Making music

A small group of children are supported by the practitioner to make some music. They keep rhythm and use lots of mathematical language while they play their instruments.

Good for looking at

• Music
• Rhythm
• Sound
• Socialising
• Effective practice
• Mathematical language

A small group of children are supported by the practitioner to make some music. They keep rhythm and use lots of mathematical language while they play their instruments.

Notice

• What cues can you see that show how involved the children are? (Look out for non-verbal , facial expressions and body language as well as spoken language)
• How are the children learning? Which areas of development, engagement and characteristics of learning can you observe?
• In what ways does the adults support the children’s learning?
• What is valuable about the materials and resources provided?

Reflect

What are your thoughts about:

• What and how are the children are learning?
• How are they expressing themselves?
• The role of the adult in this interaction – how did she support the children?
• How did the resources and environment support this interaction?
• The value of this type of musical play?

Respond

What would you do to:

• Further support the children’s interest in rhythm and music making?
• link in understanding of mathematical concepts with the children’s interest in music making?
• Model a love of music, rhythm and dancing?
• How did the resources and environment support this interaction?

What next:

• Do you need to encourage allow more time for this kind of spontaneous activity where children can express themselves?