Ordu University Lifelong Learning Programme

Description of Individual Course Units

Course Unit Code	Course Unit Title	Type of Course Unit	Year of Study	Semester	Number of ECTS Credits
OAES0092018332	RHYTHM, DANCE AND ORFF EDUCATION IN EARLY CHILDHOOD	Elective	2	4	4

Level of Course Unit

First Cycle

Objectives of the Course

The main aim of the course; To train pre-service teachers as constructive, creative and productive individuals who have a balanced and healthy personality and character in terms of body, mind, morals, spirit and emotions, are sensitive to artistic elements such as rhythm and dance, and attach value and importance to them.

Name of Lecturer(s)

Learning Outcomes

1	Knows the concepts of technical dance, rhythm, body percussion, choreography in order to combine the concepts of rhythm and dance with activities and games for children.
2	Performs creative dance studies by studying and using body percussion.
3	Makes creative rhythm improvisations with the Orff method included in the teaching process.

Mode of Delivery

Formal Education

Prerequisites and co-requisities

Recommended Optional Programme Components

Course Contents

The development of rhythmic perception, sound, tempo development, the relationship between these concepts and development areas; organizing educational environment, rhythm-sound-tempo and dance studies, creative movement and dance, musical story, playing with Orff approach, singing, listening, dance-movement, self-expression, creating one's own music and using Orff instruments; music activities suitable for preschool education program planning, implementation and evaluation.

Weekly Detailed Course Contents

Week	Theoretical	Practice	Laboratory
1	Defining the concepts of rhythm and dance by associating them with human nature.
2	Examining rhythm patterns and studying the transitions between rhythms in different beats.
3	Determining the dance types for children and analyzing the basic components of dance. (Examination of the meanings of body movements)
4	Identification of body percussion (making sounds through body parts) and accompanying the rhythm/melody with hands, feet, legs, abdomen, head, face, etc.
5	Rhythmic reading for children's song writing, placing the words on the beats with the spelling method. Performing rhythmic singing exercises by taking steps.
6	Improvising an object or concept that children can predict or know in accordance with their developmental process into poetry. The repetition of the poem written at that moment with rhythmic steps.
7	Making creative improvisations by forming groups to create rhythmic or musical choreography for children's activities.
8	Using body percussion improvisations, making group work on a given topic and dramatizing the words in the written poem through the body.
9	Midterm Exam
10	Rhythmic study of songs written for preschoolers. Evaluation of the compatibility of the rhythm and lyrics of these songs. Definition and explanation of the concept of prosody in songwriting.
11	Explaining how the choreography for children should be prepared in the process of creating children's musical activities and the steps of activity planning.
12	The importance of children's relations with the teacher and with each other in the process of creating choreography. Giving general information about activity processes under control and stress management.
13	Making examples for the application of different dance techniques in children's songs. Creative nature in order to evaluate the suitability of the examples worked in group work for the child's development process and to reduce them to the child's age.
14	Project presentations
15	General exam preparation
16	Final Exam

Recommended or Required Reading

Özkan, N.(2006). Ritm Eğitimi ve Dans. Ankara; Nobel Yayın Dağıtım. Uşaklıgil, I. Özdemir, M.A. Özdemir, S. Öztürk, A. Acay, S. Tercanlı, C.(2011).Müzikli Çocuk Oyunları. istanbul;Morpa Kültür Yayınları. Altıntaş, E. Çamur, D. (2005).Beden Dili Sözsüz İletişim. İstanbul;Mentis Yayınları. Tarkan, S. Durak, Y. (2012). Yeni Nesil Çocuk Şarkıları. Ankara;Müzik Eğitimi Yayınları. Shiobara, M. (1994). Music and Movement: The Effects of Movement on Musical Comprehension. British Journal of Music Education, 11 (113-27).

Planned Learning Activities and Teaching Methods

Assessment Methods and Criteria

Term (or Year) Learning Activities	Quantity	Weight
SUM		0
End Of Term (or Year) Learning Activities	Quantity	Weight
SUM		0
Yarıyıl (Yıl) İçi Etkinlikleri		40
Yarıyıl (Yıl) Sonu Etkinlikleri		60
SUM		100

Language of Instruction

Work Placement(s)

Workload Calculation

Activities	Number	Time (hours)	Total Work Load (hours)
Midterm Examination	1	40	40
Final Examination	1	70	70
TOTAL WORKLOAD (hours)			110

Contribution of Learning Outcomes to Programme Outcomes

	PO 1	PO 2	PO 3	PO 4	PO 5	PO 6	PO 7
LO1	5	5	5	5	5	5	5
LO2	5	5	5	5	5	5	5
LO3	5	5	5	5	5	5	5

* Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High