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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Checklist for Creating a Music Play Center

Determine goals and objectives

Do your goals and objectives

• Consider the children’s interests?
•  Coordinate with the overall curriculum, school district/center goals and objectives, and related state, NAEYC, and MENC standards?
•  Reflect the teacher’s long-range goals for infusion of music into other domains of learning and development?
•  Respect and reflect the importance of music as a domain in its own right?
•  Encourage children to experiment with sound and investigate means for music making?

Define teacher’s role

Do you . . .

• Include children in decision making regarding centers, using brainstorming and discussion?
•  Encourage children to focus on particular musical elements using questions and comments?
• Consider the potential learning opportunities and plan a range of actions to scaffold those learnings (modeling, extending, adding props)?
•  Set up a system of assessment (checklists, work samples such as children’s musical notations, tape recordings, anecdotal records)?

Establish a schedule

Do you . . .

• Allow children adequate time to explore materials and construct musical concepts? They will need blocks of uninterrupted time for complex and rich play.
• Provide children extended opportunities, over several weeks, to revisit materials, practice with them, and engage with them in new ways?
• Allow children to interact with materials, both individually and with other children?

Create a setting and provide and materials

Do you . . .

• Use a divider or shelves to define the boundaries of the music center? Consider the flexibility a particular music center will have to mix with other centers. Clear boundaries help children keep music materials in the center and other materials out. Open up the boundaries to create more permeability and mixing of materials.
• Allot enough space to accommodate the number of children you expect will use the center?
•  Position the center away from quieter areas of the classroom, such as centers for reading and writing?
• Rotate or add materials when the time is ripe to enrich children’s play?
•  Use an area rug to define the space, provide comfortable seating, and absorb excess sound?
• Hang pillows and sound-absorbing materials on the walls (carpet squares, a thick cloth tapestry made by the children) to further reduce excess sound?
•  Display related pictures (musical instruments, art related to music) and relevant print (words to songs or chants, musical scores)?
•  Provide a small storage cabinet with a tape or CD player and headphones?
• Organize storage so children can put materials away easily and safely (Peg-Board hooks, separate labeled bins, a coat or hat rack)?

 

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