Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| RHYTHM, DANCE and ORFF EDU. in EARLY CHILDHOOD | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Işık SABIRLI ÖZTUŞ |
| Name of Lecturer(s) | Lect. Mehmet İlkay NİŞANCI |
| Assistant(s) | |
| Aim | In this course, based on the Orff-Schulwerk approach, it is aimed to understand the basic concepts of music such as rhythm, sound and tempo by experiencing, to establish the relationship between these concepts and developmental areas, to experience creative movement and dance, singing, using simple musical instruments and to reveal original ways of expression and products through these elements, and through these experiences, it is aimed to organize an age and developmentally appropriate educational environment in early childhood and to plan music activities. |
| Course Content | This course contains; Introduction to Rhythm, Dance and Orff Education in Early Childhood ,Orff-Schulwerk Approach: History, Components, Basic Principles and Features ,Rhythm, sound and tempo as basic concepts of music, and the relationship between these concepts and developmental areas,Rhythm, Sound and Tempo Exercises ,Singing ,Creative Movement and Dance ,Use of Basic Musical Instruments in Music Activities ,Creating Own Music and Dance through Orff Approach ,Organizing an educational environment suitable for music activities ,“Planning-Implementation-Evaluation” Processes and the Role of the Teacher in Music Activities,Planning Studies for Music Activities in Early Childhood ,Practices for Implementation and Evaluation of Early Childhood Music Activities 1 ,Practices for Implementation and Evaluation of Early Childhood Music Activities 2 ,Evaluation of Rhythm, Dance and Orff Education Course in Early Childhood through Musical and Musical Outcomes. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the basic features, components and teaching principles of the Orff-Schulwerk approach. | 10, 16, 9 | A |
| Defines the concepts of rhythm, sound and tempo and explains their relationship with developmental areas. | 11, 14, 16, 6, 9 | A |
| Designs original ways of expression and products (choreography, lyrics, compositions, etc.) through creative movement and dance, singing and simple musical instruments. | 14, 5, 6 | E, H |
| Plans music and movement activities in accordance with the preschool education program. | 14, 18, 6, 9 | A, E, H |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 14: Self Study Method, 16: Question - Answer Technique, 18: Micro Teaching Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to Rhythm, Dance and Orff Education in Early Childhood | |
| 2 | Orff-Schulwerk Approach: History, Components, Basic Principles and Features | Readings related the subject |
| 3 | Rhythm, sound and tempo as basic concepts of music, and the relationship between these concepts and developmental areas | Readings related the subject |
| 4 | Rhythm, Sound and Tempo Exercises | Exercises related the subject |
| 5 | Singing | Music listening related the subject |
| 6 | Creative Movement and Dance | Readings and videos related the subject |
| 7 | Use of Basic Musical Instruments in Music Activities | Material designs to be used in the class |
| 8 | Creating Own Music and Dance through Orff Approach | Simple lyrics writing and choreography creation exercices |
| 9 | Organizing an educational environment suitable for music activities | Examination of the kindergarten environment within the scope of what has been learned so far this week |
| 10 | “Planning-Implementation-Evaluation” Processes and the Role of the Teacher in Music Activities | Readings related the subject |
| 11 | Planning Studies for Music Activities in Early Childhood | Preparations for Planning Music Activities Suitable for Preschool Education Program |
| 12 | Practices for Implementation and Evaluation of Early Childhood Music Activities 1 | Implementation of music activities in pre-school education environments |
| 13 | Practices for Implementation and Evaluation of Early Childhood Music Activities 2 | Implementation of music activities in pre-school education environments |
| 14 | Evaluation of Rhythm, Dance and Orff Education Course in Early Childhood through Musical and Musical Outcomes |
| Resources |
| Gönen, M. S. (Editor) (2020). Rhythm, Dance and Orff Education in Early Childhood. Pegem Academy Publishing. Sabırlı, I. (2021). The role of music in early childhood and its use in education. In M. S. Gönen & F. Alisinanoğlu (Editors), Child and music (pages 15-66). Ankara: İzge Publishing. Özevin, B. (2018). Humanistic, artistic and pedagogical aspects of Orff-Schulwerk music and movement education. International Journal of Human Sciences, 15, 1, 8-23. Sabırlı, I. (2023). The relationship between creative drama, music and movement experiences and social emotional well-being in early childhood. Bayram S, editor. Psychopathological Approaches to Problems. 1st Edition. Ankara: Türkiye Klinikleri; 116-122. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | X | |||||
| 2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | X | |||||
| 3 | Has knowledge of children's development and learning characteristics and learning difficulties. | X | |||||
| 4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | X | |||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | X | |||||
| 6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | X | |||||
| 7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | X | |||||
| 8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | X | |||||
| 9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | ||||||
| 10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | ||||||
| 11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | X | |||||
| 12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 1 | 4 | 4 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 8 | 16 | |||
| Term Project | 2 | 8 | 16 | |||
| Presentation of Project / Seminar | 2 | 4 | 8 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 2 | 4 | 8 | |||
| Total Workload(Hour) | 120 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(120/30) | 4 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| RHYTHM, DANCE and ORFF EDU. in EARLY CHILDHOOD | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Işık SABIRLI ÖZTUŞ |
| Name of Lecturer(s) | Lect. Mehmet İlkay NİŞANCI |
| Assistant(s) | |
| Aim | In this course, based on the Orff-Schulwerk approach, it is aimed to understand the basic concepts of music such as rhythm, sound and tempo by experiencing, to establish the relationship between these concepts and developmental areas, to experience creative movement and dance, singing, using simple musical instruments and to reveal original ways of expression and products through these elements, and through these experiences, it is aimed to organize an age and developmentally appropriate educational environment in early childhood and to plan music activities. |
| Course Content | This course contains; Introduction to Rhythm, Dance and Orff Education in Early Childhood ,Orff-Schulwerk Approach: History, Components, Basic Principles and Features ,Rhythm, sound and tempo as basic concepts of music, and the relationship between these concepts and developmental areas,Rhythm, Sound and Tempo Exercises ,Singing ,Creative Movement and Dance ,Use of Basic Musical Instruments in Music Activities ,Creating Own Music and Dance through Orff Approach ,Organizing an educational environment suitable for music activities ,“Planning-Implementation-Evaluation” Processes and the Role of the Teacher in Music Activities,Planning Studies for Music Activities in Early Childhood ,Practices for Implementation and Evaluation of Early Childhood Music Activities 1 ,Practices for Implementation and Evaluation of Early Childhood Music Activities 2 ,Evaluation of Rhythm, Dance and Orff Education Course in Early Childhood through Musical and Musical Outcomes. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the basic features, components and teaching principles of the Orff-Schulwerk approach. | 10, 16, 9 | A |
| Defines the concepts of rhythm, sound and tempo and explains their relationship with developmental areas. | 11, 14, 16, 6, 9 | A |
| Designs original ways of expression and products (choreography, lyrics, compositions, etc.) through creative movement and dance, singing and simple musical instruments. | 14, 5, 6 | E, H |
| Plans music and movement activities in accordance with the preschool education program. | 14, 18, 6, 9 | A, E, H |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 14: Self Study Method, 16: Question - Answer Technique, 18: Micro Teaching Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to Rhythm, Dance and Orff Education in Early Childhood | |
| 2 | Orff-Schulwerk Approach: History, Components, Basic Principles and Features | Readings related the subject |
| 3 | Rhythm, sound and tempo as basic concepts of music, and the relationship between these concepts and developmental areas | Readings related the subject |
| 4 | Rhythm, Sound and Tempo Exercises | Exercises related the subject |
| 5 | Singing | Music listening related the subject |
| 6 | Creative Movement and Dance | Readings and videos related the subject |
| 7 | Use of Basic Musical Instruments in Music Activities | Material designs to be used in the class |
| 8 | Creating Own Music and Dance through Orff Approach | Simple lyrics writing and choreography creation exercices |
| 9 | Organizing an educational environment suitable for music activities | Examination of the kindergarten environment within the scope of what has been learned so far this week |
| 10 | “Planning-Implementation-Evaluation” Processes and the Role of the Teacher in Music Activities | Readings related the subject |
| 11 | Planning Studies for Music Activities in Early Childhood | Preparations for Planning Music Activities Suitable for Preschool Education Program |
| 12 | Practices for Implementation and Evaluation of Early Childhood Music Activities 1 | Implementation of music activities in pre-school education environments |
| 13 | Practices for Implementation and Evaluation of Early Childhood Music Activities 2 | Implementation of music activities in pre-school education environments |
| 14 | Evaluation of Rhythm, Dance and Orff Education Course in Early Childhood through Musical and Musical Outcomes |
| Resources |
| Gönen, M. S. (Editor) (2020). Rhythm, Dance and Orff Education in Early Childhood. Pegem Academy Publishing. Sabırlı, I. (2021). The role of music in early childhood and its use in education. In M. S. Gönen & F. Alisinanoğlu (Editors), Child and music (pages 15-66). Ankara: İzge Publishing. Özevin, B. (2018). Humanistic, artistic and pedagogical aspects of Orff-Schulwerk music and movement education. International Journal of Human Sciences, 15, 1, 8-23. Sabırlı, I. (2023). The relationship between creative drama, music and movement experiences and social emotional well-being in early childhood. Bayram S, editor. Psychopathological Approaches to Problems. 1st Edition. Ankara: Türkiye Klinikleri; 116-122. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | X | |||||
| 2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | X | |||||
| 3 | Has knowledge of children's development and learning characteristics and learning difficulties. | X | |||||
| 4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | X | |||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | X | |||||
| 6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | X | |||||
| 7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | X | |||||
| 8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | X | |||||
| 9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | ||||||
| 10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | ||||||
| 11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | X | |||||
| 12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |