The Course


Foundations of the Course

 

COURSE2Exploring the world of music by experiencing:

  • a diverse range of musical styles
  • a variety of pitched instruments and un-tuned percussion
  • a variety of musical responses including movement, dance, singing, rhyme and active play

Connecting to music and building the core musical foundations by:

  • engaging the senses (seeing, hearing, feeling, moving)
  • developing an awareness and understanding or pitch, beat, rhythm, tempo, form, timbre, dynamics, phrasing, harmony and ensemble playing

 

COURSE1Communicating through music to facilitate:

  • parent-child bonding
  • a feeling of connection to a musical community (eg class, musical school, wider musical family)
  • confidence to comfortably share with others (eg. family gatherings, group performances at concerts)
  • an introduction to the written language of music

Developing fundamental skills that will lead to creativity through:

  • building a repertoire of responses to music to enable children to experiment with and further develop their musical creativity
  • exposure to quality musical experiences that establish a musical base and reference point for higher level musicality





Educational Processes

The course offers high quality music education for young children through:

  • multi-sensory learning techniques where children are engaged in hands-on musical experiences
  • parent involvement as an essential part of the learning process
  • an environment consisting of a richly resourced studio
  • a well trained and highly experienced early childhood music teacher
  • a well structured course with an intentional sequence of learning experiences





Benefits

There are a variety of both musical and non-musical benefits from experiencing and actively engaging in music that includes:

Musical

  • creating an awareness of and solid foundation in beat, pitch, rhythm, tempo, dynamics, timbre, melody, harmony, ensembles, phrasing
  • introduction to a variety of instruments, styles of music, cultures and music as a universal language
  • building a sense of musicality and musicianship that allows children to further develop musical and instrumental skills at a higher level.

Non-musical

  • gross motor skills, balance and co-ordination through movement
  • fine motor skills through manipulation and control of instruments and musical equipment
  • developing pro-social skills by working together in a group, joining in classroom routines and rules, sharing, co-operating, turn taking, following directions,  and connecting with others
  • competence and self esteem though mastery of skills
  • intellectual stimulation through listening, problem solving and generating creative responses
  • increased ability to attend to a task though focussed play and following directions
  • oral language development through singing, attentive listening, and engaging in rhyme and rhythm
  • support for early literacy by reading visual symbols such as rhythm notation, pitch notation and other graphic representation of sound
  • building foundations for mathematical understanding by engaging in spatial awareness, responding to musical patterns and developing an awareness of time by experiencing beat.

 

Benefits of learning music at a young age

 

Why music?

Music is an integral part of young children’s lives, as evidenced in the ground-breaking research conducted by Moorehead & Pond (1941/1978) nearly seventy years ago, or the more recent rich and diverse ethnographic studies of young children’s musical lives conducted by Campbell (1998). Children’s play, so valued by the early childhood education community in fostering young children’s learning and development, features music as a central component (Bjorkvold, 1989; Campbell, 1998; Campbell & Scott-Kassner, 2006).
Anyone who has worked with young children knows that children love music, and can engage in musical activities on many levels. From birth music is an intuitive form of communication between mother and baby (Papousek, 1996), and subsequently between growing child and caregiver/s. For more than a decade it has been apparent that from infancy human beings are quite simply hardwired for musical experience (Trehub et al., 1997).

 

That is, all children are born with the innate ability to respond to music and to develop musically.

 

However, without the right nurturing, musical ability will stall. Therefore it is vital that those involved in young children’s growth – namely parents and educators – understand young children’s musical development and understand ways that they can nurture this very powerful form of communication and being.

 

Courtesy of the Music Council Australia