During our group music session this week, we took turns choosing and exploring different musical instruments. We firstly practised copying movements modelled by a familiar adults and copied moving to the music, we also had visuals to support their understanding of our request such as ‘wibble wobble’ and ‘roly poly’.
We then all had a turn shaking an egg shaker to the beat of the music and copying musical patterns demonstrated by an adult.
We all had a turn choosing from a choice of 2 musical instruments and having a turn to independently explore how it feels and the sounds it makes. Our learners did really well staying engaged as all of our friends had a turn choosing and exploring the instruments, even though we were all really excited waiting for our turn!
Lastly, we all got to have a turn banging the drum. Again, everyone did a super job of waiting for their turn and doing good watching during our friend’s turn. We did more practising copying a musical sequence modelled by an adult and also practised fast and slow drumming.
Our learning intentions for our explorers were to move co-actively to a beat, to play co-actively and to make a choice from 2-3 instruments.
Our learning intentions for our adventurers were to move independently, to play independently to a beat and to independently make a choice from 2-3 instruments.
After our music group session, some of us attended a turn taking activity at the table- feeding the animals. Miss Melling had a bag filled with stuffed animals and she sang a “What’s in the bag?” song before pulling out an animal. When it was our turn, we got to use our communication boards to choose the correct food to feed our animal. The tiger had some meat, the penguin had a fish, the dog had some dog food, the monkey had a banana and the giraffe had some leaves. Our learners did a brilliant job of matching the animals to the correct foods! We saw some brilliant turn taking and requesting via our communication boards and it was brilliant to see how much our learners enjoyed feeding the animals their different foods.
Some of our learners went down to the playground to practice their communication skills which allows them to have more communication opportunities throughout their school day. Some of us exercised our PECS skills using their PECS books to request their favourite regulation items such as ‘bubbles’ and ‘swing’. Others practised signing for ‘more’ during regulating ‘burst-pause’ activities, allowing us to become more confident with communicating during adult directed activities/ games.
Well done Maple Class!
Maple music
