Professional Documents
Culture Documents
ECE201
SOUND CENTER REPORT
MATERIALS
Maracas
Handbell
Violin Bow
MATERIAL CREATORS
Aykut KARAMANLI
Canan PEKER
Aykut KARAMANLI/2156792
Cemile Nur UÇAK/2156966
Canan PEKER/2156883
COGNITIVE CHARACTERISTICS
They learn everything with their sensing such as touch, smell and watch.
SOCIAL CHARACTERISTICS
They are egocentric; see the world through their own eyes.
They are self-centered; however, they can be influenced by their parents and teachers.
PHYSICAL CHARACTERISTICS
They developed the ability to walk, but sometimes they struggle with movement,
balance, or coordination.
In this study, we usually use materials which can be found in the house. We wanted to
show that the items that are used in the house, maybe the garbage, can be great musical
instruments. That's why we did not use anything except from household items. The sound
element was very important to us, so we took care to have a sound of every piece we made.
We can attract the children’s attention by showing a good prepared material. However, we
knew that we can create an interest in music among children with sound. We wanted to
support children's motor development through activities such as cutting, painting, punching,
Aykut KARAMANLI/2156792
Cemile Nur UÇAK/2156966
Canan PEKER/2156883
tying and bonding. In terms of cognitive development, we wanted to improve children’s
creativity. We said that you can use any color or materials when you make your musical
materials. This sentence influences the children that they can create their materials how they
dream. Therefore, during making, they always think about it. Also, they can ask questions
The Materials
Material 1: Maracas
Two plastic spoons, a plastic box (surprise egg box), band, buttons are the main
materials to make the maracas. Also, fund cartons can be used for design. Firstly, we put the
buttons into the plastic box. This step helps the maracas make sound in every shake.
Secondly, we put the plastic box in between the spoons. Then, we bind the spoons each other
with the band. After this step, we have a maraca. If we want to make the maracas look better,
The students can make their own maracas in the classroom. The materials of the
maracas are easy to find so that it can be a funny activity for every child. Each student can use
their own creativity in the process of designing maracas. Moreover, students can use it in
order to make rhythms, and they can play this with songs they enjoy.
Modification:
If the child has a disability of blindness, the teacher can support the child in doing her
Activity Plan
Setting: Indoor
Materials: Two plastic spoons, a plastic box (surprise egg box), band, buttons, fund cartons
Motor development:
Our materials are easy to find so that each student can bring them from their homes.
Firstly, the teacher tell about what maracas is, and introduce the materials. Then, they started
Assessment:
Descriptive students:
Sensual Questions:
Why?
Parent Involvement:
Dear parents,
Today, we did an activity about making maracas. We use two plastic spoons, a plastic
box (surprise egg box), band, buttons, fund cartons in this activity. In this activity, we aimed
motor and social emotional development of the children. You can make other maracas with
your child by using sustainable materials. Also, you can make rhythms with the songs by
Modification:
If the child has a disability of blindness, the teacher can support the child in doing her
simple and sustainable materials in order to make our own maracas. By this activity, children
learn the sound of maracas, and where this sound come from. Also, they use their own
creativity while designing their materials. Therefore, after this activity, each child has their
Material 2: Handbell
Card board, water colors, colored paper, glue and crown caps are the materials for this
instrument. First, we cut the card board and then, we cut the colored paper suitable to cover
the surface of instrument. We painted inside of the instrument as well before sticking the
crown caps. Finally, we paste two crown caps for each instrument.
Aykut KARAMANLI/2156792
Cemile Nur UÇAK/2156966
Canan PEKER/2156883
Children are asked to draw a picture and paint it on a huge paper. After they finished
the painting the teacher hangs the painting on the wall of the classroom. Children are asked to
sit in front of the painting. Teacher gives this instrument to each child and the teacher
prepares stars with touch and close fastener. The teacher puts some stars on the painting
randomly and asks the children to count how many stars there are with their instruments by
making sound.
Modification:
If a child who has a disability in terms of vision, the teacher can prepare the stars by
Activity Plan
Setting: Indoor
Materials: Card board, water colors, colored paper, glue and crown caps, stars
Language Development
Cognitive Development
Motor Development
Social-emotional Development
Process:
The teacher wants the children to prepare materials for this activity before they make
it because all materials can be found in their home. Firstly, teacher tell the process and then
children start to make their instrument. After they make, teacher prepares the stars which will
Assessment:
Descriptive Questions:
• Why?
Objective Questions:
• Are there any materials which you used in your daily life to make instrument?
Parent Involvement:
Dear Parents,
We draw a picture and painted it together in class. Also, we tried to count stacked stars
on the painting with instruments. As a sleeping time activity, you can count the stars and you
can prepare stars with luminous color so that you can count the stars even in cloudy nights.
Modification:
If a child who has a disability in terms of vision, the teacher can prepare the stars by
children. Therefore, we wanted to create this activity. Especially, we tried to use recyclable
and easy to find in the home materials, so this activity is very convenient.
Silicon gun, wooden spoon, gut, spray paint and tin can are the main materials to make
this instrument. First, we are making a hole in the middle of the wooden spoon. Second, we
stick the wooden spoon and tin box together with the help of silicon gun. then we're drilling
small holes in the two ends to connect the line. After spraying with spray paint, we bind the
The students can play the instrument and discover the sounds. They can form a
melody or a song. Moreover, “Let’s Create A Song” activity can be applied in the classroom.
Aykut KARAMANLI/2156792
Cemile Nur UÇAK/2156966
Canan PEKER/2156883
Modification:
If the child has a disability of blindness, the teacher can support the child in doing her or his
own instrument.
Activity Plan
Setting: Indoor
Motor development:
Language development:
Cognitive Development:
Process:
Aykut KARAMANLI/2156792
Cemile Nur UÇAK/2156966
Canan PEKER/2156883
In this game, children are asked to be in the form of a circle and then the teacher gives
the musical instrument to a student and starts the game and opens the voice recorder. The
child who receives the instrument plays it and hands it to the side on the side. The second
child plays his melody on the melody the previous friend makes. this process continues.
Finally, after all the students play their melodies, the teacher arranges his voice recording and
opens the sound in the classroom by accelerating the sound 2 or 3 times. Children are asked to
Assessment:
Descriptive Questions:
Sensual Questions:
Why?
Parent Involvement:
For parents, the teacher can send a mail to parents. For example:
Dear parents,
Today we made our own song in class and dance with it. You can use sound recorder to make
your own music at home as well. This will be supporting your child’s creativity and motor
development.
Aykut KARAMANLI/2156792
Cemile Nur UÇAK/2156966
Canan PEKER/2156883
Have a nice day.
Modification:
If the child has disability of motor movement, this activity can be applied by sitting.
This activity increases the interest of children for music. Also, creating a song with
their own melodies will be effective in terms of creativity and sense of success. In addition to
these, dancing with peers helps children develop properly in terms of motor and social-
TC. Milli Eğitim Bakanlığı Temel Eğitim Genel Müdürlüğü, 2013, Okul Öncesi Eğitim
Programı.