181 | Power of Movement - HD 1080p
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[00:00:00] Bryson Tarbet: This week we are going to dive into one of our favorite episodes, episode number 113, all about the power of movement. Now this episode was originally recorded in a little segment, little kind of unit, uh, on early childhood, but I think the reality is, is that movement is just important regardless. So with that being said, let's go ahead and jump back in time to Past Bryson.
[00:00:21] Bryson Tarbet: You're listening to that music podcast with Bryson Tarbin the curriculum designer and educational Consultant behind that music teacher in the elementary music summit each week Bryson and his guests will dive into the reality of being an elementary music teacher and how music can truly be Transformative in the lives of the students you serve Shownotes and resources mentioned in this episode can be found at that music teacher calm
[00:00:56] Bryson Tarbet: Hello, and welcome back to this episode of That Music Podcast. I am super excited to [00:01:00] talk today about the power of movement. More specifically, the power of movement in a preschool or kindergarten or some sort of early childhood setting. I think it's so important in general, but especially as elementary music teachers, for us to make sure that we are including movement into our lessons.
[00:01:20] Bryson Tarbet: And it's more than just. the, the power of, of movement and how it can show musical concepts, but also how we can make sure we're setting our students up for success. So we're really going to be talking about the significance in movement, especially in, like I said, that preschool in that kindergarten music education setting, we're going to be talking about how music can enhance the learning.
[00:01:40] Bryson Tarbet: and the engagement for young children. So let's go ahead and dive right in. So let's talk about our first little, little area. Our first kind of little tidbit, which is the role of movement in early childhood development. The, the real thing that comes down here is there is so much that goes into, you know, early childhood education, [00:02:00] but it's really interesting to see how much of that Kind of goes in with the gross motor and the fine motor skills.
[00:02:07] Bryson Tarbet: So obviously when I, when I say gross motor and fine motor, I mean gross motor things like maybe things that you might do in gym running, throwing a ball, jumping, skipping, fine motor being more of those things like holding a pencil, tying a shoe, things like that are a little bit, a little smaller. Um, those are both really important and we need to do more focus in Uh, the elementary setting, we tend to focus a little bit more on the gross motor things, um, in a music setting.
[00:02:33] Bryson Tarbet: Obviously, there are definitely fine motor things that we do, but a lot of what we do, um, a lot of what I do in my classroom is that gross motor. Not only getting those kids to practice those gross motor skills, but also allowing them the opportunity to move and explore through movement. I've really noticed that whenever I include more movement in my lessons, my students tend to be more successful and that can become for the kind of can really be a call a couple different things.
[00:02:58] Bryson Tarbet: One, they're able to regulate [00:03:00] their sensory needs a little bit better because they're not, we're making sure we're being developmentally appropriate, right? You know, think about kindergarten or preschool music. If we wanted them to sit. crisscross applesauce for 40 minutes, they're probably not going to be successful at that.
[00:03:14] Bryson Tarbet: Now, yes, we can have them sit crisscross and have them, you know, sitting, sitting down during the lesson. But if we're wanting that to happen the entire lesson, we're really not, our expectations are not matching the reality and the developmental appropriateness of that student. So movement can share, can just have this huge opportunity for us to kind of piggyback on the learning that's happening in their classroom gross motor wise.
[00:03:39] Bryson Tarbet: but also allow us to unlock so much musicality through that movement. So let's talk about that. Let's talk about how we can use creative movement for musical learning. Obviously there are definitely things that happen, you know, when you're doing more gross motor that are just like great for childhood development, but let's focus a little bit more on the musical things.
[00:03:58] Bryson Tarbet: When we're talking [00:04:00] about creative movements, It can look a lot of different ways. For me, I tend to just get my students up and moving and responding to that music. So I might play music or, you know, do do something that they're able to listen and then respond to that through some sort of movement. And you're going to run into two different types of students.
[00:04:21] Bryson Tarbet: You're going to run into students that are. Really gung ho about getting ready and doing the movement and just like diving right in and then you're going to see some students that are really reserved because this is not a, you know, maybe they're a little bit more, you know, black and white and they kind of see that, you know, it's either this or this and there's not really in between.
[00:04:40] Bryson Tarbet: So we need to give them options and it's kind of like, Giving them a vocabulary of movements, giving them away. I always start with locomotor movements versus non locomotives. And if you're not familiar with that, locomotor is when movements travel through space and non locomotor is when they are staying in one place.[00:05:00]
[00:05:00] Bryson Tarbet: My students really they like to generalize that as standing still and moving. But the reality is you can move. While being non locomotor. So we, I always start with that, um, giving them the option because that alone, that is a big terminology, a big, you know, piece of vocabulary that they're going to be able to use to create different movements.
[00:05:18] Bryson Tarbet: Some of them might be move me. Some of them might. Okay, Kat, we can't do this. That alone is really going to give them the vocabulary to start building on their musical kind of understanding and their movement understanding because they're going to, it's going to give them some different choices right off the bat.
[00:05:37] Bryson Tarbet: Another way you can do that is show them, give them examples. And when you see a student that's doing something that you think is like, Oh, that's a great idea. That is when you're like, Oh, Johnny, I love how Johnny is moving in a very creative way and just showing that there are more options and the best way that I think you can do this, especially for those students that are a little apprehensive and they're like, I'm not really so sure about this thing.
[00:05:59] Bryson Tarbet: [00:06:00] Do it yourself. You be the silly one. Because then they don't have to worry about being the silly one. Because, well, Mr. Tarbot's already being silly. I guess I can let my guard down and realize that there really aren't any wrong answers. As long as I'm following the guidelines that we've been given. One of my favorite activities to do with kindergarten.
[00:06:18] Bryson Tarbet: I use this in kindergarten, um, not necessarily a preschool, but I definitely, um, you can adapt it for that younger age. Just putting hula hoops around the room and then having students when the music stops, find a hula hoop and they stand in the hula hoop. The hula hoops are always sitting on the ground.
[00:06:33] Bryson Tarbet: I always have to give that clarification. Um, but it allows them the opportunity to experience the music. And what I like to have them do is. Move to the music. So maybe it's walking to the beat or, you know, moving their arms or showing the, you know, the highs, the lows, you know, in between, make their body big, make their body small and see what they can come up with.
[00:06:52] Bryson Tarbet: Because a lot of times the kids can really get into that. And when the music stops, they find a hula hoop and they stay there. Sometimes you can make it. All right, [00:07:00] find a hula hoop and make a pose, but it doesn't need to be that complicated. Movement is a really good way to. Work with, you know, different concepts such as dynamics, tempo.
[00:07:10] Bryson Tarbet: It's it's so much easier, especially for a lot of these. Things where it's like changing the way that the music is, is, is interpreted. It's a really good way for us to allow the students to experience it rather than telling her out. Forte is loud and piano is quiet. We can actually have them show with their body what it feels like and they're able to do it.
[00:07:29] Bryson Tarbet: And because we're, we're working with multiple modalities, we're not just saying, all right, this is Forte, it's loud. They're able to bring it into their body and actually show a kinesthetic connection to it. It's going to link into their longterm memory a lot. easier. And that's kind of like the whole point, right?
[00:07:45] Bryson Tarbet: We really want them to stick around. We're, you know, kind of stick with the information that we have rather than taking it in one year, one year, maybe getting it for that class, but then having it completely disappear the next. So how can we make movement even more fun, especially kind of taking it [00:08:00] into that preschool level?
[00:08:01] Bryson Tarbet: is instruments. Who doesn't love instruments? And I know some of you are probably sitting there going, Bryson, I don't want my preschoolers to have instruments. Like that's just chaotic. And the reality is, yes, it's going to be chaotic. It's going to be a little interesting. It's going to be probably loud.
[00:08:16] Bryson Tarbet: So what can we do to set this up for success and also set those expectations like, okay, I know this part's going to be loud. So I'm going to make sure on other ends of this activity, we have things that aren't necessarily as sensory intense. Um, one of my favorite instruments for preschool. are those egg shakers.
[00:08:32] Bryson Tarbet: They're cheap, they make a wonderful sound, they can even be made by the students if they wanted to, and the students love them. They love using the egg shakers, and it is an absolute blast. So those are great because it's very obvious when there's a sound going and where there's a sound not. And it's also very hard to Keep your eggs not making any sound if you yourself are moving.
[00:08:57] Bryson Tarbet: So a great way to do this, the same activity I talked about [00:09:00] earlier with the preschool, or the kindergartners, and the hula hoops, is giving your students, maybe their preschoolers, maybe their kindergartners, whatever, giving them a, an egg shaker, and having them move. And when the music stops, or when you stop playing the drum, or when you play a triangle, or whatever kind of your cue is, they have to freeze and make a pose.
[00:09:19] Bryson Tarbet: And they have to freeze in a way that their egg shaker is not making any sound. Another way you can do this is having a drum, you know, even if it's just you as a teacher, keeping the beat on the drum as you're moving along. And maybe as you go through having a student, you know, play the drum as you pass them or whatever, when you're able to incorporate instruments into the movement, it can be really, really helpful.
[00:09:39] Bryson Tarbet: Rhythm sticks are another one, another great way, you know, having them click the beat as they're walking. The beat is another great way, great connection. You could also just, sometimes they get really creative with the ways they can use the instruments to help make movements. For instance, if you give a kid two rhythm sticks, there's a very good chance you're probably going to have some kids that are instantly are like [00:10:00] lightsabers and go zooming around.
[00:10:01] Bryson Tarbet: Now, how can we reframe that in a way that's a, not Probably going to hurt somebody, but also a little bit more appropriate to the music. That's where we can be like, hey, what if we did that in slow motion? And then we have students that are moving around that. Yes, it's just Jedi lifesavers, but super slow motion.
[00:10:19] Bryson Tarbet: But it's more appropriate for the music, it's more appropriate for the classroom setting, and they still get to be a Jedi, because let's be honest, sometimes our kids just want to swing around with some lightsabers, right? And it's another way that we can use an instrument, not necessarily as a sound maker, but as another way to respond to the music.
[00:10:38] Bryson Tarbet: This next part is for our Dalcrosian friends out there. Um, I'll be honest, I don't have much experience using any sort of Dalcros inspired teaching. Um, but I, or like, like formally, uh, any training in that, but I've loved what I've been able to gather from workshops and online and things like that and use the power of storytelling and movement.
[00:10:56] Bryson Tarbet: One of my favorite things that my kids do, uh, is, or that my [00:11:00] kids ask for is basically, we call them piano stories. Um, so essentially, um, these kind of started with my kindergartners like, Oh, we have five minutes and these kindergartners need to move. Um, basically we have them make a story. So usually I have them starting and ending.
[00:11:16] Bryson Tarbet: Sleeping so that they're kind of more contained. So they are laying on the floor and they're sleeping. And then I play something on the piano. That's kind of sounds like morning. And then they wake up and, oh, they might have a loud sound and they have to show me how they would react to that sound. All right.
[00:11:29] Bryson Tarbet: And then I may say, all right, well, we have all of our bunnies and our bunnies decided that they wanted to. Find some carrots. So they went hopping through the forest. Dun, dun, dun, dun, dun, da, da, dun, dun. And they're, you know, they're hopping through, hopping around the room, they're showing that movement. And then, oh no!
[00:11:45] Bryson Tarbet: Dun, da, dun, dun. And then, basically just another way of showing the movement. So basically, they have to respond to the music that I'm playing through their movement. Sometimes I'm telling a story specifically, sometimes all I say Oh, [00:12:00] they opened the door and what did they find Johnny and Johnny might say a zebra or Johnny might say a piece of bubblegum and whatever we just kind of go with it.
[00:12:08] Bryson Tarbet: We kind of take that through and it becomes this really cool community event and community like. Music making and movement experience that just is so much more than just singing and dancing I would be absolutely remissed if we talked about movement, but we didn't touch on making sure that that movement is inclusive So whenever you're designing lessons that have movement make sure that you are fully understanding the students that you have for instance if you have students with with limited mobility or Students that are in the wheelchair or students that might have a low task stamina.
[00:12:38] Bryson Tarbet: How can we get them to make sure that they are still included? That they can still do all the activities? How can we modify the curriculum? How can we modify those movements? How can we give them other options? How can we give, maybe give them choices? Um, so that they're, you know, if they're, they're one that's really hard at making decisions or maybe those decisions can cause undue anxiety, they're able to really, they're able to, all right, instead of having [00:13:00] to think of all the different things, I have to pick one of these two, those can be really ways to make it more accessible and really understanding that when you have these inclusive practices in place, your classroom dynamics and your, the self esteem of your students is.
[00:13:14] Bryson Tarbet: For all of your students is greatly increased, so don't forget about that and movement. There's nothing worse than creating a movement activity or coming up with something that you're like, wow, my kids are going to love this and then realizing that it's really setting up one or two of your students up there, setting them up for failure and not really thinking that head.
[00:13:32] Bryson Tarbet: So make sure whenever you're doing any movement activities, you're always thinking ahead so that you make sure that everyone can be a part of the music making or the movement or however. Whatever, whatever you're doing in your classroom. I hope you enjoyed that episode from The Vault. As always, if you haven't left us a review on iTunes or YouTube, wherever you're listening or watching, it would mean the world to us if you were to do so.
[00:13:51] Bryson Tarbet: It helps us get in front of new music educators just like you, but also helps us understand what types of conversations we want to have some more of. With that being said, thank you [00:14:00] so much for listening. I hope you have a wonderful week. And in case no one has told you lately, thank you so much for making a difference in the lives of the students that you teach.
