6.4: Music Experiences and the WMELS Framework

Introduction

In Chapters 4 and 5, we explored how to incorporate social studies and art into early childhood learning, using the WMELS framework to support developmental domains such as physical development, social-emotional growth, language, and cognitive skills. In Chapter 4, we looked at how to design social studies lessons that are engaging and relevant for young children, emphasizing the exploration of community and societal roles. In Chapter 5, we discussed art and its role in fostering creativity, fine motor skills, and self-expression.

Now, in this chapter, we will take a similar approach by integrating music and movement with a social studies theme, continuing to align with the WMELS framework. This section focuses on using music, rhythm, and movement as tools to explore social studies topics such as community, cooperation, and identity. Music and movement are powerful tools to foster understanding and engagement with developmentally appropriate concepts.

Key Elements of WMELS Framework in Music and Movement

Figure \(\PageIndex{1}\): Wisconsin Model Early Learning Standards Domains

Physical Development Music and movement activities enhance gross motor skills, coordination, and body awareness. In these activities, children practice actions like dancing, marching, clapping, and using different body parts, which helps them improve their motor coordination and physical health.

Example of Teacher Implementation: A teacher can incorporate "freeze dance" where children move freely to music and freeze when the music stops. This helps develop body control and coordination while allowing children to practice listening skills as they respond to auditory cues.

Social and Emotional Development Music can convey emotions and foster a sense of belonging and teamwork during group activities. Through group songs or collaborative dance activities, children practice social skills such as cooperation, turn-taking, and expressing emotions through their movements.

Example of Teacher Implementation: During a "community helpers" dance, children take turns performing movements that represent different community roles (e.g., pretending to "doctor" or "firefighter"). Afterward, the teacher can encourage discussion about how the characters felt during the activity, promoting emotional literacy by helping children recognize and label their emotions.

Cognitive Development Movement can aid in learning rhythms, patterns, and basic mathematical concepts such as counting beats or steps. As children move to the rhythm of the music, they also reinforce spatial awareness, sequencing, and pattern recognition.

Example of Teacher Implementation: A teacher can lead children in a "counting steps dance" where they march or clap while counting along to the rhythm of a song. For example, they might clap four times, then take four steps forward, reinforcing the concept of numbers and sequences while engaging them in physical activity.

Language Development Singing and rhythm help with language acquisition by introducing new vocabulary and encouraging verbal expression. Songs, chants, and rhymes help develop listening skills, expand vocabulary, and encourage children to practice enunciating words and sentences.

Example of Teacher Implementation: A teacher could use a song about community helpers where the children sing together, emphasizing vocabulary words like "firefighter," "doctor," and "teacher." As the children sing, they can also act out the corresponding roles, reinforcing both the language and concept being learned.

Approaches to Learning Music and movement encourage curiosity, creativity, persistence, and initiative. Children engage their imaginations and respond to the environment in flexible ways, which fosters a love of learning and exploration.

Example of Teacher Implementation: A teacher might introduce a creative movement activity, asking children to act out the motions of community helpers they have learned about (e.g., pretending to carry a big bag of groceries as a shopper). This allows children to engage their creativity and problem-solving skills while expressing their understanding through movement.

Sample Music and Movement Activity with Social Studies Focus

Community Helpers Music and Movement Learning Experience

Topic                      

Community Helpers (Social Studies Focus)

Activity                 

Children sing a song about different community helpers, such as firefighters, doctors, and teachers. The song incorporates movements (e.g., mimicking actions like putting out fires or treating patients). Children can dance and act out the roles of community helpers while learning about their importance in society.

Song                      

"We All Help in Our Town" (Tune: "The Wheels on the Bus")

Lyrics 

Verse #1
The helpers in our town say, "I’ll help you!"
"I’ll help you, I’ll help you!"
The helpers in our town say, "I’ll help you!"
We work together in our town.

Verse #2
The firefighters in our town go, "Spray, spray, spray!"
"Spray, spray, spray! Spray, spray, spray!"
The firefighters in our town go, "Spray, spray, spray!"
We’ll put the fire out.

Think of additional verses for other community helpers

Activity Steps    

1. Introduction: Start by singing the song, encouraging children to perform movements that mimic the actions of community helpers (e.g., "spray, spray, spray the fire").

WMELS Framework Alignment: This helps children with physical development as they use gross motor movements, and it aligns with social-emotional development by fostering teamwork and cooperation.

2. Exploration: As children move to the beat, discuss the roles of various community helpers and their contributions.

WMELS Framework Alignment: This reinforces cognitive development, as children make connections between the roles of community helpers and their own experiences in the community.

3. Reflection: After the activity, have children sit down and share what they learned about the community helpers they acted out.

WMELS Framework Alignment: Reflecting promotes language development as children verbalize their thoughts and express their understanding of the concept.

Assessment      

Physical Development: Observe children's ability to participate in movement (e.g., do they perform the actions accurately, such as pretending to put out a fire or treating a patient?).

Cognitive Development: Evaluate children's understanding of the roles of community helpers by asking them to name a community helper and describe their role.

Language Development: Evaluate their use of language as they describe the movements and the helpers (e.g., "I’m a firefighter, and I’m putting out the fire!").

Family Engagement Ideas 

Music and Movement at Home

Encourage families to participate in music and movement activities at home. 

• Singing songs about community helpers and acting out their roles.
• Turning on the music and moving with their children.
• Incorporate dance and movement into everyday routines.
• Tap and clap to the rhythm of songs and encourage children to do the same.
• Share songs, music, and dance traditions or movement games from their homes.
• Be open-minded and encouraging about children’s spontaneous musical performances.

Music and Movement in the Community

• Community Helper Visits: Invite community helpers to visit the classroom and share their experiences with the children.
• Notice and talk about sounds heard on community outings or trips.
• Notice and talk about songs and music heard at home and in the community.
• Bring the child to community concerts, family-child music classes, community dance performances, and movement programs.

Family Music Night: Organize a family music night where children can perform songs and dances they have learned, involving parents and caregivers in the activities.

Incorporating the WMELS Framework in Practice

Understanding WMELS Domains

When planning music and movement activities, always keep the five developmental domains of WMELS in mind.

Figure \(\PageIndex{2}\): WMELS Domains

• Physical Development: Focus on activities that help children develop motor coordination and body awareness (e.g., dancing, marching, clapping).
• Social and Emotional Development: Foster a sense of belonging, empathy, and social cooperation (e.g., acting out roles together, sharing experiences).
• Language Development: Promote verbal expression and vocabulary development through songs, chants, and discussions (e.g., using new words like "firefighter" or "doctor").
• Cognitive Development: Engage children in activities that promote problem-solving, sequencing, and basic math concepts (e.g., counting beats or steps).
• Approaches to Learning: Encourage creativity, curiosity, and persistence by allowing children to explore and respond to music and movement in an open-ended, imaginative way.

Creating a Holistic Learning Experience

The WMELS framework encourages teachers to consider all domains when planning activities. For instance, when leading a music and movement activity:

• Observe children as they engage in the movement, noting how they respond physically, socially, and emotionally.
• Reflect on how the activity addresses the learning objectives for each domain. Did children practice fine motor skills (physical development)? Did they work together (social-emotional development)? Did they use new vocabulary (language development)?
• Adapt activities as necessary to meet the developmental needs of each child, ensuring that learning experiences are meaningful, relevant, and appropriately challenging.

By aligning music, movement, and social studies with the WMELS framework, you create rich, developmentally appropriate experiences that support the holistic development of young children. Each chapter builds on the previous one, helping to weave together the physical, social, emotional, cognitive, and language domains into an integrated, cohesive learning environment.

Conclusion

Incorporating the WMELS framework into music and movement activities provides a comprehensive approach to early childhood education. By focusing on physical, social-emotional, cognitive, language, and learning approaches, educators can create engaging and meaningful experiences that support children's overall development. This chapter, along with the previous ones, demonstrates how integrating various subjects with the WMELS framework can foster a well-rounded, developmentally appropriate learning environment for young children.