Imitating Actions
[Tapping]
Teacher: Hey, Robin, keep it a little small. Watch out for Edwin's head. There you go. Oh, good job. OK, get ready. I'm gonna tell you when to stop. We're gonna stop for the music and then listen. See if it's quiet. Ready? Stop!
Woman: [Gasps]
Teacher: Whoa. Wow! It's so quiet. Everybody stopped. OK, now let's follow Edwin. OK, Edwin. You show us what you want to do. Oh, Edwin's doing a rub, like this. Follow Edwin.
Child: Quiet.
Teacher: He's doing a quiet rub. Oh! And he stopped. Oh. He's doing a little rub. OK, now I'm gonna do a silly one. Follow me. Are you ready?
Woman: In one minute.
Teacher: Robin's doing it!
Woman: Stomping feet.
Teacher: Harriet's doing it. Whoa! Good job, Taylor.
Child: Do that one.
Teacher: Yeah, like this. Good! That was a great tap! Now I'm gonna do a silly one.
Woman: Oh!
Teacher: Whoa! Harriet's doing it. Slide, slide, slide. Awesome, Claire. Emma, you're doing a rub, rub, rub. I like it. You're doing it, too. I like it! Now watch this. See if you can do this one. Whoa, whoa, whoa! Robin's doing it. Harriet's doing it. Oh, my gosh! Oh! Yeah, you're doing it just like me. Whoa, whoa, whoa. [Gasps] And ... [Laughs] Whoa! Cool. Hey, Taylor, do you want to lead us? What sound do you want to make?
[Tapping]
Woman: Tap. Nice!
Teacher: I'm following Taylor. Yeah, Emma. Do this. You got it? There you go! Nice tip-tap, tip-tap.
Woman: Two instruments.
Teacher: I'm gonna make it go a little faster. And then slowly. [Slow tapping]
Woman: Slowly. Slow.
Teacher: Hey, Taylor, do you want to go fast or slow? You can go fast or slow. OK. Fast. Oh, slow. OK, watch me. I'm gonna do something silly. See if you can do it, too. Whoo! Whoa! You did it so high, Harriet. OK, let's make some more music. [Fast tapping] Ooh, it sounds like it's raining outside. Nice, Emma. Hi! Good morning!
Child: Yeah, yeah.
Teacher: Whoa! Oh, that's nice! What do you think, friends? Should we keep doing more music or do something new?
Child: Do something new.
Teacher: Do something new? We haven't opened up the water table yet.
CloseSee how Emilie, a toddler teacher from Washington state, embeds many learning opportunities to practice imitating actions with instruments during music time. Watch as she uses clear cues, model prompts, and intentional feedback to support children to learn and use this skill.