Creative Movement and MusicRhythm, expression and play

Children learn through rhythm, tempo and expressive movement, building coordination, regulation and joyful collaboration.

Introduction

Music and movement are natural languages for young children. Dinham and Chalk (2018) explain that creative movement reflects the mood or inner state of a child allowing them to express personality without having to follow a set pattern. Music gives a soul to the universe as described by Plato. In early childhood we combine these to help children explore elements like rhythm and tempo. This fosters holistic development including physical coordination and emotional regulation.

Theories and Perspectives

We draw heavily on Howard Gardner’s theory of Multiple Intelligences specifically Musical and Bodily-Kinesthetic intelligence. Children who are body smart need to move to learn. We also use the concept of hard and soft thinking proposed by Sir Ken Robinson. Soft thinking involves intuition and playfulness which are essential for creative dance. Neuroscience also shows that music engages the whole brain connecting the auditory and motor cortexes.

Resources and Materials

A creative music environment needs more than just a radio. You need simple percussion instruments like shakers drums and rhythm sticks. Scarves and ribbons are excellent for helping children visualise movement and flow. Howard and Mayesky (2022) suggest creating agility courses using hoops and tunnels to encourage different types of movement. For music appreciation you should have a diverse playlist including classical jazz and cultural music to expose children to different sounds.

Percussion Instruments

  • Shakers, drums, rhythm sticks
  • Tambourines, triangles, bells
  • Storage baskets for safe access

Movement Props

  • Scarves, ribbons, streamers
  • Hoops, tunnels, cones for agility courses
  • Floor dots to guide pathways

Listening Library

  • Diverse playlist: classical, jazz, cultural
  • Portable speaker, child-safe volume limits
  • Picture books for music appreciation

Age-Appropriate Learning Experiences

0 - 2 Years (Sensory Movement & Rhythm)

Scarves and Music

Play gentle classical music and give the infant a light sheer scarf. Wave the scarf over them and let it fall gently encouraging them to reach for it and wave it themselves to the music. Adapted from Howard and Mayesky (2022) regarding sensory body awareness this develops visual tracking and respond to rhythm with body movement linking to EYLF Outcome 3.2 where children use their sensory capabilities and dispositions with increasing integration.

Howard & Mayesky, 2022, EYLF Outcome 3.2

Body Percussion

Sit with the infant and gently tap a steady beat on their knees or hands while singing a simple song like Galumph Went the Little Green Frog. Encourage them to clap along. Adapted from Howard and Mayesky (2022) regarding rhythmic movement this helps them feel and anticipate a steady beat linking to EYLF Outcome 5.3 where children express ideas and make meaning using a range of media.

Howard & Mayesky, 2022, EYLF Outcome 5.3

2 - 3 Years (Creative Control & Locomotor Skills)

Stop and Go Dance

Play lively music and encourage the children to dance freely. When the music stops they must freeze like a statue. Vary the music speed to encourage fast and slow movements. Adapted from Howard and Mayesky (2022) regarding creative movement and control this develops listening skills and impulse control linking to EYLF Outcome 3.1 where children become strong in their social and emotional wellbeing.

Howard & Mayesky, 2022, EYLF Outcome 3.1

Animal Walks

Ask the children to move like different animals such as stomping like an elephant or slithering like a snake or hopping like a bunny. Adapted from Howard and Mayesky (2022) regarding locomotor movements this explores different locomotor skills and uses imagination in movement linking to EYLF Outcome 4.1 where children use play to investigate imagine and explore ideas.

Howard & Mayesky, 2022, EYLF Outcome 4.1

3 - 5 Years (Rhythm Patterns & Cross-Arts)

Rhythm Sticks

Give each child a pair of rhythm sticks. Tap out a simple pattern like tap-tap-rest and ask them to echo it back to you. Then let them create a pattern for you to copy. Adapted from Howard and Mayesky (2022) regarding rhythmic notation this develops auditory discrimination and pattern recognition linking to EYLF Outcome 5.4 where children begin to understand how symbols and pattern systems work.

Howard & Mayesky, 2022, EYLF Outcome 5.4

Painting to Music

Provide large paper and paints. Play three different pieces of music such as fast jazz slow classical and loud drumming. Ask children to paint how the music makes them feel using lines and colours. Adapted from Howard and Mayesky (2022) regarding expressing feelings in music this connects auditory stimuli with visual expression linking to EYLF Outcome 5.3 where children express ideas and make meaning using a range of media.

Howard & Mayesky, 2022, EYLF Outcome 5.3

6 - 8 Years (Composition & Collaboration)

Create a Soundscape

Read a story like We’re Going on a Bear Hunt. Ask children to choose instruments to create sound effects for each part such as shaking maracas for the grass or banging a drum for the storm. Record their performance. Adapted from Howard and Mayesky (2022) regarding creative music opportunities this helps understand how sound can tell a story and represent environments linking to the Australian Curriculum for The Arts regarding improvising and structuring ideas to create music.

ACARA The Arts, Howard & Mayesky, 2022

Mirror Dance

In pairs children face each other. One is the leader and moves slowly to the music. The other must mirror their movements exactly. Then they swap roles. Adapted from Howard and Mayesky (2022) regarding social and personal development this develops concentration cooperation and non-verbal communication linking to the Australian Curriculum for The Arts regarding using the body to communicate ideas and feelings through dance.

ACARA The Arts, Howard & Mayesky, 2022

See full references on the References page.