Little Ones Making Music in Africa

Highlights this week

 

Singing and early experiences shape learning success in reading

Singing and language skills are interconnected

As you child sings, he builds the critical skills for reading

President Obama – Singing enriches cultural and emotional building blocks

 

 

 

Montessori comes to Africa (4 – 5)

 

On my repeat visit I was once again warmly welcomed and taken on a tour of the school.  Beginning with the 3-5 year old potential Casa students, we visited 5 classrooms that progressed through elementary and up to Jehovah aged 11 who quickly told me he was the oldest in the school.  All the children wore uniforms, sat at desks, which housed their books, since there was no were at home to store them or conduct homework.  Most of these children are needed to help with the cattle chores at home, and do so after a day at school.  Edward explained that the length of a school day in Tanzania was determined by whether the children were fed a lunch.  If not, the school ended mid-day to enable the children return home for lunch.  If they were fed lunch, as in many Christian schools the children were able to continue and concentrate on their studies until 4.00pm.  The children at the O’Brien School for the Maasai received lunch, which was supplied in mass by Kellie and supporters from U.S.A. and could continue full day schooling as long as supplies last.  Research clearly states that children who go hungry in kindergarten are noticeably behind their peers in reading and math by third grade (Partnership for America’s Economic Success, 2008).

 

I was quite surprised to see every child stand when we entered the room and recite in unison “good morning to you and how are you doing?” and when I replied with “I am fine thank you and how are you” they responded with “we are very well thank you Mam”.  Despite the sheer sparseness of materials and up to 50 children per class with one teacher, they were impeccably well-mannered and exceptionally normalised, with the ability to continue working unsupervised for up to 15-20 minutes as Edward and I and the classroom teacher conversed.  Two of the 5 teachers were mature male teachers one being Edward the principle, who taught all subjects including English and French to the advanced classes.  Two of the remaining teachers were somewhat aware of Montessori and the third teacher Evelyn had completed a 2 year Montessori training course in Kenya and asked if I had brought bean bags, and the math stamp materials.  I suggested she and the ladies of the Maasai make the bean bags, and perhaps the Maasai could assist her in making materials such as the number rods etc.  I also suggested she bring her Montessori manuals to school to show the other teachers how to display, in a more accessible manner, the few teaching materials they had thrown in a big basket on the floor.  With assistance and support Evelyn has the potential to model Montessori teaching to the other teachers.  Edward’s concern is offering Evelyn support and a competitive salary to keep her at the O’Brien House.  An alternative approach is to raise the funds to send one of the teachers to a Montessori training school in Kenya, which may be the preferred approach. 

 

If you are planning for a year, sow rice;

If you are planning for a decade, plant trees;

If you are planning for a lifetime, educate a person.

                                                           Old proverb

 

After much discussion and repeat visits dropping off supplies we brought with us, and more meetings and emails back to U.S and Canada that week, we are now currently working on limited Montessori teacher training, teacher mentoring, inviting volunteer Montessori teachers from abroad and Kenya, and of course ‘fundraising’ the catalyst for providing materials.  Building upon Maria Montessori’s work in peace education we may also contribute to the spiritual development of the children by helping them to develop a sense of caring, respect, and empathy for plants and animals (Montessori, 1972).  We discussed the natural habitat and surrounding farming, the ability for the Maasai tribe’s people to make Montessori materials, and Leah with fellow volunteers teaching the children sports and dispersing the donated basketball uniforms from our home town.  To my great surprise there is a piano in one of the rooms and as a musician I’m sure Leah will have much fun teaching English through music.    Edward’s passion and drive is blinding, particularly as a strong male role-model for the children, and he proudly mentioned that he has challenged the children to work hard and perhaps some of the students will earn the honour of attending the well documented Oprah Winfrey School in South Africa.  The pride beamed from his face as he spoke.

 

The story of the O’Brien Maasai School is even more a miracle of chance than our meeting with the Maasai and the discovery of Montessori together.  In 2006 Kellie O’Brien and her daughter Heather travelled to Africa during the Christmas holidays.  Their overwhelming urge to help the community lead them to volunteering at a local convent and returned home with a promise to build a school for the Maasai children of Sanya Station, Tanzania.  That promise has grown and in 2007 they returned for the opening of their first three classrooms and to create a soccer field.  Today, the school has three additional classrooms, a 4,000-book library, a women’s center, and a clinic used by a visiting doctor.  Thanks to Sister Dona, Mother Superior of the Franciscan Cappuchin Sisters, and Gabriel, a leader of the Maasai tribe, and the many generous people for their assistance, the O’Brien School for the Maasai is a reality – and a source of great pride to the village.  This past year, due to donations and support from family and friends in America, Kellie and Heather filled two containers to ship to Tanzania.  These containers, packed with school supplies, teaching materials, desks, library shelves, books, sports equipment, and other essentials were then transported to the village.  A team of locals were on hand to unload them and to present their contents to the Maasai on behalf of their friends in America.  They set to work to build library shelves and picnic tables, organize books, and complete the many projects planned.  Village women made curtains for the new library with sewing machines that were also supplied.

 

Many things were accomplished this year, but there are always unforeseen needs.  They continue to work to solve the water problem, with the understanding that two wells are an acute necessity – one near the school to provide fresh water and hygiene needs and another to irrigate a planned 4-acre community vegetable garden.  “Finding and keeping good teachers is so important to the success” says Kellie.  Feeding the children a healthy diet and treating AIDS and other diseases are also high priorities.  The women of the village want to learn to read and write and to find a way to become more self-sufficient. To this end, a sewing room filled with kindly donated sewing machines is now in full swing producing jewellery and carry bags made by the Maasai women.  The sales of these products help to empower the women of the village as they strive to provide education for their children.  Leah and the volunteers of Art in Tanzania hope to help with this goal; while it is my hope that no child will ever again need to be sold for 20 cows.  The website for the school is www.obrienschool.org and Kellie can be reached at (630) 654-2291 in Illinois, U.S.A. for more information.

 

                                                                                                                                                               

Check in next week for the first in a series of music lesson plans for classroom teachers

Covering upcoming topics –                                                                                                                            

What’s the connection between musical play and problem solving?

Why do so many special needs kids do so well in music class

Why is music the emotion of the soul?

Musical fitness for children

Communication skills improve with music participation

Give your child a self-esteem boost through musical experiences

 

M. Harris

Visit: www.musiclearningforkids.com

Little Ones Make Music in Africa (4-5)

Highlights this week

 

Singing and early experiences shape learning success in reading

Singing and language skills are interconnected

As you child sings, he builds the critical skills for reading

President Obama – Singing enriches cultural and emotional building blocks

 

 

 

Music Learning for Kids comes to Africa (4 – 5)

 

On my repeat visit I was once again warmly welcomed and taken on a tour of the school.  Beginning with the 3-5 year old potential Casa students, we visited 5 classrooms that progressed through elementary and up to Jehovah aged 11 who quickly told me he was the oldest in the school.  All the children wore uniforms, sat at desks, which housed their books, since there was no were at home to store them or conduct homework.  Most of these children are needed to help with the cattle chores at home, and do so after a day at school.  Edward explained that the length of a school day in Tanzania was determined by whether the children were fed a lunch.  If not, the school ended mid-day to enable the children return home for lunch.  If they were fed lunch, as in many Christian schools the children were able to continue and concentrate on their studies until 4.00pm.  The children at the O’Brien School for the Maasai received lunch, which was supplied in mass by Kellie and supporters from U.S.A. and could continue full day schooling as long as supplies last.  Research clearly states that children who go hungry in kindergarten are noticeably behind their peers in reading and math by third grade (Partnership for America’s Economic Success, 2008).

 

I was quite surprised to see every child stand when we entered the room and recite in unison “good morning to you and how are you doing?” and when I replied with “I am fine thank you and how are you” they responded with “we are very well thank you Mam”.  Despite the sheer sparseness of materials and up to 50 children per class with one teacher, they were impeccably well-mannered and exceptionally normalised, with the ability to continue working unsupervised for up to 15-20 minutes as Edward and I and the classroom teacher conversed.  Two of the 5 teachers were mature male teachers one being Edward the principle, who taught all subjects including English and French to the advanced classes.  Two of the remaining teachers were somewhat aware of Montessori and the third teacher Evelyn had completed a 2 year Montessori training course in Kenya and asked if I had brought bean bags, and the math stamp materials.  I suggested she and the ladies of the Maasai make the bean bags, and perhaps the Maasai could assist her in making materials such as the number rods etc.  I also suggested she bring her Montessori manuals to school to show the other teachers how to display, in a more accessible manner, the few teaching materials they had thrown in a big basket on the floor.  With assistance and support Evelyn has the potential to model Montessori teaching to the other teachers.  Edward’s concern is offering Evelyn support and a competitive salary to keep her at the O’Brien House.  An alternative approach is to raise the funds to send one of the teachers to a Montessori training school in Kenya, which may be the preferred approach. 

 

If you are planning for a year, sow rice;

If you are planning for a decade, plant trees;

If you are planning for a lifetime, educate a person.

                                                           Old proverb

 

After much discussion and repeat visits dropping off supplies we brought with us, and more meetings and emails back to U.S and Canada that week, we are now currently working on limited Montessori teacher training, teacher mentoring, inviting volunteer Montessori teachers from abroad and Kenya, and of course ‘fundraising’ the catalyst for providing materials.  Building upon Maria Montessori’s work in peace education we may also contribute to the spiritual development of the children by helping them to develop a sense of caring, respect, and empathy for plants and animals (Montessori, 1972).  We discussed the natural habitat and surrounding farming, the ability for the Maasai tribe’s people to make Montessori materials, and Leah with fellow volunteers teaching the children sports and dispersing the donated basketball uniforms from our home town.  To my great surprise there is a piano in one of the rooms and as a musician I’m sure Leah will have much fun teaching English through music.    Edward’s passion and drive is blinding, particularly as a strong male role-model for the children, and he proudly mentioned that he has challenged the children to work hard and perhaps some of the students will earn the honour of attending the well documented Oprah Winfrey School in South Africa.  The pride beamed from his face as he spoke.

 

The story of the O’Brien Maasai School is even more a miracle of chance than our meeting with the Maasai and the discovery of Montessori together.  In 2006 Kellie O’Brien and her daughter Heather travelled to Africa during the Christmas holidays.  Their overwhelming urge to help the community lead them to volunteering at a local convent and returned home with a promise to build a school for the Maasai children of Sanya Station, Tanzania.  That promise has grown and in 2007 they returned for the opening of their first three classrooms and to create a soccer field.  Today, the school has three additional classrooms, a 4,000-book library, a women’s center, and a clinic used by a visiting doctor.  Thanks to Sister Dona, Mother Superior of the Franciscan Cappuchin Sisters, and Gabriel, a leader of the Maasai tribe, and the many generous people for their assistance, the O’Brien School for the Maasai is a reality – and a source of great pride to the village.  This past year, due to donations and support from family and friends in America, Kellie and Heather filled two containers to ship to Tanzania.  These containers, packed with school supplies, teaching materials, desks, library shelves, books, sports equipment, and other essentials were then transported to the village.  A team of locals were on hand to unload them and to present their contents to the Maasai on behalf of their friends in America.  They set to work to build library shelves and picnic tables, organize books, and complete the many projects planned.  Village women made curtains for the new library with sewing machines that were also supplied.

 

Many things were accomplished this year, but there are always unforeseen needs.  They continue to work to solve the water problem, with the understanding that two wells are an acute necessity – one near the school to provide fresh water and hygiene needs and another to irrigate a planned 4-acre community vegetable garden.  “Finding and keeping good teachers is so important to the success” says Kellie.  Feeding the children a healthy diet and treating AIDS and other diseases are also high priorities.  The women of the village want to learn to read and write and to find a way to become more self-sufficient. To this end, a sewing room filled with kindly donated sewing machines is now in full swing producing jewellery and carry bags made by the Maasai women.  The sales of these products help to empower the women of the village as they strive to provide education for their children.  Leah and the volunteers of Art in Tanzania hope to help with this goal; while it is my hope that no child will ever again need to be sold for 20 cows.  The website for the school is www.obrienschool.org and Kellie can be reached at (630) 654-2291 in Illinois, U.S.A. for more information.

 

                                                                                                                                                               

Check in next week for the first in a series of music lesson plans for classroom teachers

Covering upcoming topics –                                                                                                                            

What’s the connection between musical play and problem solving?

Why do so many special needs kids do so well in music class

Why is music the emotion of the soul?

Musical fitness for children

Communication skills improve with music participation

Give your child a self-esteem boost through musical experiences

 

M. Harris

Visit: www.musiclearningforkids.com

Little Ones Make Music in Africa (3-5)

Highlights this week

 

The crater of civilization in Tanzania

Singing ‘We are the World’ – Michael Jackson

Save the children in Tanzania

O’Brien School for the Maasai and Montessori

President Obama – Singing enriches cultural and emotional building blocks

 

 Music learning for kids comes to Africa (3 – 5)

 

The big problem facing education today is that of ensuring every child has the opportunity to receive an education, an opportunity to gain knowledge and sow the seeds of change for future generations.  How can this be obtained when the achievement gap between low-income, mostly minority and third world children and those children who are more fortunate is growing daily? There are many world organisations working tirelessly to help make a difference.  One in particular the global organisation Save the Children’s first global campaign called ‘Rewrite the Future’ is focused on securing quality education for the millions of children out of school due to war and armed conflict. In conflict-affected fragile states one in three children is out of school. Without education, and without protection, they are being denied both their childhood and hope for the future.  World leaders have pledged to bring about universal primary education by 2015, but around 75 million children are still missing out on school for unacceptable reasons, such as being female, coming from ethnic minorities, having a disability or needing to work. Save the Children strives to make education accessible and safe for children, focusing on those who are hardest to reach. Another organization concentrating specifically on implementing the rights of the child, as laid out by the UN convention is OMEP.  This World Organization for the Education of Young Children, coordinates national associations in almost 200 countries, and as a non-governmental organization (NGO) is represented at the United Nations.  In the United States and other countries, its membership joins with other associations at their conferences and endeavors.

 

What can we do as individuals, organisation leaders, communities, or government officials to provide education?  Prior to this visit to Africa I would have reassured you that there is little for an individual to do because the task at hand is of such magnitude.  Well I now confess to a change of heart.  Having witnessed first hand the smiling faces of the little ones, the beauty of the children, the desire to succeed mixed with frustration in the older teenage children, and the hope-filled anxious faces of the elderly, it is clear that this is the time for change, the time for sharing the educational wealth to all children around the world.

 

                                                                                                                                                               

Check in next week for the first in a series of music lesson plans for classroom teachers

Covering upcoming topics –                                                                                                                            

What’s the connection between musical play and problem solving?

Why do so many special needs kids do so well in music class

Why is music the emotion of the soul?

Musical fitness for children

Communication skills improve with music participation

Give your child a self-esteem boost through musical experiences

 

M. Harris

Visit: www.musiclearningforkids.com

Little Ones Make Music in Africa (2-5)

Highlights this week

 

The crater of civilization in Tanzania

Singing ‘We are the World’ – Michael Jackson

Save the children in Tanzania

O’Brien School for the Maasai and Montessori

President Obama – Singing enriches cultural and emotional building blocks

 

 

Montessori comes to Africa (2 of 5)

 

                I couldn’t help but ponder the role of mankind in this seemingly flawless creation and questioned our purpose, the superior intellect of man, in this incredible existence.  The extensive banana and coffee plantations now controlled by Coffee Unions, who export for profit.  I also wondered what we can do to protect this environment; where is the most amount of effort needed; what is necessary to provide the next generation with the skills to rise above the problems of today and make this world a better place for living; and realised very quickly that the decisions made today are crucial to shaping our future?  I wondered why humans had such difficulty accepting the diversity of others and lacked the ability to empathize, to stand in somebody else’s shoes and look at life through their eyes.  I also questioned the role of education and the Montessori method, one of the longest standing and globally far reaching systems of education, with a unique ability to flourish in lands of poverty and dissention.

 

Arriving in the small town of Kilimanjaro at the base of the mountain climbers meticulously prepare for their 6 day climb of the largest mountain in Africa and I wondered what glorious thoughts of courage and accomplishment would fill their heads standing at the summit.  I recalled President Obama’s speech calling every man to serve, to come together to meet the challenges of our new Century, and President Kennedy’s famous quote “Ask not what your country can do for you, but what you can do for your country” – great words of action and accountability.  Perhaps it is now time to extend this call to action to include all who inhabit this planet we call earth. 

 

Daniel Pink tells us in “A Whole New Mind” that “the keys to the kingdom are changing hands”.  He states the future belongs to economies and societies built on inventive, empathic, big-picture capabilities, all of which are fundamentally human abilities.  He emphasises a new approach to life involving the ability to empathize with others, to understand the subtleties of human interaction –“the ability to understand what makes our fellow man and woman tick, to forge relationships, and to care for others.”  

 

There are many issues facing all nations as we enter the new century – from children recruited for warfare to climate crisis, global economy to health care, and education to family structures, none of which most countries have not endured at some point in history. The situation of children in nations that have experienced armed conflict or natural disasters is particularly dire.  We have only one choice and that is to work together to give children the best possible start in life. Ensuring they have adequate food, shelter, healthcare and education, and are free from violence, abuse and exploitation.  I will not attempt to pretend to offer solutions to world peace or the climate crisis facing us globally but I would like to address the role education plays in this very big picture and venture to suggest that its importance stands alongside some of the most crucial concerns today.  To create a better world and one that will survive, we need to begin with the children – help them to create a world of their own making, where walls are replaced by bridges and generational differences are replaced with peaceful solutions. To accomplish such a task we must begin with education – educating children and families from birth.

 

In the words of Michael Jackson’s beautiful song for peace:-

 

We are the world, we are the children
We are the ones who make a brighter day
So lets start giving
There’s a choice were making
We’re saving our own lives
It’s true we’ll make a better day
Just you and me

 

 

Check in next week for the first in a series of music lesson plans for classroom teachers

Covering upcoming topics –                                                                                                                            

What’s the connection between musical play and problem solving?

Why do so many special needs kids do so well in music class

Why is music the emotion of the soul?

Musical fitness for children

Communication skills improve with music participation

Give your child a self-esteem boost through musical experiences

 

M. Harris

Visit: www.montessorimozarts.com

Little Ones Making Music in Africa

Highlights this Week

 

 

The crater of civilization in Tanzania

Singing ‘We are the World’ – Michael Jackson

Save the children in Tanzania

O’Brien School for the Maasai and Montessori

President Obama – Singing enriches cultural and emotional building blocks

 

 

 

Music Learning comes to Africa

 

 

Humankind has not woven the web of life.

We are but one thread within it.

Whatever we do to the web, we do to ourselves.

                                                  Chief Seattle

 

To all who read this article I challenge each and every one of you to do what we Montessorians do best, to show empathy and compassion, to reach out and assist, in bringing Montessori education into the lives of the children in the Maasai village in Africa.

 

On a recent trip to this wonderful continent I had the opportunity to visit some of the most beautiful scenery in the world.  From climbing Kilimanjaro, safari trips to Lake Manyara and Serengeti eco system national parks, a visit to the Ngorongoro crater, know as the ‘cradle of Mankind’ – the beginnings of human life, I was amazed at the vastness of the land and the opulence of wildlife.  Watching these animals in their natural habitat, they displayed the divine plan, the ability of all creatures to live together harmoniously just as mother-nature intended.  The huge herds of zebra, gazelle and wildebeest roamed the vast planes of this beautiful crater the second largest in the world measuring 264 square kilometres, which locals say was the largest mountain in the world even above Mount Everest.  The patience and concentration of the lion as she surveyed her prey the wildebeest, the cunningness of the black rhino as he refused to entertain us and cross to the water hole most certainly due to the scent of tourists and gasoline filled jeeps, the elegance of the giraffe and zebra amalgamating on the planes, the serenity of the hippo and elephant families as they grazed and feared us not, the monkeys who seemed to smile as they investigated each other’s fur for insects, baby monkey and mom who cuddled and caressed and fed, and the vultures and hyenas who waited hungrily, all worked together in painting an extensive lush landscape.  The image brought me back to a time long ago when dinosaurs reigned, animals migrated in herds, and vegetation was plentiful. From the cheetah to the tiniest of insects all lived with purpose, a need for survival, and yet somehow succeeded in sustaining a balanced eco system. 

           

 

 

For more highlights this week

 

Check in next week for the first in a series of music lesson plans for classroom teachers

Covering upcoming topics –

 

 

 

 

M. Harris

Visit: www.musiclearningforkids.com

Music-enriched ECE Curriculum

In the early childhood classroom the child learns to feel safe and secure, and only then is he free to explore all the wonders of his self and surrounding world. When the child learns to trust he can then cultivate his own natural desire to learn, which will provide him with the skills for the future.  The early childhood philosophy and Music Learning for Kids are based on respect for the child, respect for the environment and freedom of choice within the prepared environment. They also teach the necessary skills for the future, creative thinking, problem-solving, risk-taking, teamwork, communication, creativity and individual thought.  The mission is to develop the “whole child” through leadership in music education.  Music Learning for Kids enhances a child’s ability to learn concepts required in many disciplines and this style of learning is directly compatible with the early childhood philosophy of education.

Music Learning for Kids is introduced to the educator through a hands-on-teacher workshop, or through interaction with the audio/visual teacher manual.  This manual provides all the tools for everyday lesson plans with clear instructions for teacher follow-up.  The curriculum design includes the following:

•          How to develop a repertoire of songs.

•          Introduce basic music concepts through music and movement

•          World music and cultural appreciation

•          Timeline of composers and musical forms

•          Percussions instruments

•          Instruments of the orchestra

•          Early childhood musical materials

•          Improvisation and composing

•          Music symbols and notation

 

This developmentally appropriate music curriculum is flexible enough to accommodate the diverse interests and multicultural learning styles of the young child.  This method of independent learning places the educator as facilitator and co-learner with the freedom to expand and include learning for all children.  It builds upon the widely accepted standards set forth for each age level (NAEYC, 2001), maintains respect and recognition of the individual, and is taught in a globally friendly flexible manner with opportunities for multicultural creativity and exploration.

 

 

 

For more highlights next week

 

Step-by-step lesson plans to use today in your classroom

 

Visit: www.musiclearningforkids.com

 

Music from around the World

Music from Around the World

 

            The early childhood musical environment contains objects that arouse feelings and understanding of music and through the systematic introduction of quality music, the children become accustomed to appreciating good music.  These recording are readily available at the music centre and include music styles from around the world.  Along with these high quality recordings the many music books discussing the lives of composers, the picture books of instruments, and the examples of the role music plays in cultural celebrations around the world are available to the child at the music library.  

                Music Learning for Kids incorporates the use of multicultural music, song, dance, movement, instruments, etc. and these multicultural musical concepts are taught at the child’s learning level and emphasis is placed on accuracy of basic skills to provide a solid foundation for further musical growth.  This music program was designed to provide a child-centered musical environment to facilitate development in all curriculum areas, while enabling the child to learn fundamental music skills.

                Building depth in musical understanding takes time and requires thoughtful decisions on the part of the teacher regarding which musical styles to include in the music curriculum. Music styles to include are folk songs (lullabies and chants), traditional songs (ceremonial music and dance), western art music (instrumental and choral music from the baroque, classical and romantic periods), western 20^th century musical theater and film music (broadway, movie themes, etc.) and music from countries around the world including Africa, Asia, the Middle East, and Australia.

 

 

 

For more highlights this week

 

Music-enriched Early childhood Curriculum

 

Visit: www.musiclearningforkids.com

Cultural Emersion

The cultural area is where the sky is truly the limit in regards to music. There are countless examples one could conjure up, and imagine the many musical uses early man had for everyday materials.  What a wonderful avenue to introduce cultures around the world.  The many recordings available depicting the traditional music of each culture are readily available for teachers to add to their collection.  Also, musical recording of the various instruments from countries around the world provide the children with an auditory and visual representation.

It is important to include an equitable balance of multicultural materials in the classroom to ensure that each child’s heritage is represented, and all children are exposed to the heritage of other cultures. Today the ’holistic’ classroom is indeed similar to an early childhood classroom, with comparable philosophies and views on education.  Both methods draw and build upon what the child already knows, engaging the child since one learns best when passion and interaction are at play, and also addressing the needs of the ’whole’ child.  For example, learning begins with the ‘whole’, progresses through to analysis of the parts, and finishes full circle with the ‘whole’ picture. 

To demonstrate this concept of cultural emersion one only needs to envision a lesson introducing children to ‘Peter and the Wolf’ by Prokofiev, a musical tale for children.  The initial introduction is to hear the complete performance played, followed by adding visual representation.  This can be carried out in many ways, for example showing a picture story book of Peter and the Wolf while listening to the music will engage the visual senses.  Now it is time to break the music down into the individual parts and introduce each instrument.  As each character in the story is represented by an instrument playing the theme music the children are introduced to individual pictures of this instrument.  This is followed by showing pictures of each character in the story and matching the character with the instrument.  This means of instruction stimulates as many of the senses as possible while teaching the child.

                It is also possible for the children to perform a theatrical production of the story by acting character roles, and through association with the characters this too reinforces instrument recognition.  The children are now ready to expand upon the basic concepts and while returning to the ‘whole’ picture, discuss elements of music form such as rhythm, phrasing, timbre, etc.  The goal is to engage the child, stimulate his interest, work and build from her existing knowledge base, and provide meaning to all that is learned.

 

 

For more highlights this week

 

Music from Around the World

Music-enriched Early childhood Curriculum

 

Visit: www.musiclearningforkids.com

 

 

Setting up the ECE Classroom for Music

 

 

How to Arrange the Early Childhood Classroom for Music

 

All musical experiences must be developmentally appropriate for the child, i.e. they should match the child’s cognitive, physical and emotional development, and reflect a safe and trusting environment for exploration and learning.  An example of a developmentally inappropriate exercise is expecting a child to hop to a music beat, when the child’s motor development has not reached that stage, and the child has not mastered the task of clapping to the music beat. Each step of this learning is mastered and secured before moving on to the more complex.  Classrooms and curriculum are designed to enhance this style of learning while offering many different ways to learn.

 

The environment is arranged to accommodate the natural functions of childhood learning through the freedom of movement and activity.  The wide array of music and movement opportunities for the child supports this style of learning and provides the freedom to act in accordance with their innate musical tendencies.  Initially, the child is introduced to quality music and a repertoire of songs to sing is learned and developed for later building of musical techniques.  These songs are the basis for rhythmic exercises involving motor skills. 

 

The exercises include objects and materials normally encountered in everyday living experiences and are fundamental exercises that the child needs to master for survival and general living in the adult world.  The purpose of these activities is to help the child develop coordination, concentration, a sense of personal independence, and a sense of order.  Through the exercises of practical life the child develops the self-confidence and attention essential for mastery of the other more advanced areas of the classroom.

This area of the curriculum is a fun place to use music.  There are so many creative ways in which to add music, such as bottles filled with different levels of water which produce different sounds; shakers holding buttons, paper clips, or gravel; inverted flower pots transferred into colorful musical bells; a xylophone made up of progressively lengthening pencils; to various drum-like containers struck by hand or with mallets. 

Through repeated practice of controlled balance and movement the children can to the best of their ability create an absolute silence, whereby not causing the slightest sound or movement, not uttering a single sound, and not stroking an arm, or breathing heavily.  The child can now walk quietly, sit and move chairs without disturbing the peace.  She can learn through music how to greet a friend, which greeting to use with different children, parents, teachers, the elderly, and practice the art of patience and freedom of choice.  All offer the child exposure to music making through practical experience.  There are many books available describing how to make musical instruments and I have found that children really enjoy the bright colors and wide array of creative ideas offered. The main purpose of these activities is to help the child develop his ability to concentrate and to coordinate his musical movements.

Language: 

 

Just as the child’s sensitive period for learning language is from two to five years, the critical period for learning music is from three to five years.  The voice is educated according to the different pitches of sound, just as it becomes adapted to pronunciation in spoken language.   Development of language in an early childhood environment consists primarily of extending the child’s speaking ability to include functioning with written language also.  Written language development proceeds generally through the stages of a) listening skills/vocabulary; b) writing; c) pre-reading (word pronouncing and composing); and d) actual reading.  The subtle preparation for language is offered through a rich diet of songs, stories and poems, and incorporating music into the curriculum is easily accomplished by simply beginning with the repertoire of songs.  Songs can be sung in different languages, rhyme songs can be used to emphasize phonetic endings to words Vocabulary can be expanded by singing theme songs e.g. story telling through song.

 

For more highlights this week

 

Cultural Emersion

Music from Around the World

Music-enriched Early childhood Curriculum

 

Visit: www.musiclearningforkids.com

The Goal of Early Childhood Educators Is?

Highlights this Week

 

 

The Goal of Early Childhood Educators is?

How to arrange the Early childhood classroom for music

Cultural Emersion

Music from Around the World

Music-enriched Early childhood Curriculum

 

 

The Goal of Early Childhood Educators is?

 

            The goal of early childhood music educators is to provide experiences that will prepare the child for music learning, and it is possible for every educator to accomplish this goal and use music with the young child when provided with appropriate music training. 

An important aspect of the child’s learning is the inclusion of opportunities for social interaction.  When a child is interacting with others he learns skills that are crucial to further peer relations and teamwork.  Musical games provide many avenues for exploration and practice in the art of people skills and provide the added benefit of providing practice in problem solving skills.  Of further importance is motor development and play is an ideal vehicle to assist in the fine tuning of gross and fine motor muscle groups.  The use of real life activities encourages original thinking, and independent learning, while addressing the issues of values and feelings.

                Integrating Music and Movement into the early childhood curriculum becomes inevitable as movement and activity are natural functions of the child and the basis of the classroom environment.  It is my belief that the child who is ‘engaged’ enjoys learning, and music and movement provide the means to engaging the child.  Everything in the living world is active, and it is only through activity that life can be perfected. Self-motivation and engagement is the key to sound childhood learning, and exposure to experiences aid in developing the child’s intellect, physical, and psychological abilities.  Moving to music to interpret and compare the contrasting different rhythms assists in the development of gross motor skills for the child and provides ample opportunity for physical exploration.  Music is not longer a stimulus but becomes an inner guide of the child’s movements, which are now responding to its rhythms.  

The purpose of movement is to help the child to perfect himself, either through the voluntary muscular system, or mental capacity.  Its end purpose is always to leave the child not where he was, but to build and strengthen her personality, confidence, and self-esteem.  Children are very accustomed to movement through work.  Creative movement and music is an enjoyable way for young children to develop these physical skills while using their imaginations to expressively communicate through body movements.  All the senses are engaged when children explore and discover different aspects of movement, and these activities can be used to enhance most areas of learning.  Using her body to travel through space is very popular with the young child and contrasting actions, to action songs, such as “freeze”, or “hold” assist the child in practicing control of his body.  Development of balance and stability are acquired through making shapes with the whole body.  Body shapes can be made in any position with any body part while standing, sitting, etc. and on the cue “change” the children can produce another shape, or mimic that of another.  Balance beams, balls, bats, beanbags, carpet squares, cones, foam bowling pins, hoops, jump ropes, punch ball balloons, and target boards provide a safe environment for movement activities.  In general a large spacious room with open space free of obstacles is preferred.

Ideally, the goal of movement exercises is a physically fit child who regularly participates in physical activity, has a skillful movement repertoire, and values physical activity as a form of enjoyment (NASPE, 1992).  The environment can be arranged to accommodate the natural functions of childhood learning through the freedom of movement and activity.  The wide array of music and movement opportunities for the child supports this style of learning.  Educators can encourage overall healthy growth activities for young children by developing an enriched and challenging environment.  

The following blogs over the next week provide educators with the tools necessary to gain mastery in leading the child towards muscular development through music and movement rhythms.

 

 

For more highlights this week

 

How to arrange the early childhood classroom for music

Cultural Emersion

Music from Around the World

Music-enriched Early childhood Curriculum

 

 

Visit: www.musiclearningforkids.com