children feel comfortable and get started dancing. For example, children can use doll partners (large rag dolls with tennis shoes or dish detergent bottle dolls with flowing skirts) or ribbon or crepe paper streamers (attached to cardboard paper towel rolls or shower rings for safety). Observe children’s use of props to make sure they are not distracting children from the music and its connection to their movement.

Supporting play: Play along. If children seem stuck, play beside them. Model different movements and describe your actions. To get into the swing, children can view short video clips of various kinds of dancing, such as Irish step dancing (like “Riverdance”), ballet, jazz, or tango. Provide the opportunity for children to perform for others if they choose. For a child with visual impairment, the provision of a barre, stable chair back, or shoulder to lean on can provide a sense of security in dance and movement activities.

 

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