Auditory Skills in Motion compilation

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Auditory Skills in Motion compilation
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  • Tracks
  • Description

Auditory processing is related to taking in sounds and giving them meaning.  Hummm…..  that’s what language is all about.  These tracks provide a variety of little song excepts that inspire the listener to do just that: listen musical phases and follow through a motion or movement.  Not only good to foster listening and comprehension but these are a super positive way to release energy when the kids need a brain break!

10-15. Hear and D0   (Instrument Sounds)

 The next several tracks contain a developing series of sound samples. Trust me, you’ll be excited about these because the kids will love doing the movements/motions. They are a great way to release pent-up energy after a long and/or rainy day. My class thinks of TV and movie characters that the sound bites in “10. Make you Move” relate to and moves accordingly.

 Hear and Do 4: (four Instrument sounds)

13 . Hear and Do 7 (seven sounds– introduces three new)

15 . Hear and Do 12.   (twelve instrument sounds– five new)

Key:

1.The slide-whistle means move hands up and down

  1. The tick-tock means knock on your head
  2. The tambourine means shake your arms along side your head
  3. 2. The drum means stamp your feet.
  4. . The clatterpillar means scratch under arms like a monkey
  5. The guitar means to play the air-guitar.
  6. The sand blocks mean rub your hands together
  7. The buggy means laugh with arms on belly
  8.   The triangle means shake your head.
  9. The train whistle means pull the whistle chord
  10. The hand clapper means to clap your hands with vigor.
  11. The xylophone glissando means to stand up and down.

Benefits: Auditory discrimination and connecting a sound with a meaning to be enacted.

Impulse control, energy release, memory, imagination.

 Other Uses: Children who have difficulty making sense of or following spoken directions just might surprise you and be more able to “understand” how to connect these sounds with a particular movement. They are an imaginative, create, non-verbal, whole brain sort of request that grabs the attention of kids…and function to elicit non-verbal direction following! Use the pause button if you need to separate or“elongate” the sounds. If you feel adventuresome, you can also use the “back” button to make each sound effect play for a longer time.

 Adaptations: Discuss what the music sounds like, and other ways to move. You can also divide the children up into little groups, and have the groups take turns moving to the sounds.

 16-21 Make you Move!

 Group One

 These movements are just suggestions.

You can do as you see fit for the children in your care.

Children can also do movements standing, moving around a table, or seated.

Pizacco strings mean to tip toe.

Snare and bass drums means to march as in a parade.

The tinny “Boing” sound means to jump. (Seated bouncing in chairs.)

The harp, flute, and chirping means to fly with arms extended out to the sides.

The conga drums to march and move those hips.

(Throw arms up for the last beat and say “Hey!”)

  1. Group Two

The accordi0n and funny bass means to do the silly walk.

The orchestra hit means to stamp like a dinosaur, giant, or other movie/action figure who  may get green when angered.

The flute and bubble sound means to move slowly like swimming under water.

The deep synthesizer sound means to get down on all fours and jump like a frog.

The helicopter sound means to circle one hand over your head like a helicopter blade.

Group A: Tiptoe, march, jump, fly, conga, tiptoe, jump, march, conga, fly, jump, march, fly.

Group B: Silly walk, giant, slow, frog, helicopter, giant, slow, frog, helicopter, silly walk, hulk,  frog, silly walk, slow.

21 . The Combo Group

Combo: Tiptoe, march, silly walk, hulk, jump, slow, helicopter, frog, fly, conga, tiptoe,   silly walk, jump, march, hulk, helicopter, frog, fly, conga, slow.

Note: The first 5 sounds in tracks 17 and 19 are played for the longest duration. The second and 3rd time they are played are shorter sound bites. IF you want to, feel free to teach the activity idea by only using the first 5 sounds over and over. This is done by pressing the track number, moving to the first 5 sounds and then returning to the beginning of the track. Easy! Sometimes I pause the CD to help the kids focus. Sometimes I press “rewind” the sound in an effort to actually prolong it. But my kids rarely need this. You can also do this one seated, or moving in front of your chair.

It’s a goodie.

  1.   Sound Off Goodbye

 Adaptations:   If the children are young or have difficulty doing this- show you their own ways of moving. My littlest ones merely follow a one step direction and clap or tap on various body parts for all four beats of the verses.   I hide my hands behind my back or place them by my side with my preschoolers and chant along to help them; for example, “stamp stamp stop/now go” with verse two. I also pair movement that are easy with

African girl with headphones listening to music, Studio Shot

African girl with headphones listening to music, Studio Shot

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