| Program Type | Workshop |
| Art Form | Music |
| Curriculum Connections | Character Education | Social and Emotional Learning | Play-Based Learning |
| Target Grades | Pre-K | K | 1 | 2 |
View Artist & Programs
Testimonial
“You are doing incredibly creative programs that truly make a difference in the lives of our future generation. I am so impressed by the arts-in-education awareness in your work.”
Mary Ellen Junda, Ed.D.
Professor Emeritus, School Of Fine Arts
University of Connecticut
Mary Ellen Junda, Ed.D.
Professor Emeritus, School Of Fine Arts
University of Connecticut
Description
In this hands-on program, grades PK, K, 1, and 2 students create their own activities. With very minimal guidance by the artist and the educators, they explore music-making, puppetry, and vocalizing. Their self-directed engagement opens doors to developmental adventures with musical sounds and joyous movements, and for interacting with their peers.
There are four pods in a classroom. Educators arrange four “Teams” with two to eight students. The Teams rotate to each of the pods for timed periods to experience:
~ DRUMS / Multiple types of sensory-friendly, accessible, and tonal drums that raise curiosity. Students self-generate kinesthetic and aural activities for playing individually and along with their peers.
~ SHAKERS / Musical instruments with an array of shapes and colors that produce a diversity of pleasing, musical sounds.
From their gross and fine motor movements, students feel tactile vibrations and hear melodic low, middle, and high tones.
~ ANIMAL HAND PUPPETS / For energizing playfulness and imagination, students invent movements and sounds with puppets of familiar pet, farm, forest, and jungle animals.
In the middle of the pod they can also dance the puppets to create drumming sounds on a wide, low-volume, bass drum.
~ TOOBALOOS / An auditory, educational instrument that amplifies diction, phrasing, articulation, and expression. Shaped like a telephone handset, all of the students hold a Toobaloo to be in front of their mouth and near an ear opening. They experience hearing their personal voice clearly.
● For enhancing engagement, the pods of drums, shakers, and animal puppets have a diversity of items that enable the students to enjoy multiple selections.
●Building self-discipline, cooperation, and communication skills, students interact with each other by trading the instrument that they're playing several times.
●The program content is inclusive for students with cognitive, physical, and multiple challenges.
●The program's outcomes meet Core Standards Of Learning for
early-education grades.
CLOSING: Students are all seated together and encouraged to express their observations, feelings, and comments about the activities, and to thank their peers for sharing the experience.
There are four pods in a classroom. Educators arrange four “Teams” with two to eight students. The Teams rotate to each of the pods for timed periods to experience:
~ DRUMS / Multiple types of sensory-friendly, accessible, and tonal drums that raise curiosity. Students self-generate kinesthetic and aural activities for playing individually and along with their peers.
~ SHAKERS / Musical instruments with an array of shapes and colors that produce a diversity of pleasing, musical sounds.
From their gross and fine motor movements, students feel tactile vibrations and hear melodic low, middle, and high tones.
~ ANIMAL HAND PUPPETS / For energizing playfulness and imagination, students invent movements and sounds with puppets of familiar pet, farm, forest, and jungle animals.
In the middle of the pod they can also dance the puppets to create drumming sounds on a wide, low-volume, bass drum.
~ TOOBALOOS / An auditory, educational instrument that amplifies diction, phrasing, articulation, and expression. Shaped like a telephone handset, all of the students hold a Toobaloo to be in front of their mouth and near an ear opening. They experience hearing their personal voice clearly.
● For enhancing engagement, the pods of drums, shakers, and animal puppets have a diversity of items that enable the students to enjoy multiple selections.
●Building self-discipline, cooperation, and communication skills, students interact with each other by trading the instrument that they're playing several times.
●The program content is inclusive for students with cognitive, physical, and multiple challenges.
●The program's outcomes meet Core Standards Of Learning for
early-education grades.
CLOSING: Students are all seated together and encouraged to express their observations, feelings, and comments about the activities, and to thank their peers for sharing the experience.
Objectives
Students will take away:
Self-created, joyful, spontaneous, developmental, experiences;
Enriching interpersonal skills for collaboration, communication, and sharing;
Enhancement of executive skills, self-esteem, creativity, and confidence;
Eagerness for learning new ideas and participation in future Play-Based Learning activities.
Introduce educators to activities they can incorporate to support units and themes in a variety of academic, arts, developmental, and
extra-curricular subjects.
Self-created, joyful, spontaneous, developmental, experiences;
Enriching interpersonal skills for collaboration, communication, and sharing;
Enhancement of executive skills, self-esteem, creativity, and confidence;
Eagerness for learning new ideas and participation in future Play-Based Learning activities.
Introduce educators to activities they can incorporate to support units and themes in a variety of academic, arts, developmental, and
extra-curricular subjects.
Pricing Information
Program Length
30 to 45 minutes
Participants
Up to 32
Technical Specifications
• Set Up: 45 minutes to park, check-in, load-in, and set up.
• Break: Flexible
• Strike: 15 to 30 minutes
• Program Space: The session(s) can be presented to accommodate the schools available room and schedule.
• Electricity/Wi-Fi: One line 110V electricity
• Outside Possible: The possibility can be determined in the planning discussion.
• Venue-Provided Supplies: None
• Mobility/Location Needs: One room is preferred. With enough time to strike, break, move, and reset, needs are flexible. A parking space is required. A room that is accessible without stairs or an elevator is necessary.
• Break: Flexible
• Strike: 15 to 30 minutes
• Program Space: The session(s) can be presented to accommodate the schools available room and schedule.
• Electricity/Wi-Fi: One line 110V electricity
• Outside Possible: The possibility can be determined in the planning discussion.
• Venue-Provided Supplies: None
• Mobility/Location Needs: One room is preferred. With enough time to strike, break, move, and reset, needs are flexible. A parking space is required. A room that is accessible without stairs or an elevator is necessary.