Music and Play Pedagogies: How and Why They Belong In Every Classroom
Zimmerman, Hanna
Zimmerman, Hanna
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2025-05-19
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Abstract
Ms. Sarah's classroom of four-year-olds with Down Syndrome is booming with the sounds of laughter and rich conversation as each child plays at various stations. The majority of the students are huddled around one particular station filled with alphabet shakers, tambourines, textured noise makers, and much more. Kayla shakes rattles made from everyday objects such as water bottles and beads. Troy clangs together bells, and Mason beats the drums. Each individual expresses themselves while simultaneously communicating with the world. Every child brings individuality, self-expression, and academic curiosity to the table at the music station.
The sound of Ms. Sarah's jingle bells causes students to stop and listen as if a conductor silenced the band. Ms. Sarah sweetly sings "clean up, clean up, it is time to clean up, clean up." Once the classroom begins to resemble order, Ms. Sarah switches her tune, "find your seat, walking feet, I can walk right to my seat." The children sit in their seats ready to learn. The shift from a shouting command or thunderous clapping sequence to a soft, sweet song brings order to the classroom, and each student to their seat in good spirits, academically primed for the day's lessons.