6.5: Planning Music Experiences Using the Teaching Cycle

Introduction

In previous chapters, we explored how to create meaningful, relevant, and appropriately challenging lessons using the Wisconsin Model Early Learning Standards (WMELS) Teaching Cycle. In this chapter, we will apply a similar approach to planning music experiences, ensuring that the teaching cycle is reflected in our lesson planning and aligns with the children's developmental progress.

Figure \(\PageIndex{1}\): Teaching Cycle

WMELS Teaching Cycle Overview:

1. Observation (Assessment in WMELS Teaching Cycle)
   • Purpose: Understand the children’s current skills, interests, and developmental progress through their interactions with music and musical activities.
   • Key Action: Teachers observe children’s engagement with different musical instruments, songs, and rhythms.
   • Example: Ms. Lara observes children during music time, noting their preferences for certain instruments and types of music.
2. Documentation
   • Purpose: Capture evidence of children’s musical expressions, behaviors, and learning.
   • Key Action: Teachers document the children’s musical activities and related behaviors through photos, written notes, and recordings.
   • Example: Ms. Lara takes photographs of children playing instruments and writes down observations about their preferences and engagement.
3. Reflection & Planning (Planning & Curriculum Goals in WMELS)
   • Purpose: Reflect on the observations and plan the next steps in children’s musical exploration.
   • Key Action: Teachers analyze the documentation to design future music activities that will further develop their musical skills and creativity.
   • Example: Ms. Lara plans a music activity that encourages children to experiment with different rhythms and melodies.
4. Implementation (Implementation in WMELS)
   • Purpose: Put the planned music experiences into action.
   • Key Action: Teachers facilitate the activity by providing the necessary musical instruments and guiding children through the process.
   • Example: Ms. Lara sets up a music station with various instruments, encouraging children to experiment with creating their own rhythms and melodies.
5. Review and Adjust
   • Purpose: Evaluate the effectiveness of the music activity and use children’s feedback to adjust future lessons and activities.
   • Key Action: Teachers review the children’s responses to the activity and make adjustments for future plans.
   • Example: Ms. Lara reflects on the children’s engagement and plans the next lesson to further explore different musical genres and instruments.

Preschool Music Vignette: Exploring Rhythms and Melodies

• Observation: Ms. Lara observes children during music time, noting their preferences for certain instruments and types of music.
• Documentation: Ms. Lara captures photographs and writes detailed notes on children’s musical activities.
• Reflection & Planning: Ms. Lara plans a music activity focused on experimenting with different rhythms and melodies.
• Implementation: Ms. Lara introduces the activity, guiding children through creating their own music.
• Review and Adjust: Ms. Lara reflects on the children’s engagement and plans future lessons based on their interests.

Toddler Music Vignette: Exploring Sounds and Movement

• Observation: Ms. Emily notices toddlers using their bodies to explore sounds and movement during music time.
• Documentation: Ms. Emily documents the toddlers’ actions by taking photos and writing down their interactions with music.
• Reflection & Planning: Ms. Emily plans a hands-on music activity that encourages sensory exploration through sound and movement.
• Implementation: Ms. Emily sets up a music station with various instruments and encourages toddlers to explore sounds and movement.
• Review and Adjust: Ms. Emily reflects on the toddlers’ engagement and plans future activities to support their musical development.

Infant Music Vignette: Exploring Musical Toys and Sounds

• Observation: Ms. Lily observes infants drawn to musical toys and sounds during playtime.
• Documentation: Ms. Lily takes photos and notes the infants' reactions to the musical toys and sounds.
• Reflection & Planning: Ms. Lily plans an activity introducing simple musical toys and sounds to support early musical exploration.
• Implementation: Ms. Lily sets up a play area with musical toys and guides infants through the activity.
• Review and Adjust: Ms. Lily reflects on the infants’ responses and plans future activities to deepen their musical recognition.

Conclusion

The WMELS Teaching Cycle offers a structured approach to planning music and movement experiences that are responsive to children's developmental needs and interests. By following the cycle of observation, documentation, reflection, planning, implementation, and review, teachers can create music activities that are both engaging and developmentally appropriate. This cyclical process ensures that music and movement experiences are continuously adapted to meet the evolving needs of children, fostering creativity, physical development, and self-expression.

Through the vignettes provided, we see practical examples of how the WMELS Teaching Cycle can be applied to various age groups, from infants to preschoolers. Each vignette demonstrates the importance of observing children's interests, documenting their behaviors, reflecting on their developmental progress, planning meaningful music and movement activities, implementing those activities, and reviewing their effectiveness. By adhering to this cycle, teachers can ensure that their music lessons are not only educational but also tailored to the unique needs and interests of each child.

Music and movement activities are particularly beneficial for children's physical development, coordination, and rhythm. They provide opportunities for children to express themselves through dance, explore different sounds and instruments, and develop a sense of timing and rhythm. These activities also support social-emotional development by encouraging cooperation, turn-taking, and group participation.

In summary, the WMELS Teaching Cycle is a valuable tool for educators, helping them to create music and movement experiences that are relevant, meaningful, and appropriately challenging. By continuously observing, documenting, reflecting, planning, implementing, and reviewing, teachers can support children's growth and development in a holistic and responsive manner, allowing their creativity and physical skills to flourish.