Music Hand-out rhythms like patting, clapping, snapping, and

stamping and other locomotor activities.

Group 1
 Tips to encourage movement with
 Rhythm in Movement
children
Children of all ages enjoy physical activity.
1.Use a variety of styles to inspire movement
Play, Dance, Run, Walk, Jump, Hop, and sound production.

Rhythmic movement may require their 2. Find the right songs.

coordinated use of larger muscles in such
3. Encourage variation and experimentation.
locomotor activities as walking, running,
skipping, galloping, hopping, jumping, or 4. Involve your child in “orchestrating” a story
swaying, and in kinesthetic activities such as
5. Introduce items to move with.
swinging the arms and conducting.
 The Pulse
Movement can also complement speech chants
when children engage in patting, clapping, Beat or Pulse is the steady regular pulse we
snapping, and stamping. Whether moving in hear in music.
place or across space.
 Polyrhythm
 Dalcroze Eurhythmics
A polyrhythm consist of layers of simpler
This classic music pedagogy underscore the rhythm.
importance of movement as a tool for
enhancing rhythmic development. The
techniques of Dalcroze eurhythmics are based
on the belief that rhythm is the fundamental
element of music, whose source is the natural
locomotor rhythms of the human body.
Dalcroze eurhythmics includes exercises in s,
stepping the beat, and changing movement
qualities of speed, direction, and weight, all in
an effort to reflect the rhythm of the music
through movement.

 Carl Orff’s Approach

Carl Orff’s elemental approach is based on the

premise that rhythmic movement is inseparable
from music itself, as it is also critical to the
child’s natural responses to his or her world.
Rhythmic movement is not as central to the
broader-based Schulwerk as it is to Dalcroze
eurhythmics, but it nonetheless is an important
avenue through which children can learn to
sense rhythms more fully through basic body
ARTS (Group 1)
DRAWING
Drawing is probably the most pervasive of all
art activities engaged in by children. Through
drawing, children participate in the exploration
of media, the creation of symbols, the
development of narrative themes, and the
solving of visual problems.
Children produce drawings and paintings that
say something about their reactions to
experience and heighten their abilities to
observe.
THE MANIPULATIVE STAGE (AGES 2–5) Media
For beginners
• Soft chalk and charcoal.
• Felt-tip pens , soft lead pencils, and oil-
based crayons.
THE MANIPULATIVE STAGE (AGES 2–5)
Techniques
• Back and Forth
• When children first use paint, it is wise
to offer them only one color. When
they have gained some familiarity with
the manipulation of the paint, the
teacher can give them two colors, then
three, then four. By providing children
with the primary hues—red, yellow,
and blue—plus black and white paints,
the teacher can encourage them to
discover the basics of color mixing at a
very early age.
Caution
• Paint should be distributed in small
containers, such as plastic jars, milk
cartons, or juice cans. Place these
containers firmly in a wire basket or a
cardboard or wooden box to prevent
accidents.
• Very young children should have one
brush for each color, because they
cannot at first be expected to wash
their equipment between changes of
color.

• Scribbling Painting technique for Beginners

• Cross Hatching

PAINTING

What is painting?

Painting is an image or artwork created using

pigments of colors on a surface particularly on a
canvas.

Painting Media and Techniques

Medium for Beginners

• Tempera

• Large sheets of paper (18”x24”)

• Paintbrushes
VED (Group 1)

Virtue Ethics

What is virtue ethics?

This concept focuses on the level of moral

maturity on the character formation in
children’s development.

HELPFULNESS

What is Helpfulness?

• Being of Service

• Doing useful things for people

Why Practice it?

It takes selfishness in our lives and replaces with

selflessness.

It gives us the sense of self worth

How do we Practice it?

We practice being helpful when:

 We care about others

 We notice what needs to be done and
just do it.
 We ask people, “How can I help? Or
What do you need?”
 We give people what they need, not
always what they want

How to teach helpfulness to children or pupils?

• Encourage them to help around

• Model

• Give praises

• Ask the child or pupil if they need help