For the past two weeks, the elementary has begun exploring rhythms using only drums. In order to help the students understand how music should be layered and arranged, we used only drums and no other instrument. Basic drums rhythms were created in Maschine to help guide the students to listen for the rhythm they need to match. Most of the students were successful in synchronizing with the rhythms they heard played by the speakers. We began counting to the beat in order to understand how many times the drum should be hit. The beats and the children loved the challenging rhythms. By participating in a drumming experience, children can be working on attention, impulse control, and decision-making skills. Next, we sat down in a circle and played “telephone” using the drum rather than our words. It was interesting to see how the rhythm initially started and how it ended once it made its way around the circle.
Playing a drum or percussion instrument can be a useful way to communicate none verbally and to listen to another person’s nonverbal communication. Rhythmic pattern is one of the most important elements of music and typically the initial layer in the majority of songs.
Children in rainbow room had a provocation ready for them as they entered the hallway at the light table with individual mirrors to explore. Without any instruction, the majority of the students began pointing at their facial features in the mirrors.
The teachers used this as an opportunity to identify all of their facial features and allow the students to teach each other. Counting, arrangement , location, and color were all addressed in this exploration. Later each student was given a marker and invited to draw on the mirror. This medium was introduced in order for the teachers to see if after identifying their facial features if their marks would become more purposeful.
Would their scribbles be created on top of a feature in order to represent it?
To the teachers surprise, their scribbles were very controlled and placed in smaller areas, over reflections of their eyes, nose, and mouth. The concentration and control over their marks can be seen in the images above.
The children in house room have been exploring mermaids and where they would live! Recently, the students created mermaids out of loose parts and now they would like to create the back drop for their installation. Children were asked where the mermaids came from and where they live. Immediately they all replied, “in an ocean!”
The children began mixing the perfect color blue for the ocean by adding white and blue together. Through this process the children were introduced to color theory and specifically focused on tints when they added white to the blue to lighten the color.
After mixing the paint, they began to paint all over the butcher paper .
This project allowed the children to work on their team building skills while creating a community art piece for the classroom.To add in a little more fun at the end of this provocation, they turned it into a sensory exploration where they began painting their hands and stamping them on the paper!
The exploration of dragonflies continues! The students were invited to build a dragonfly by using loose parts.
Loose parts inspire children to use their imagination and creativity on their own terms and in a unique way. Loose parts are materials that can be moved, carried, combined, redesigned, lined up, and taken apart and put back together in multiple ways.
It can be used alone or combined with other materials. There is no set of specific directions for materials that are considered loose parts. The child is the direction.
This provocation was provided so we could allow the children to be creative and innovative, which we believe is just as essential to learn as reading and writing. We encourage the children to experiment and engage.
Children created their own version of dragonflies and used the loose parts as a “tool” to describe the various parts. They created a unique representation of a dragonfly by using their own creativity and individuality. Their were no two pieces that were alike and majority were used as different parts for different purposes.
The link below shares some information about the theory of loose parts:
Infants continue their exploration of rhythm using drums.Rhythm is a very powerful tool when developed at a young age .
Upon entry, the children immediately noticed that drums were placed in the middle of the room. The children were very intrigued and ready to explore the sounds they can create with several different materials.
Initially , the children hit the drums with only their hands. Clapping steadily while the children hit the drum surfaces allowed the children to begin understanding that each drum made a different sound.
A few of the children chose to introduce new materials to the exploration. Using toy balls, the children hit the drum hard or soft.
One child enjoyed hitting the drum very softly with the plastic blue ball, while another enjoyed hitting the snare drum very hard with the rubbery yellow ball.
This exploration allowed the children to develop a cognitive skill known as beat induction which directly influences rhythm.