Pitter Patters

pitter patters Pitter Patters baby crawl Pitter Patters

15 months – 2 1/2 years

Course Overview

An open setting where children are encouraged to join in at their own pace (parents can also join in if they wish). Our little dancers have an innate sense of rhythm and this session lets them explore music and movement. Vibrant music and hand held props combine with our energy and the children’s enthusiasm, creating a party like atmosphere!  This program develops basic skills in rhythm and music, and enables the children to participate more as their confidence grows. Children must be steady on their feet and walking to participate in our Pitter Patter classes. 30 minutes duration.

Current Program

This program is a great way for your child to develop basic skills in rhythm and music, whilst allowing the children to join in at their own pace, as their confidence grows.  The important aspects of this age group are the consistency within the exercises taught and the interaction with other children at the same level of learning.  This program is a great way for your child to develop basic skills in rhythm and music.  We are currently featuring music from The Wiggles and Justine Clarke to name a few, as well as some of our old favourites such as ‘Fuzzy Wuzzy’ and ‘Teddy Bear, Teddy Bear’. 

Family and Friends Day

Family and friends are always welcome to watch our classes. However, as we come to the end of each program, we love our students to extend a special invitation to family members and special friends to join us for the final class. This gives us an opportunity to showcase our new moves and routines.

Objectives

1. Recognising Body Parts

Students are guided through identifying body parts such as heads, shoulders, tummies, hips, knees and toes and are further challenged by attempting to isolate these body parts through movements e.g. bend knees, shrug shoulders, wiggle hips.

2. Fast/Slow, Loud/Soft, High/Low

Students use hand held percussion style props to assist in learning fast/slow beats and loud/soft sounds, which is further explored through vocal exercises and singing, and high/low movements focusing on extending the body e.g. reaching up, touching toes and pitch of their voices.

3. Fine Motor Skills

This objective teaches students valuable skills with their hands such as “pinchy fingers” placing thumb and pointer together to pick items up, arrange props in a particular fashion on the floor, and create shapes with their hands e.g. A diamond for Twinkle Twinkle nursery rhyme. This is important preparation for the older age groups where technique and ballet hands are gradually introduced.

4. Body Extensions

Develops the students’ muscles by challenging them to fully extend their limbs and increase flexibility by gradually pushing past their bodies existing limits.

5. Recognising Colours

Students are encouraged to be aware of colours at all times, with teachers constantly mentioning and asking about colours around the room and from our prop bag. Recognising colours is further explored when students are asked to identify each colour on our rainbow ribbons.

6. Taking Turns

An important social skill and demonstration of manners for all children. Students are challenged to wait their turn during tunnel time, handing out and packing away of props and stamps at the end of class as a gentle coaching into this vital skill.

7. Balance

Students are challenged to increase their balancing skills with activities from a simple bow, to standing on one leg or balancing a teddy bear on their head to practice posture.

8. Travelling (Point-To-Point)

This is an introduction to travelling steps such as skipping and galloping in the older age groups. Students learn to start at one point, wait for teacher’s instruction to go and travel running, walking or pony galloping to an end point, stopping to wait for teacher’s next instruction.

9. Class Participation On Own

Dancing without a parent by their side is a big step for many little ones. This objective is focused on constantly with a gentle transition week to week for a variable period depending on the confidence and age of each student. It is a very exciting day for many Mum’s when they attend their first class as the audience not the performer!

10. Using Voices

Students are encouraged to use their voices during singing on the parachute, vocal exercises during the class (high/low and loud/soft) and in all general areas of the class, saying hello, goodbye, please, thank you, identifying which colour prop they have and cheering along with the Mum’s at the end of each exercise.