I like that our textbook so strongly encourages us to incorporate movement into the music classroom. I can remember sitting in some music classes that were just as dry as several of my non-music classes... movement would have made an enormous difference in my perception of the environment and my participation in the experience. I'm even surprised by how much difference just getting up and moving around makes in the energy level of the classroom - even in college.
"Children enjoy discovering the capacity of their bodies to move as suggested and to act on command; such exercises are inherently motivating" (p. 127).
We've talked about this in other classes - setting up a situation for learning in which children will be faced with both challenging and easily attainable goals (and a range in between) to give varied opportunities for success and hard work.
"The Socratic method should be used prominently as the teacher guides children's movement through such questions as the following: "How do squirrels scamper?" "What parts of the squirrel's body move?" "Can you swing like a puppet blowing in the wind?..." (p. 139).
As a student, I've always like the Socratic method, and I can see how it would be especially useful in guiding children in creative movement. As the textbook mentions, questions allow for "individual solutions," allowing for creativity in finding an answer to "How do squirrels scamper?" One child may interpret the scampering of a squirrel in an entirely different manner than another child; neither is wrong, both are interpretations. I think creative movement would be a great way to foster an environment in which "mistakes" are acceptable - mostly because there are not "mistakes" in creative movement. It gives children an opportunity to observe the fact that sometimes people see things differently.
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