Music Project in Early Education:

Foundation:
Introducing music into the education of preschool-aged children,
it represents intellectual, auditory, sensory, speech, and motor development.
Music is a fundamental element in this first stage of the system.
educational. The child begins to express themselves in a different way and is able to integrate.

actively in society, because music helps him achieve autonomy in his

usual activities, to assume care for oneself and the environment, and to expand their
world of relationships. Music has the gift of bringing people closer. The child
Those who live in contact with music learn to coexist better with others.
children, establishing a more harmonious communication. At this age, music
they love it. It gives them emotional security, confidence, because they feel
understood when sharing songs, and implanted in a climate of help,
collaboration and mutual respect.
The child's literacy stage is more stimulated by music.
through children's songs, in which the syllables are rhymed and repetitive,
and accompanied by gestures made while singing, the child improves his way of
to speak and to understand the meaning of each word. And thus, one will become literate in a
faster way.
Music is also beneficial for the child in terms of concentration power,
in addition to improving their math learning ability.
With music, the child's body expression is more stimulated. They use
new resources by adapting your body movement to the rhythms of different
works, thus contributing to the enhancement of their rhythmic control.
body.
Objectives:
• Initiate knowledge and creative and personal use of the
elements of musical language.
Expand and recreate imagination and fantasy by transforming and building.
personal modes of expression.
To begin recognizing different musical rhythms.
Contents:
Attitudinal:
Respect and care for the environments, materials, and work tools.
Critical reflection on the products obtained in relation to the strategies
used.

Music:
Conceptual contents:
• Sound and its attributes. Sound relationships of: pitch, intensity, timbre,
duration.
Spatiality of sound, localization of the sound source, direction, distance,
origin.
The sounds of the immediate natural and social environment.
• Time: fast, slow.
• Géneros y estilos: vocal, instrumental, vocal-instrumental.
Popular, folkloric, academic music (symphonic, choral).
Children's songbook.
Concertante game, alternation between soloist and ensemble.
• Sound and musical audition: sound memory, musical memory, sound evocation.
• The voice: tessitura and timbre of one's own voice and those of colleagues; the voice

sung and spoken; individual and group singing: other vocal sounds: the voice
infant and adult, female and male.
• Instruments: conventional sound sources: percussion instruments
more familiar.
• Unconventional sound sources: seeds, pods, reeds. "cotidiàfonos"
Materials and objects; sound surface.
["Modes of action: strike, scrape, rub, shake, clash, blow, point."]
Body percussion with hands, with feet, with thighs.
• Body movement: related to the other contents of music,
sound, the form, the rhythm, the character, the form, the style. Contents
procedural
Auditory discrimination, selection and production of sounds and sound relations
attending to its attributes.
Localization of the sound source, fixed and mobile.
Discrimination, recognition and imitation of the sounds of the natural environment and
social. Selection and vocal and instrumental production.
Individual and group interpretation of melodies and songs from the children's repertoire
traditional-authorial and regional folklore.
• Productions of instrumental projects addressing components of styles,
character, selecting the most suitable sound sources and the modes of
action.
• Recognition of sounds, different genres and styles.
Exploration of one's own voice and the recognition of other voices.
Exploration of sung and spoken voice.
Discrimination of voices of different registers. (child and adult)
Exploration, discrimination, and recognition of sound instruments.
usual musicals at the beginner level.
Identification of some folkloric instruments.
Collection, exploration, construction, discrimination, and recognition of
different unconventional sound sources.
Sound exploration of different materials and objects.
Experimentation with different modes of action.
Exploration of the possibilities of the body.
Body and graphic translation of sound and musical phenomena.
Suggestion of Activities in the form of a workshop and/or educational situation:

• Conversation related to music, musical rhythms, (we listen to different

rhythms.)
• Attentive listening to music, with guitar, flute, piano, organ, saxophone...
• Sample images as appropriate.
Talk referring to percussion or wind instruments.
Listen to a song that unifies all the mentioned instruments.
• Request to families to bring an instrument if they have one, conversation who it belongs to
el instrumento? Características, ¿Quién lo toca?, ¿por qué? …
• Sample of an organ, a rain stick, a guitar, brought by the
teacher, we explore, touch, analyze the materials they are made of
compounds.
We explore sounds that we can make with our body. Claps, stomping,
noises with the mouth, with the legs.
• Creation of a "score" and we clap with our hands and hands in the
legs and feet on the ground. For example: when observing triangles we clap,
squares feet on the ground, and rectangles hands on legs, in that way
we read the score.
Listen to music to relax.
Identification of where the sound comes from, the teacher will make sounds in different
places in the room and the patio, and the blindfolded children will identify the origin of
the sounds.
Manufacturing of decotidiaphones:
Knock-knock with broomsticks.
We decorate cardboard cans of dulce de leche.
Rain sticks with bottles.
Tambourines with beer lids.
Castanets with soda caps and beers and Eva foam.
Flutes with cane.
Maracas with yogurt cups or cardboard and small stones or seeds
Other possibilities.
 Music project in early education. Fun games and rounds that
they raise awareness and promote the development of the child.

Foundation:

The Music.

Music is nowadays a fundamental factor in the teaching of

boys and girls within the preschool, which is why it has become relevant
to inquire about the importance and benefits that music brings with it.

The word music is defined by the RAE as "the art of combining the
sounds of the human voice or of instruments, or of both at the same time, of
luck that produces delight, moving the sensitivity, whether joyful, or
sadly, which makes it essential to use music as a means of
sensitive expression, as part of the expression of feelings to help
on the autonomy and identity of toddlers during their early childhood.

Regarding the artistic field, it should be noted that '...priority should be given to

experiences where children can develop their artistic sensitivity and

aesthetics, as well as to experience and appreciate music, painting,
sculpture, architecture, photography, cinema, dance and ballet, the works
theatrical and literary.” Curriculum Bases (2001).

Benefits of Music in Preschool Education.

Nowadays, as previously mentioned, music has earned a

space within the kindergarten, as various research has demonstrated
that the application of music in the classroom brings various benefits to
comprehensive development of the child both in the literacy stage and in the
affective scope. It is through songs that children can
improve your vocabulary, your way of speaking, and understanding some meanings
of words. Thus achieving language development through a manner
playful and fun for them.
In addition, music is also beneficial for the child in terms of improving the
concentration and its learning ability, enhancing its memory, languages,
etc.

Mozart Effect:

Over the last 20 years, science in general has been dedicated to

investigating the benefits of music in early childhood, this is how in the year
1993 at the University of California, the results of a hard work were published.
research on this topic, which was conducted by a group of students from
that university. The research conducted consisted of listening during a
a 10-minute period of a Mozart sonata, during an exam period,
after applying the instructions, the results showed that the final grades
of the students increased in terms of visuo-spatial skills and
cognitive, and in turn, were able to demonstrate through a test that their coefficient
intellectual obtained a temporary increase since it was applied
listen to Mozart's sonatas.

Subsequently, from this research, later studies have shown that when using
Mozart's music in babies triggers various positive attitudes
later in children, some examples of these are: changes in
behavior, regarding the reduction of aggressiveness in children; in the
affectivity, as it induces states of calm mood and in the aspect
metabolic, as dopamine levels in the brain increase and it rises
calcium content.
Objectives.

General Objective.

Know the musical arts and their disciplines in their breadth with children and
girls of the lower middle level.

Specific Objectives.

Discover the art of music and its different styles (classical–instrumental–

children's, among others).

Create children's songbooks.

Perform representations of various musical styles.

Apply relaxing music during breakfast, lunch, and nap time

of the child.

Activities and resources.

To carry out this project, various activities will be conducted in order to achieve
the objectives mentioned in the previous point.

The mentioned activities will be described below.

 PROJECT PLANNINGS.

FECHA | ÁMBITO | NÚCLEO | APRENDIZAJE ESP/ESPECIFICO |

EXPERIENCIA DE APRENDIZAJE | RECURSOS | EVALUACIÓN | ADAPTACIÓN
CURRICULAR

Communication | Artistic Language. / To represent through one's corporeality

the farm animals. | Imitating the animals: Start: The educator will ask
what animals do children like the most, asking them to make sounds
onomatopoeic sounds of those animals. Development: the educator will invite the children to

listen to the song 'let's play in the field...' asking them to make the sounds and
move according to the animal mentioned in the song. Conclusion: The children
They will drink water and rest. | Musical Cd. | Evaluation indicator: Express
physically through play some animals | He will sit the child close
from the sound source. Examples of what should be done will be provided.

Communication | Artistic Language | Express through movements

free the folkloric dance that the music represents. | Typical Dance: Start: The
the educator will present a video featuring different typical dances of
different cultures and areas of the country. Development: then the children will be invited to
listen to the music and dance freely, according to what I feel through the
different songs. Conclusion: Divergent questions will be asked to the
preschoolers to learn about their experience in the activity. | Graphic video of dances
typical. Musical CD with different folk songs. | Evaluation indicator:
Express through dance what music represents. | A will be held.
small demonstration of the dances.

____ | Communication | Artistic Language, Representing Corporally to a

animal, according to the speed of the tambourine. | “The animal tambourine” Start: The
the educator will mention to the children that she has brought a magic tambourine to the garden,

which has the power to transform people into animals.

 Development: the educator will invite the children to move around inside the room, and
upon hearing the tambourine, they become a wild animal, as the rhythm changes
speed, they will turn into another animal, and so on. Conclusion: The
the educator will ask the children to sit on the floor, and moving the tambourine,
will turn them back into children. | Tambourine. | Evaluation Indicator: Relate the
intensity of the tambourine speed with a different animal. | Support will be provided
customized during the activity. It will also be located near the sound source
(pandero).

Personal and Social Training. | Autonomy | ____/ Experiment with new ways
of displacement. | Let's dance with the ribbons: Start: The educator will carry out a
demonstration of movements that can be performed with a ribbon.
Development: The educator will invite the children to move freely through
the whole room using colored ribbons, while instrumental music is heard
In conclusion: The boys and girls will rest and drink water after finishing the
actividad. | -Cintas de colores.-Cd musical. | Indicador de Evaluación: Desplazarse
in different ways, using a colored ribbon. | The educator will provide
support, and will demonstrate the activity.

_______ | Communication. | Verbal Language | ____/ Create a songbook between

all the boys and girls at the level to expand their vocabulary. | Songbooks!
Start: The educator will invite the boys and girls to mention the songs that
they like the most. Development: Then, you will invite the preschoolers to sing the song that
they like it more, thus creating a musical songbook. Conclusion: Then the children and
girls will draw the song they like the most. | Blank sheets. Pencils.
Assessment indicator: Singing songs. | The educator will sing all the
songs, modulating well, in front of the toddler.

_______| Communication. | Artistic Language. | ____ / Recognize different

ways of transportation and body movement. | The Space Dance: Start: The
the educator will invite the preschoolers to sit on the floor, in a circle so that the

the educator will begin a story about the planets, inviting to remember the
translation and rotation movement of the planets.
Development: Then, the educator will invite the children to imagine that they are the
planets of the solar system, doing the space dance. Conclusion: Upon finishing, the
the educator will invite the toddlers to drink water and rest. | Musical CD. |
Evaluation indicator: Move in different ways. | It will be situated at
Toddler near the sound source.

________| Communication. | Creative Expression. | _____/ Use movements

body movements inspired by different musical styles.. | To the rhythm of
Music!: Start: The educator will invite the preschoolers to listen to different styles
musicals. Development: Then it will invite the toddlers to carry out different
body movements according to the musical style that is listened to. Conclusion: The
the educator will ask divergent questions to the preschoolers about what musical style
they liked it more, and what they thought of the activity. | Musical Cd. | Indicator of

evaluation: Make movements inspired by different musical styles.

will place the child near the sound source.

____| Communication. | Artistic Language. | _____/ Discover various

body movements through the choreography. | Let's follow the choreography:
Start: The children will be invited to sit in a circle. Development: Then they will be
will invite to follow different body movements and choreographic steps,
imitating the invited choreographer. Conclusion: The boys and girls will drink water.
Indicador de Evaluación: Realiza movimientos corporales diferentes. | Se prestará
help the toddler during the activity.

_____ | Comunicación. | Comunicación Oral. | _____ / Cantar villancicos

Christmas carols using new words. | Christmas carols: Start: The
the educator will begin to talk about Christmas carols and holiday songs.
Development: The educator will invite the children to listen to and sing Christmas carols.
Christmas. Conclusion: The children will mention their favorite Christmas song and
She will sing it. | Musical CD. | Evaluation indicator: Sing Christmas songs.
He will sit the toddler near the sound source.
______| Communication. | Artistic Language | ______/ Express movements
physical according to the song. | Dance of Chavo del 8, Burrito Sabanero and soup of
snail. Start: The educator will invite the preschoolers to be part of 3 groups,
according to the song they prefer. Development: The preschoolers will follow the
choreography imitating the educator. Conclusion: The preschoolers will drink water at
finalizar la actividad. | Cd Musical. | Indicador de evaluación: Seguir coreografía
using their physicality. | Help will be provided to the child during the activity.

Evaluation:
The evaluation method that will be used in this educational project is through
the Appreciation Scale, which will be developed through observation of
the attitudes of the toddler, during the execution of the activities. Continues,
systematic and integral, based on direct observation. Checklists, record
anecdotal, work diary and evidence such as product development, is
to say, the making of musical instruments and the appreciation of their sound.
 PROJECT NAME

Music project in preschool education. Games and rounds

fun activities that raise awareness and promote the development of toddlers.

PR E S E N T S:

NAME OF THE PERSON WHO SUBMITTED THE PROJECT.