MCCCD Program Description

Music Activities for the Young Child

Course: CFS101AJ

First Term: 1995 Spring

Lecture 1 Credit(s) 1 Period(s) 1 Load
Subject Type: Occupational
Load Formula: S

Description: Experiences with music in singing, rhythm instruments, creative movements, and games, as well as the development of music appreciation and basic listening skills

MCCCD Official Course Competencies
1. Explain the system of OptimaLearning and its value in teaching music and movement to young children. (I) 2. Explain why the contrast and complementation of excitement and inhibition are important for an optimal learning environment. (II) 3. Explain the importance of moving to the beat of a rhyme or song. (III) 4. Describe the levels of movement coordination. (IV) 5. Describe the stages of attending skills used when following movement directions. (V) 6. Describe ways to integrate language and movement. (VI) 7. Use nursery rhymes and songs to teach music and movement to young children. (VII) 8. Describe applications of the use of beat and language to other academic areas. (VIII)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.

MCCCD Official Course Outline
I. OptimaLearning Premise II. OptimaLearning: Dance of the Energy A. Dynamic equilibrium-excitement B. Pseudo-passive state-inhibition C. Contrast and complementation of the two states D. Guided visualization with music III. Feeling and Expressing Beat A. Moving to the beat B. Moving to the rhythm C. Need to master beat before movement D. Tactile experiences with beat IV. Levels of Coordination A. Level I: single bilateral symmetrical movements B. Bride to level II: one side/other side movements C. Level II: single predictable alternating movements D. Level III: sequenced bilateral symmetrical movements E. Level IV: sequenced bilateral symmetrical movements combined F. Level V: sequenced alternating movements G. Level VI: sequenced alternating movements combined V. Following Movement Directions (Without Beat) VI. Describing Movement, Using Language A. Talking about movement while executing it B. Planning what movement will be executed C. Recalling movement which has been completed D. Linking a single movement to a single word VII. Rhymes and Songs VIII. Using Beat and Language in Other Academic Area A. Language development B. Math C. Spelling D. Alphabet in groups of four (e.g., ABCD) E. Categories F. Imagination/creation

MCCCD Governing Board Approval Date: 10/25/1994

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.