- paint or markers
- recorded instrumental music (different in style, mood, and tempo from Discovery Time activity used on Day 4)
- strips of mural paper
- toy instruments and/or rubber band guitar materials
- music
- sound
MA Standards:
Speaking and Listening: SL.PK.MA.1 Participate in collaborative conversations with diverse partners during daily routines and play.
Head Start Outcomes:
Logic and Reasoning/Reasoning and Problem Solving Recognizes cause and effect relationships.
Logic and Reasoning/Reasoning and Problem Solving Classifies, compares, and contrasts objects, events, and experiences.
Social Emotional Development/Self-Concept and Self-Efficacy Identifies personal characteristics, preferences, thoughts, and feelings.
PreK Learning Guidelines:
English Language Arts/Language 2 Participate actively in discussions, listen to the ideas of others, and ask and answer relevant questions.
English Language Arts/Language 3 Communicate personal experiences or interests.
Explore Together (indoors): Music Mural #2
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
STEM Key Concepts: Sounds vary in three ways: volume (loud or soft), pitch (high or low), and timbre (quality)
ELA Focus Skills: Listening and Speaking, Fine Motor Skills, Vocabulary
This activity will be a repeat of the Discovery Time activity on Day 4, with a contrasting piece of music.
- Play one piece of music that contrasts with yesterday’s piece. Invite children to close their eyes and listen. Ask, How does the music make you feel? Does it make you feel excited or sleepy? Silly or serious? Happy or sad? Why do you think it makes you feel that way?
- Invite children to draw or paint to the sound of the music. Ask, What colors would you like to use to paint to this (soft, sleepy) music? Provide strips of mural paper for painting.
Reflect and Share
Display the pictures children have created in response to the two contrasting pieces of music and talk about them.
- Play excerpts from the two pieces of music and ask, How are these two pieces of music different? Have children try to identify the artwork that goes with each piece of music.
- Ask, What makes you think that this music and this art go together?
- Give children toy instruments. Ask, Can you play music that you think might go with this piece of art?