A way to view musical experiences in early childhood settings:
Immersion and discovery is about gaining the children’s interest and engaging them in the activities or experience. Scaffold learning is about modelling different techniques and skills the children can learn from and creating is about co-constructing and providing resources for the children. (Southly, 2013).

Intentional teaching strategies to implement on field experience:

During field experience, the attention and interest will be gained of the young children by using music in everyday interactions and routines ( Southey, 2013). To help do this a repertoire of every day musical experiences will be learnt.

The following musical experiences completed in the workshop, will be implemented during field experience:

For 2-3 year olds

Round and Round the circle:

Prep: Children stand in a circle holding a parachute
Chorus: Walk around circle holding a parachute
Verse 1 (sliding): Stand still and rock parachute side to side
Verse 2 (floating) Children slowly wave parachute up and down
Verse 3 (In and out) Children move hands in and out while moving
the parachute
 (Management: Encourage children to point which direction they are going to before they move)

 

For babies and toddlers:

Giddiup: (babies and toddlers can be placed on your lap as you sing the following song)

Bump child gently on each “giddiup”.Lean child gently back on “Whoa”.Gently sway child from side to side. Lean child gently back on “Whoa”.Fast bounce on parent’s knee. Lean child gently back on “Whoa”.
(EYLF outcome 4: respond through movement to traditional and contemporary music)
 

Songs:

 

 

These activities that will be implemented on field experience are reflected in the Early Years of the Queensland Arts Syllabus.
- They perform music that is developmentally appropriate in terms of vocal range, physical development, musical concepts and style. Students learn to recognise and interpret emotional and expressive content in the music they perform and hear (2002, p. 17).

Musical Resource for Field Experience:

With the assistance of my guitar and ability to read music, the songs above and other songs can be implemented on field experience.

When playing the guitar to the young children (0-3 years), giving them
rhythm sticks or bells will help them really engage with the music
from the guitar. By giving the toddlers and children these Rhythm
instruments while I play, it provides a wonderful bridge between a toddler’s
 innate need to make noise and a child's true musical awareness
and expressiveness (Connors, 2006).  This resource is a way to encourage children to be creative and imaginative by introducing to them a musical instrument (Queensland Kindergarten Guidlines, 2010).

                                          (Using my guitar in the classroom during my last field experience)

Links to the EYLF:

Early Years Learning Framework
Outcome 4: Children are confident and involved learners
- respond through movement to traditional and contemporary music, dance and storytelling

Outcome 5: Children are effective communicators
- sing and chant rhymes, jingles and songs
- use the creative arts such as drawing, painting, sculpture, drama, dance, movement, music and storytelling to express ideas and make meaning

Outcome 3: Children have a strong sense of wellbeing
- combine gross and fine motor movement and balance to achieve increasingly complex patterns of activity including dance, creative movement and drama