In January I commenced music activities for the baby class and the toddler class at the private school where I teach extra-curricular music.
After a few sessions with the toddlers the room leaders agreed that all other toys would be put away and we would all sit down for 10 minutes music. I used different instruments for different songs, providing everyone in the class with the same instrument.
i.e.
· Bells:
o Frere Jacques
o Twinkle Twinkle Little Star
o Mary Mary Quite Contrary
· Maracas
o Looby Loo
o Here we go Round the Mulberry Bush
o Pop Goes the Weasel
· Tambourine
o Wheels on the Bus
o Happy and You Know It
o Old Macdonald
· Drum
o Grand Old Duke of York
o Hickory Dickory Dock
o Aitkin Drum
Initially I sang the same songs every week, always starting and ending with Twinkle Twinkle Little Star. After this song I handed out the first instrument and we sang the first group of songs.
After each group of songs I would hand out another instrument for the next section, not taking the previous instrument away. Sometimes a child would swap for the new one, sometimes they would not. Either way the adults always used the new instrument and some children copied them.
When I started the second term the children knew what to expect and were now sitting ready for each session already singing and I was receiving requests for particular songs.
One little boy was fascinated with my Ukulele and at every lesson he wanted to try it. When I let him try it he copied me and stroked the strings, not pulling them. I was encouraged.
By September the children were looking forward eagerly to the lessons, using all the instruments intelligently, confident in their use of them.
A little girl decided she would open my music bag and hand out the instruments. After a number of weeks she worked out how the zip worked and handed out the instruments for me. I was amazed. Later on in the term she became interested in my ukulele and copied how I put my finger on the fret board, whilst the little boy strummed away.
The children who have moved up from this class show more enthusiasm for the music and a better knowledge of the instruments and songs.
I was invited by the 3 months ‘walking room’ leader to come along and try the sessions with the youngest age group in the school, initially focusing on a similar programme that I had used with the toddlers. This worked well using short songs in groups. The children showed a much wider preference for certain instruments; dropping those that did not interest them very quickly. Although fascinated, some of the children cried easily, or simply slept. In the autumn term everyone has been stayed awake, showing more enthusiasm with the sessions, the older children using the instruments with greater confidence and knowledge and the youngest children starting to copy.
With this youngest age group I use the same hidden learning objectives and song – instrument themes.
An interesting observation this term has been with a child who initially cried a lot in the baby class and has had completely the opposite response in the toddler class, her face lighting up when certain instruments are selected from the music bag.
The children taught in pre-school and reception have now moved onto recorder and already understand quarter notes, quarter note rests, half notes, half note rests, high, low, loud, soft, higher, lower, fast, slow, faster, slower, sounds raising, sounds falling, line notes, space notes, duple time and triple time, pulse and rhythm control.
Last year’s toddlers are comfortable with the instruments in pre-school this year and can hold a steady beat and listen carefully to instructions. It will be interesting to see how this year’s toddlers who have completed nursery music differ.
Typically in a session I will use 3 or 4 styles of instruments.
Hidden Learning Objectives
From the start of the sessions I knew that I did not want to supply a general boom, bang and crash session. As the lessons are part of a private school I needed hidden learning objectives and a clear aim for each term.
My hidden learning objectives are
1. March rhythm and a triple time rhythm and pulse
2. Soft and loud sounds
3. High and low sounds
4. Sounds going up and down
5. Happy and Sad
1. March Rhythm and a Triple Time Rhythm and Pulse
If a song has a steady duple or quadruple time beat; i.e. Grand Old Duke of York; Miss Polly had a Dolly; Johnny works with One Hammer I use a short sounding instrument drum, tick-tock, claves etc.
If a triple time rhythm is used, i.e. Row, Row, Row your Boat; Pop Goes the Weasel ; Girls and Boys Come Out to Play; Here we go round the Mulberry Bush, Looby Loo, I use a longer sounding instrument, i.e. Maracas, tambourine, bells, egg shakers etc ..
The pulse is always taught by using a ‘on the beat’ strum with my Ukulele. The children can use this to follow with their instruments.
2. Soft and Loud Sounds
This section is relatively simple to work on, however it is worth saying that when I say ‘loud sound’ it tends to be a louder sound, not a loud sound.
I have to hand out ‘loud sound’ and ‘soft sound’ instruments. The children can copy using their instruments. I over emphasise the movements for loud sounds and so do the children.
3. High and Low Sounds
I use songs like Incey Wincey spider, Let’s go fly a kite, or I change the words on other songs, i.e. Happy and You know clap up high (using a high voice) or low (using a low voice),
4. Sounds Going Up and Down
Songs in this section are similar to that in High and Low Sounds but with the ascending or descending sound emphasised.
5. Happy and Sad Sounds
I only do this once or twice a term as usually one child starts to cry. I use a minor key piece following it by a major key piece. Over the time I have been doing music making sessions with the smallest children, the ones whose faces have crumpled have shown more of an active interest and excitement about music.
To conclude do I think it has a) made a difference and b) been worth the time spent away from other activities.
