MENC Workshop : October 18, 2004
Kindermusik : presented by Mrs. Sue Szydlowski


Personal Introduction
Community Music Institute
Non-credit music department....politically under the auspices of Continuing Education
Ages newborn to mid to late 70s
28 teachers and occupy the wing
Private Lessons
Kindermusik
Recitals
Why bother with Music education at even this very young age?
According to facts published by Shirley Brice Heath in 1998
Children who participate in the arts for at least three hours on three days each week for one full year are:
4 times more likely to be recognized for academic achievement
4 times more likes to participate in a math and science fair
3 time more likely to win an award for school attendance
4 time more likely to win an award for writing an essay or poem
Young artists
Participate in youth groups nearly four times as frequently as their peers
Read for pleasure nearly twice as often
Perform community service more that four times as often
According to Don Campbell
Learning occurs through movement and quick emotional associations. (the link between the body and the brain)
The more children are exposed to music before they enter school, the more deeply this neural coding is set.
Skills learned through music carry over into study skills, communication skills and cognitive skills
It is shown that music training is far superior to computer instruction in enhancing a children's abstract reasoning skills-those necessary for learning math and science
Studying music encourages self discipline and diligence
Private Lessons
Strings-bass, cello, viola, violin
Woodwinds-clarinet, oboe, bassoon, sax,
Flute
Brass-French horn, trumpet, cornet, euphonium, tuba, trombone
Piano
Voice
Percussion
Guitar
Recitals
Winter and Spring
Value of recitals, pros and cons....ability to focus lessons...sea legs


Kindermusik
Divided into four curricula
Village-Newborn to 18 months
Our Time-18 months to 3.5 years
Imagine That-3.5 - 5 years
Young Child -5-7 years
Overview of the Kindermusik Philosophy
Holistic learning experience for young children (and add parents)
The program presents musical information in the context of spoken language, movement, read language, song, playing of instruments
At the younger stages....no such thing as wrong
Purpose is to integrate music into everyday being...not set aside in the realm of a "subject"
Encourages social development (group dynamics)
Encourages ability to separate from adult
Also, in KM we use a multi-cultural approach to learning musical concepts.
Not just western music
The fun aspect that KM brings to music education allows parents (caregivers) to learn and enjoy and laugh along with their children-gives them permission to be themselves and allows them to have fun with their children.
All children are musical
Beginning of the  LIFE SPORT
OVERVIEW OF ALL THE LEVELS

WHAT IN THE WORLD DO YOU DO WITH CHILDREN NEWBORN TO 18 MONTHS?

VILLAGE
Obviously children at this age are receptive, not necessarily participatory
Dancing while being held-parent rhythm, heart beat
Use specially developed bells, chime balls, clackers----safety
Water and poetry
Exposed to sounds, sometimes repetition-babble
Affirmation to sounds, instrument exploration
Parents label sounds
Expectation, routine of sounds, songs
Relationships with other families-play group
Often parents of newborns, young children are lonely, bored
Parenting tools-rocking, singing, dancing
Support for parents
Adapting songs for lap babies, crawlers, and walkers
EXAMPLE:
Intentional touch....baby massage (row, row, row your boat)
Skin is the largest sensory organ
Intentional touch facilitates infant-parent bonding
Encourages relaxation-lowering stress
Touch is a very important type of communication
    Start on chest (heart shape) or back
    Milking on one arm, other, leg, leg    


OUR TIME
ages 18 months to 3.5 with an adult
At this age children are observing and imitative
They have more control, vocal and large motor
Use in sounds, and large rhythm instruments
Egg shakers
Bell jingles
Drums, wood blocks
Primary goal....steady beat
Imitate animal sounds
Sing short songs
Add own verses (own the song)
Taking turns-sing alone
Introduction of difference between speaking, playing and singing voices-control
Play with recorded music
Dance to recorded music
See care-giver also having fun
Labeling sounds
Imitating sounds
Developing a sense of myself-as separate from parent
Parental support
Something to do, home materials include books and CD and instrument (rhythm)
EXAMPLE (scaffolding-building on the children's ideas)
"Bells are Ringin"
    Bells are ringing. Listen to them ringing.
    Bells are ringing. Listen to them ringing
    Bells are ringing. Listen to them ringing
    All through the day.
Ask for different uses of bells....ownership of song, pride, repetition, pride in everyone following


IMAGINE THAT
ages 3.5-5 with and without an adult
Knowledge base is expanding trough trial and error, speech, movement, and for some reading
We explore sounds on instruments- greater control
Much discussion and exploration
Still greatest emphasis on steady beat, less passive, more control
Percussion instruments
Steady beat also through movement
Compare and contrast sounds-label
Make instruments for specific sounds
Begin to write down ideas, of sounds etc.
Greater control of voice (high, low, loud and quiet)
Call and response singing
Introduce concepts such as glissando
Sing more complicated rhythm patterns and tonal patterns
Composition-children create their own lyrics and tunes
Sharing new concepts with parents when they return
Take home activities to be returned the next week-responsibility
Parents sit outside the classroom....often hardest on the parents.
Musical experimentation is good-no performance, or tests
EXAMPLE
Present the concept of staccato
Welcome song..."Hello How do you do, It's good to be with you"
    Drip, drip, drip...
Reinforce with crayons and paper


YOUNG CHILD
AGES 5-7 without a parent for 45 minutes and with last 15
Able to learn concrete musical facts and apply what they have learned
Introduction of ensemble and solo playing
Both vocal and instrumental
Composition within a strict parameter
Example...give specific notes they have learned and # of measures and meter
Learn notes on treble staff
Learn note values, quarter, half, whole, rests-quarter, half, whole.
Learn syncopation
Learn dotted half notes
Introduced to sharps and flats
Staccato, legato
Play glockenspiel, dulcimer, soprano recorder
Write simple notation
Sight reading
Music dictation
Sing in languages
Introduction to the orchestra, with families of instruments
EXAMPLE
Naming the concept of high note and low note
Take a familiar song...Lucy Locket (which they have used for years in KM)
Sing it through
Find a partner and do hand jive (head-extended hand clap-head-shoulders.....
"find a new partner and start again"

CONCLUSION
Flexibility and fun most important at the pre-school age
Preparedness is mandatory....short attention spans, into everything
Always have something in your back pocket, in case  you end early, or something just doesn't work
There is always more than one way to get across a point
Listen to the children, even at this very young age. They will let you know
    They have ideas
    Work on their excitement to guide the curricula
Never too young to embrace music
Evolve from passive receiving to active creativity with age
Important to develop the LOVE of music
Not necessarily at a professional level, or at a creative level
Ignite this love from the beginning
    Value of listening and appreciating
    Value of supporting
    Value of performing at an amateur level
    Value of sharing
LIFE SPORT
                    
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