PRE-SCHOOL TEACHING
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
ECE4111	Rhythm, Dance and Orff Education in Early Childhood	Fall Spring	2	0	2	4

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	Departmental Elective
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:	Face to face
Course Coordinator :	Assoc. Prof. SEDA SARAÇ
Course Objectives:	The main aim of the course is to educate teacher candidates as constructive, creative and productive people who have a personality and character developed in a balanced and healthy manner with respect to body, mind, morality, spirit and emotion and sensitive to artistic items such as rhythm and dance.

Learning Outcomes

The students who have succeeded in this course;
1. Knows the concepts of technical dance, rhythm, body percussion, choreography in order to combine rhythm and dance concepts with children's activities and games.
2. Performs creative dance exercises using body percussion.
3. The creative rhythm improvises with the Orff method included in the teaching process.

Course Content

Development of rhythmic gymnastics from the basic concepts related to music, voice, rhythm development, relations with development areas of these concepts; to play with Orff approach, to listen, to dance, to express themselves, to create their own music and to use Orff instruments; to organize the educational environment; to play rhythm-sound-tempo and dance; planning, implementation and evaluation of music events suitable for early childhood education program.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Ara sınav
2)	Definition of rhythm and dance concepts in relation to human nature.
3)	Examination of rhythm patterns and study of transitions between rhythms in different strokes.
3)	Examination of rhythm patterns and study of transitions between rhythms in different strokes.
4)	Determining the types of dance for children and solves the basic components of dance. (Examining the meaning of body movements)
5)	Identification of body percussion (sound extraction through body parts) and accompanied hearing / melody hands, feet, legs, abdomen, head, face etc.
6)	Performing rhythmic reading for the writing of children's songs, places the words on the strokes with the method of spelling. Making rhythmic singing exercises by stepping.
7)	Improving poetry of an object or concept that children can predict or know in accordance with the development process. Repeats the poem rhythmically.
8)	Making creative improvisation exercises by becoming groups to create rhythmic or musical choreography for children's activities.
9)	Using body percussion improvisations, group work on a given topic and narration of the vocabulary words through the body, dramatized.
10)	Evaluation of rhythm and lyrics of these songs. Defining and explaining the concept of prosody in song writing.
11)	The importance of children, teachers and their relations in the process of choreography. Giving general information about the control of activity processes and stress management.
12)	The importance of children, teachers and their relations in the process of choreography. Giving general information about the control of activity processes and stress management.
13)	Examples of different dance techniques to be implemented in children's songs. Assessment of the appropriateness of the children's developmental processes in the case of group studies and creative improvisation exercises.
14)	Examples of different dance techniques to be implemented in children's songs. Assessment of the appropriateness of the children's developmental processes in the case of group studies and creative improvisation exercises.

Sources

Course Notes / Textbooks:
References:	Shiobara, M. (1994). Music and Movement: The Effects of Movement on Musical Comprehension. British Journal of Music Education, 11 (113-27).

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Application	12	% 24
Presentation	1	% 11
Final	1	% 65
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 35
PERCENTAGE OF FINAL WORK		% 65
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Application	12	2	24
Homework Assignments	12	2	24
Final	1	2	2
Total Workload			92

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	Analyze and demonstrate knowledge of concepts, ideas, applications in early childhood education and to be able to evaluate them critically.
2)	To understand and know the developmental and learning capacities of 0-66 month old children and to reflect these to their education process.
3)	Implementation of the subject matter, pedagogical and professional knowledge necessary for early childhood education.
4)	Create teaching potential for 0-66 months old children regarding their multidimensional developmental process including skills and attitudes and behavior applicable to life.
5)	To know how to develop, apply and evaluate learning mediums with sıitable education programs, teaching approach and methods and techniques which is flexible for each individual child .
6)	To know and apply the necessary measurement and assessmant techniques suitable for early childhood educaton.
7)	To develop and apply projects that supports children, families and individuals in the community and contributing positively to their developmental process.
8)	To integrate the knowledge and experience of working together with different programs and different age groups.
9)	To demonstrate the commitment to early childhood profession, professionalism,life-long learning and professional growth.
10)	To cooperate and collaborate with other individuals and community to bring awareness about early childhood education to society.
11)	To be able to recognize problems in early childhood education, to bring scientifically acceptable solutions to these problems and participate effectively in projects leading to such solutions.
12)	Demonstrate knowledge of the laws, regulations and policies related to early childhood education and act accordingly.
13)	To demonstrate commitment to societial,scientific and professional values.
14)	To recognize and respect different cultures and to be sensitive to individual and cultural differences.
15)	To demonstrate competence and ethical approach in information and communication technologies.
16)	To demonstrate English profiency in communicating, knowledge sharing and professional development areas of early childhood education.