Materials for Music, Creative Movement, and Drama
Space should be provided in the classroom as well as outdoors for music, movement, and drama activities. A music center in the classroom should provide storage and display space for instruments, rotated regularly to give children the opportunity to focus on the distinct features of different types. Taking musical instruments outdoors eliminates the element of noise, which can be distracting or may interfere with conversation levels indoors.
A listening center, set up at a small table or in a cozy area with pillows on the floor, supports exposure to music with CD/tape player and a multiple-jack outlet for one or more sets of headphones. Musical selections can include those that children particularly like as well as new music from different genres.
An open floor space, especially one with a large wall mirror, affords children the ability to see themselves move. If the classroom is not large enough to accommodate this, outdoor space can be used or designated for creative movement activities.
In addition to the dramatic play center, provision can be made for a puppet theater, purchased or made with children from a cardboard box. Children also love creating spontaneous “sets” outdoors, with sheets, sheer fabric, large boxes, or a platform constructed from wooden planks, blocks, or bricks. Additional materials are described below for music, movement, and drama.
Materials for music activities include rhythm instruments, basic pitched instruments, and other items such as media players, audio recorders, and accompanying instruments like a piano or autoharp (Kostelnik, Soderman, & Whiren, 2011). Rhythm instruments are those that can be strucklike sticks, triangles, gongs and cymbalsor shakensuch as maracas, tambourines, or rain sticks. Drums are readily available in a variety of shapes, sizes, forms, and cultural origins (see Figure 7.4). Pitched instruments produce a note or notes when struck, such as a xylophone or tonal bells, or blown, like a kazoo, harmonica, or recorder.
Materials for creative movement may include hoops, scarves, fans, and streamers. A prop box with dance costumes as well as ballet and tap shoeseasily procured from thrift storescan also inspire impromptu dancing and creative dramatics.
Props for dramatic activities will include masks, glasses, costumes, and other items already on hand to support the dramatic play center as well as others specifically obtained or made to enact a particular idea or story. Hats of all kinds are wonderful and beloved by children but may not be permitted in some programs owing to the risk of transferring head lice, while they are used in others with precautions and regular disinfecting. Similarly, teachers may need to introduce items such as masks and costumes carefully with very young children, who might have fears related to animals or characters.
Handheld and full-length mirrors can be very helpful for both movement and drama. Hand and finger puppets of many different kinds can be kept in the dramatic play center or rotated into the classroom for use with particular stories, poems, or songs. Children can also make stick and sock puppets and set up the type of pantomime/shadow theater described in the earlier chapter section about light play.