Search and Filters
Search and Filters
Students will make an animal that they would most like to be or admire in some way. Students will then choose a song that their animal likes and move their animal to the rhythm of the music. Students will then listen to various types of music and choose other animals to move, following the rhythm of the song. Students will then see how different animals might interact with each other. This is an early childhood activity that can be adapted to special needs students by breaking down the activities and reinforcing the steps separately. Students can build skills that they can use to interact with their peers.
Animal identification and vocabulary
Fine and gross motor development
Dealing with potential body image issues
This lesson is designed for 1:1 instruction with a teacher or therapist but can be adapted for a small group.
To prepare, educators should select 3-5 cards or more from the Animal Cards set, depending on the vocabulary development of the student. Educators should prepare a playlist that includes music of various styles and genres ranging from slow and soft to loud and rhythmic. It is also important to make sure that devices are able to play the music and have Internet access to look up music.
Provide choices – In each step of the process, offer choices and alternatives for how students might want to engage. For example, since students might not want to have the animals move toward each other, you can suggest that the animals can move away from each other. Students should also have the choice of whether they want to control both animals or only their own.
Pre-teach vocabulary - Before your activity, don’t forget to pre-teach essential vocabulary to ensure students are equipped with the language required for success. Show students a visual image that represents the word and ask them to say the word after you. This support is especially important for language learners.
Modeling motion – Model moving to the music in different ways to help students gain a sense of musical expression and rhythm. Encourage students to mirror your movements in their responses if they need additional support.
Grace Chen is currently pursuing an Ed.M. in Arts in Education at Harvard Graduate School of Education. She has been a teaching artist, curriculum developer, and research assistant focusing on innovative evaluations in out-of-school time programs. She hopes to develop resonant and empowering art programs by partnering with youth in educational research and practice.