Whether in the classroom or at home, if there are children, there are likely to be challenging behaviors. That’s because kids will be kids, and we all have our moments. While there are many appropriate ways to address challenging behaviors depending the child, the situation, and the need of the moment, we’d like to suggest a few creative ways to use music to respond to challenging behaviors.
A simple little children’s song, even one adapted for the moment, can ease the transition times in a child’s day.
Songs, rhymes, and rhythmic activities can become a part of a reassuring and predictable daily routine that will nearly eliminate feelings of frustration or uncertainty.
A song or rhyme like Dr. Becky Bailey’s “I Love You Rituals” can give a child an appropriate way to express himself.
Playing recorded music can set the tone for the day in the classroom, bring down the energy level, or even help ease a child into nap time or bed time.
Quieter songs and recordings will do wonders to calm and quiet busy little minds and bodies.
If a child is singing, he/she can’t be talking!
Singing, moving, or listening to music can help re-direct a child’s attention.
Moving to music not only wakes up the brain and primes it for learning, but moving to music also eliminates the wiggles.
So try it out. See for yourself how a song in your head and a song in their hearts will work wonders, especially when it comes to addressing challenging behaviors!
Sometimes I apologize in advance to my Kindermusik families for how many times we repeat a song in class. But then I cheerily remind them that experts tell us that repetition strengthens the brain – especially musical repetition!
Kindermusik songs that stay in your head may be a little annoying to parents, even though the kids love it! But it turns out that having songs in our heads – and hearts – may actually help us later on if we eventually suffer from a stroke or develop a degenerative disease such as Alzheimer’s or dementia. Just do a search – the videos out there will bring tears as you watch how an almost unresponsive elderly person suddenly lights up when hearing music or being sung to.
Scientists still cannot tell us how the same brain that loses its ability to retain memory will still retain and respond to lyrics and music, but as the author of this article describes it, it’s as if the music “tickles the brain circuits,” the same neural circuits that “…may help restore speech and cognition circuits” lost by Alzheimer and dementia patients or stroke victims. But best of all, listening and singing old songs makes these patients happy and for some, responsive on some level once again. It’s as if music brings them to life again, and it’s only music that has had that effect in study after study.
This is the power of music – the same power that makes such a difference in the mind and heart of the very young. And one of the reasons that I believe so strongly in the power of Kindermusik to change lives – for now and for life.
Contributed by Theresa Case whose award-winning Kindermusik program at Piano Central Studios in upstate South Carolina has been building musical memories with children and families for over 20 years now.
Infant social-emotional health…is that a new thing? Though some medical providers, first-year educators, and early childhood researchers have always valued things like eye contact, skin-to-skin, etc., that holistic terminology that includes ALL of the things supporting a baby’s social-emotional needs is relatively new for families.
It may sound like it’s a no-brainer—snuggle your baby, sing to your baby, and so on. But what’s not common knowledge are the many key behavioral competencies social-emotional development feeds.
The ability for babies to (eventually) self-soothe, for toddlers to not bite their friends, for older children to play well with others, or listen when the teacher’s talking, or not run into traffic…it’s all connected to positive social-emotional growth.
And the first stop is baby’s connection with parents or primary caregivers.
That’s a lot of pressure for grownups, but infusing music into daily interactions can lighten the load. There’s a deep-seated and innate response to music, even in very young children, and when you share that joy with another human, it’s incredibly powerful.
[vc_row][vc_column][vc_column_text][/vc_column_text][vc_column_text]Amy (Ludwig) Pennington is the owner of InJoy Music, which offers Kindermusik® and piano classes in Kansas City, Kansas. InJoy Music has been an award-winning Kindermusik Maestro studio since 2004. Amy has taught Kindermusik for 15 years now, and has quite an impressive resume with Kindermusik International and a wonderful history of service in the Kindermusik community as well, serving as a PKE (Partnership for Kindermusik Educators representative and PKE Board member, training new educators as a Business Mentor & Coach for KI, and piloting the Sing & Play curriculum. To her Kindermusik families, she’s lovingly known as “Miss Amy.” When she’s not teaching Kindermusik or Simply Music® piano classes, you might find Amy knitting, cheering on the Kansas City Royals, or working on reaching her and her husband’s goal of visiting all thirty Major League Baseball parks![/vc_column_text][vc_separator][vc_column_text]TC: What’s your favorite part of teaching Kindermusik? AP: Creating a community within each of my classes.
TC: If you had to name just one secret to success in the Kindermusik classroom, what would it be? AP: Know everyone’s names – not only the children’s and their parents’, but also their siblings’, grandparents’, and even pets’ names! Everyone is important. When I welcome family members into my classroom by name, they instantly feel special.
TC: How about favorite Kindermusik dances? AP: I love “Mama Paquita” and “Tants, Tants, Yidelekh!”.
TC: Anyone who knows you knows that you have a great sense of humor. So I can’t resist asking… What’s one of the funniest things that’s ever happened to you as a Kindermusik teacher? AP: My Wiggle & Grow kids LOVE to “swing hello.” One time, when a little boy’s mom was swinging him very high, his pants flew off across the room!
TC: Tell us about a teaching experience or favorite Kindermusik family that has significantly impacted you as a Kindermusik educator. AP: One of my favorite experiences was piloting the Sing & Play curriculum. I felt a great sense of responsibility to educators everywhere and I felt so blessed to be chosen to help shape the curriculum into what goes into classrooms all over the world every week.
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Miss Amy doing what she loves – changing lives!
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The Business of Kindermusik
TC: You’re a studio business owner. What do you feel has made your studio business a success? AP: I have a very strong team of educators that works with me. We are close-knit and have built a wonderful community, both inside and outside the classroom. Choosing carefully when hiring educators has made an immensely positive impact on the success of InJoy Music.
TC: What are some of the goals you have for your business? AP: We want to constantly evolve to meet the needs of Today’s Mom, while always staying true to our studio’s core values: Connect, Explore, Love, Create, and Play.
TC: What’s something new and exciting that’s happening with your business? AP: We are excited to host a spirit week this summer in conjunction with our summer service project – wear a pair of pajamas to class when you bring a pair of new pajamas for a family in need!
TC: If you could share one tip with a new Kindermusik educator, what would it be? AP: Know your lesson plans inside and out, so when you start teaching class, you can work on connecting with families instead of being boxed into what you “should” be teaching. No one will know if you leave out the third verse of a song – but they will forever remember that you made their child feel special.[/vc_column_text][vc_video link=”https://animoto.com/play/Sl1BVP5M1FeB9QLm2ihbHg”][/vc_column][/vc_row]
[vc_row][vc_column][vc_column_text]Okay folks…this is going to be a weird post, but stay with me. I’m a collegiate choral director, so singing is big part of my life. The human voice constantly amazes me. As of late, I have been doing a lot of guest conducting with middle school age kids. This age group is a hoot. They are hungry to express who they are becoming and are excited to make music together. Voices are changing at this age and, particularly young men, are figuring out how their new voices work and what they can do. Speaking of what voices can do…[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]
Overtone Singing
We are capable of singing two pitches at once.
Let me say that again: the human voice is capable of producing two distinct pitches at once. This is called overtone singing. Now – before I blow your mind with some pretty mazing video, let me give you a basic explanation of what overtones are. Within any pitch produced, there is a series of overtones. When I sing a note, there are actually a host of notes that make up the composite sound you are hearing. By manipulating the space inside your mouth, you can cause specific overtones to be heightened and easily perceived.
I know…it sounds crazy. Check out this guy singing Amazing Grace with overtones:[/vc_column_text][vc_video link=”https://www.youtube.com/watch?v=kFWYSW4vfcA”][vc_column_text]I promise, that is actually him. He is clearly producing two pitches at once – a drone pitch that stays the same and the changing whistle pitches above.
Maybe only crazy choral conductors do this, but have you ever hit a note in a room or a stairwell and it “rings” more than any other note? You have hit the resonant pitch for that space. This singer, by changing the shape of the space inside his mouth, changes the resonant frequency causing different overtones to be highlighted. And that’s how he gets different pitches above his drone.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]
One Voice: Two Pitches
So this guy produces a static bottom pitch and is able to heighten any of the pitches in that static pitches’s overtone series. I won’t bore you with what those pitches are, but it is always a specific set relating to that bottom pitch produced.
What would happen if you changed the bottom pitch? Well, you’d have access to another set of overtones. Well guess what? There is a guy in Texas named Stuart Hinds who has training himself to change the bottom pitch while also being able to hit any note in the overtone set at will. This takes INCREDIBLE control. The result of this training? Mr. Hinds is able to sing in a round WITH HIMSELF! I promise, what you are about to see and hear is only one person singing. You will see a spectrogram, a visual representation of sound over time. The very bottom stream is the main, bottom pitch that Mr. Hinds sings. You’ll then see the overtones he wants to highlight as the very top stream of notes. Take a listen:[/vc_column_text][vc_video link=”https://www.youtube.com/watch?v=aU5rtkO6CX8″][vc_column_text]Once again, I know it seems impossible, but those whistle tones are actually being produced by Mr. Hinds’s voice and only Mr. Hinds’s voice. There is no manipulation here. Once voice, two pitches. Pretty amazing.
For me, the most amazing thing about this is the capacity of the human voice. The variety is staggering. We can listen to a rock singer, a folk singer, or an opera singer. We can enjoy R&B and Country. Rap, Pop, Ska, and Jazz – the list never ends – all from the human voice. And think about this as you listen to all of this singing: a child that experiences music on a regular basis will have a deeper appreciation for music throughout her or his life.
Listen to Mr. Hinds with your child. Ask questions. Can they hear the overtones – the whistle tones? Ask if they can believe that it’s only one person singing! See if you can produce overtones. Check out Anna-Maria Hefele’s (another great overtone singer) How-to video. Explore the possibilities![/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][class_finder_form css=”.vc_custom_1458189350961{padding-top: 20px !important;padding-right: 20px !important;padding-bottom: 20px !important;padding-left: 20px !important;}”][/vc_column][/vc_row]
[vc_row][vc_column][vc_column_text]Last month, The New York Times reported on new research conducted at the Massachusetts Institute of Technology involving the most musical of organs: the brain. Professors Nancy Kanwisher and Josh H. McDermott, and postdoc fellow Sam Norman-Haignere have proven that there are neural pathways dedicated to experiencing music – think a special HOV lane specifically reserved for musical transportation. And it doesn’t seem to matter what type of music it is. Regardless of the style – hip hop, show tunes, rock and roll – these pathways only light up in scans for music. Other sounds seem to have no effect.[/vc_column_text][vc_column_text]
The Auditory Cortex
The part of the brain in question is rather small, but important. The Auditory Cortex, as you might have guessed, is responsible for processing aural info – any sounds that come at you get dealt with here.
image source: Wikipedia
The area in question is that tiny pink part of the temporal lobe. Now, why does that matter? Well, I thought it might be worth mentioning that the temporal lobe, among other things, is responsible for long term memory, and we know that music and memory are closely related. I’ll admit it: sometimes I have to sing the alphabet song in my head when putting things in alphabetical order. And those of you of a certain age might remember this gem from Cheers:[/vc_column_text][vc_video link=”https://www.youtube.com/watch?v=-F_tT-q8EF0″][vc_column_text]Come on now, friends…the brain is a complex subject. I’m never above bringing in a 1980s sitcom to underscore a point. The fact that the Auditory Cortex is located in the lobe of the brain that deals with long term memory AND there are pathways nearby that only light up when we experience music is telling and perhaps more than coincidental.
So…beyond the fact that music is an incredibly enjoyable pastime, why does this matter to us? Well, there is a theory out there that music is actually older than speech. If music is “more fundamental” to the human brain than everyday verbal communication, than it can have tremendous impact on the human experience. Dr. Josef Rauschecker, the director of the Laboratory of Integrative Neuroscience and Cognition at Georgetown University puts it this way:[/vc_column_text][blockquote cite=”- NYT, 2/8/2016″]…music works as a group cohesive. Music-making with other people in your tribe is a very ancient, human thing to do.[/blockquote][vc_column_text]More proof that music is integral to our lives. So get out there! Light up those pathways that seem to have been put in place just to respond to music. Make some musical memories. And as we have learned over the past few posts, make those memories meaningful by creating them with someone special – your spouse, your kids. Hey, if you build a bookshelf, you put books on it. Your brain is built to respond to music: give it what it wants.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][class_finder_form css=”.vc_custom_1457675287583{padding-top: 20px !important;padding-right: 20px !important;padding-bottom: 20px !important;padding-left: 20px !important;}”][/vc_column][/vc_row]
[vc_row][vc_column][vc_column_text]Last month, I wrote an article on what kids want that featured a commercial from an Australian food company. It beautifully demonstrated the importance of quality time vs. quantity of time between parents and kids. As it turns out, kids crave time that involves meaningful interaction, such as mealtime. During a meal you make eye contact, talk about your day…what you saw, what you learned. It’s time to learn a bit more about each other. Your kids are constantly changing.
Christakis’s basic premise is straightforward and direct. We live in an educational era dominated by test preparation. I have mentioned before that my wife is a public school music teacher and she sees this on a regular basis. The amount of activities in which children take part that are experiential in nature seem to take a back seat to process or didactic learning (think lecture). We need more opportunities for experiential learning.
Play is a wonderful form of experiential learning. Dancing, movement, singing – these are all opportunities to do and learn through doing. And this is what Christakis suggests – kids need opportunities to learn and grow through play. Specifically, our kids need play activities involving adults with whom they have important, positive relationships – like parents and grandparents.
Here’s a brief video explaining experiential learning, and how it benefits growth. One of the most important parts of this is reflecting on the activity at hand. And this can be simply talking with your child – perhaps during a meal (See what I did there? Full circle!). They are initiating the process of learning when they play, developing an understanding of the world around them, how their minds and bodies work in that world, and how they interact with others.[/vc_column_text][vc_video link=”https://www.youtube.com/watch?v=aF63HHVbpQ8″][vc_column_text]Now, don’t get me wrong, there are multiple modes of learning that are effective, however, when you reduce the amount of active participation on the part of the learner, it can have a negative overall outcome.
So…what does Erika Christakis have to say about learning through play? From her February interview with NPR…
Playful learning is embedded in relationships and in things that are meaningful to children. I use the example of the iconic Thanksgiving turkey [handprint] . When you really get into what’s behind those cutesy crafts, a lot of curriculum is organized around these traditions, things around the calendar, things that are done because they’ve always been done.
When you look at how kids learn, they learn when something is meaningful to them, when they have a chance to learn through relationships — and that, of course, happens through play.
And there it is again – the idea that learning is heightened when there is active participation coupled with meaningful relationships. As easy as it is for us to say “go play in your room”; it’s much more meaningful if we play with them, if we move with them, if we sing with them. And the research I mentioned last month indicates that the quality of these moments is far more important than the quantity. Make them count.[/vc_column_text][vc_column_text]
Here’s kid that is having a meaningful experience – it radiates from his eyes!
How often does what we need as humans progress so neatly from what we want? They are often two very different things. But with kids and their “blank slate” nature, these two things do tend to align, or at the very least, one feeds the other. If you take the time to have quality moments with your child, this can often result in Christakis’s “playful learning”. What they want becomes what they need when you find ways to make that time experiential and playful. Then, it cycles back on itself when you find opportunities to talk about what went down. And trust me…if it was fun, they will want to talk about it! They’ll want to call up their aunt or grandpa to tell them all about. So take advantage – ask questions. Get them to ask you questions. Connect, learn, grow…together.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][class_finder_form css=”.vc_custom_1457327574869{padding-top: 20px !important;padding-right: 20px !important;padding-bottom: 20px !important;padding-left: 20px !important;}”][/vc_column][/vc_row]
[vc_row][vc_column][vc_column_text]When our sons were young (age 4), they memorized a very simple, two-part definition of self-awareness. Here is it:
1. Always know what’s going on around you.
and…
2. Always know how my choices affect other people.
Our boys, considering their surroundings, about to make good choices…hopefully
The idea was that they would hear my voice, their mother’s voice, or more importantly their own voice recite these words when faced with decisions without one of us present. These two little sentences cover just about any situation that might come up. I thought it might be fun to place “The Definition” (as we refer to it in our family) into a little parenting fairytale.[/vc_column_text][vc_separator][vc_column_text]
Once upon a time, in the faraway realm of Kindermusika, there lived a Brother and a Sister, two young singers of great renown. Now, this pair had loving parents that taught them some very important lessons. They knew the Golden Rule, and to not eat in bed because of the crumbs. But because their parents were sometimes gone running the business of the realm, the King and Queen also taught them The Definition of Self Awareness. These were magic words that helped the young singers learn to think before acting. Once, the Brother came upon a group of children throwing rocks over a wall. He thought, “Do I know what’s on the other side of that wall? What if there are animals or people over there!?”
[/vc_column_text][vc_column_text]While walking down the main village street, the sister saw a woman carrying food back from the market. She always made time to take in her surroundings. This time, she saw the woman trip and drop the basket of food. “I should help her,” the Sister thought. “I know the woman would be glad to have an extra set of hands.”[/vc_column_text][vc_column_text]And so it went. The Siblings did their best to know what was going on around them and to always think about how their choices would affect others.
And then…it happened. As often is the case with these stories, a Dragon appeared. But this wasn’t your ordinary, fire-breathing monster. No…this Dragon made all kinds of bad choices that wreaked havoc on the realm. He’d knock over barrels of rainwater and play in the mud. He’d let the sheep out of their pasture and chase them into the woods. On a particularly bad day, the Dragon ate all of the village baker’s laundry, including his best puffy white hat. He even left claw marks in the dough.[/vc_column_text][vc_column_text]Now, The Brother and Sister saw all this and once again remembered their parents’ words. The Sister said to the Brother, “I bet we could teach this Dragon some manners. Maybe sharing the Definition will help!”
And that’s just what they did. The Brother and Sister knew that with this type of Dragon – no fire and smoke to worry about, just some poor choices – they show him the way.
While the Dragon was busy using the candlestick maker’s curtains to blow his nose, the Brother walked up politely and sat on a tree stump.
“What do you want?” asked the Dragon, as he sneezed into the brand new curtains.
The Brother, knowing Dragons liked music, sang him a little song (that sounded strangely like Twinkle Twinkle).
Dragon with a stuffy snout Those curtains need to be thrown out. Use a tissue when you sneeze Leave the curtains in the breeze. Dragon, make a better choice And your friends will all rejoice![/vc_column_text][vc_column_text]As the Brother sang, the Dragon smiled and slowly put down the Candlestick Maker’s curtains (a bit worse for wear). “I never thought of it that way!” said the Dragon, as he absentmindedly almost sat on the Blacksmith’s roof.
“No! No!” shouted the Sister. The Dragon froze and the Sister began to sing to the Dragon (a tune that oddly resembled Pop Goes the Weasel).
Before you go to sit yourself down Please check if it is clear, sir! You may destroy a house or a shop Think of your career, sir!
“Well, I’m in between jobs at the moment, but I get your point,” chuckled the Dragon – and he stood up just before crushing the Blacksmith’s roof.
“Where did you learn to think about others and make good choices?” asked the Dragon. He was amazed at the music and message of these two young siblings.
“Our parents!” they answered. “They taught us to always know what’s going on around us and to know how our choices might affect others.”
“Incredible!” said the Dragon.[/vc_column_text][vc_column_text]With that, the Brother, the Sister, and the Dragon, went out to the jousting field for a picnic, to sing songs, and use tissues whenever they sneezed.
And they all lived musically ever after![/vc_column_text][vc_separator][vc_column_text]Our sons are now 9 and 13 and they still have “The Definition” memorized. I’d like to think it helps them make better choices during their day, and perhaps be a bit more compassionate toward others. And who knows…if they ever come across a poor decision-making dragon, maybe they can pass along some good advice.[/vc_column_text][/vc_column][/vc_row]
Considering the special nature of this day, we thought it might be fun to present a collection of activities involving leaping and a little Leap Day/Leap Year.
Okay, so these are “jumping” activities – but after all, isn’t a jump just a fancy leap? Or perhaps it’s the other way around. Regardless, these are some truly fun games you can try at home.
We can’t ignore quality Kindermusik songs and games – lots of frog-based leaping activities. You can find out more about this froggy fun at a studio near you.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][class_finder_form css=”.vc_custom_1456721908716{padding-top: 20px !important;padding-right: 20px !important;padding-bottom: 20px !important;padding-left: 20px !important;}”][/vc_column][/vc_row]
[vc_row][vc_column][vc_column_text]Maestro Educator Christa Beck loves what she does. That love is evident in the smiles of the children and parents she serves in her studio. Theresa Case interviewed this successful teacher so that we might get to know Christa a bit more.[/vc_column_text][vc_separator][vc_column_text]Christa Beck has been changing lives as a Kindermusik Educator for 15 years. Her studio, Kindermusik with Christa Beck, is a multi maestro educator award winner, recognizing those that are among the top programs internationally.
TC: What are some of your hobbies?
CB: Baking, running, reading and eating delicious meals that my husband has cooked. We also love to go out to eat; to experience new restaurants and breweries (and Pittsburgh has lots to choose from!).
TC: What do your Kindermusik kids call you?
CB: Miss Christa
TC: How do your Kindermusik families describe you?
TC: What’s your favorite part of teaching Kindermusik?
CB: Enabling parents to use music to connect with their children in ways they have not known before, in a positive, joyful, supportive environment.
TC: Do you have a favorite Kindermusik song?
CB: I have about 100 “favorite” Kindermusik songs. I loved learning all the words to traditional bedtime songs like “Hush Little Baby,” and “You are My Sunshine” early on in our Kindermusik experience. My children joke that I have a song for just about everything (from toast, to trains, to animals, to cleaning the house). I do randomly burst out in “Kindermusik” songs on a daily basis.
One of Miss Christa’s favorites!
TC: What’s your favorite Kindermusik dance?
CB: ‘Liza Jane…I love the energy, the fiddles, the fantastic rhythm for dancing.
TC: If you had to name just one secret to success in the Kindermusik classroom, what would it be?
CB: Genuinely know and care for your families, and always give them 110%.
TC: What are some of the most touching moments you’ve experienced as a Kindermusik educator?
CB: I love the moment when a baby has learned to walk, and the parents in the class all cheer for that first walk across the Kindermusik classroom. When a toddler begins to sing in class, so pure and clear with no inhibitions, my heart smiles and knows this is the most right place to be in the world. Preschoolers are fun, silly, smart and energetic people. I love watching the self-confidence emerge, friendships blossom, and kindness happen naturally in our classes.[/vc_column_text][blockquote cite=”Christa Beck”]Every single child matters.[/blockquote][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]TC: Describe a teaching experience or favorite Kindermusik family that has especially impacted you as a teacher:
CB: I have always been particularly touched by special needs children. I am acutely aware of the extra effort it takes some children to reach certain milestones. I still remember my first Kindermusik child with Down’s Syndrome, Megan. She had been working so hard on walking and around age 2, finally walked across the room during class. The pride and joy of that mom, and the support of the families in that class had tears of joy flowing. I realized at that moment, how much our Kindermusik communities matter. Every single child matters. And what we are doing in the Kindermusik classroom matters. I’ve never lost sight of that.
TC: What do you feel has made your studio business a success?
CB: First and foremost, being the most well-prepared that I can for each and every class. Knowing the songs, knowing the activities, understanding why they are important, and learning more every day about early childhood development. Second, knowing, caring about, and loving my Kindermusik families. I believe in the value of each and every child and parent that comes through my doors each week. My hope is that shines through, and in turn has helped our studio become successful.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_video link=”https://animoto.com/play/Nfw6eJE8vvsSSdsYd00ikQ”][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]TC: What’s something new and exciting that’s happening with your business?
CB: We’ve been celebrating our 15th year all year long with fabulous events. A giant “on the farm” playdate at our local organic CSA, Jingle Jam holiday playdates, a recent Sweetheart Ball with 120 people in attendance, and more class offerings that ever before. We focus on adding new and exciting things to our business every year.
TC: What’s next for your Kindermusik program?
CB: I am taking Kindermusik to the Middle East this summer through a mission trip organized by another Kindermusik educator (Jessica Hanson.) My goal has been to have the studio families not only support this trip financially, but also share some of the different music from the two cultures with each other. I look forward to taking materials from our studio to leave in Amman, Jordan, and bringing activities and music back from the other side of the globe. My strong belief is that every child has value, and that music can be a universal means of communication; sharing healing and love from one country to the next.
I also hope to continue to grow our Kindermusik baby classes; to share with parents how much music can make an impact on children’s lives, particularly during the earliest years.
[/vc_column_text][blockquote cite=”Christa Beck”]Truly a labor of love…[/blockquote][vc_column_text]TC: If you could share one tip with a new Kindermusik educator, what would it be?
CB: Being a successful Kindermusik educator takes time, talent and hard work. If you believe in it, live it, breathe it, and give as much as you can of yourself, the rewards that come back are priceless. It’s the hardest I’ve ever worked, and the best time I’ve ever had in any career. Truly a labor of love.
Theresa Case’s award-winning Kindermusik program is part of Piano Central Studios, located in the beautiful upstate of South Carolina.[/vc_column_text][vc_column_text]
Are you interested in becoming a Kindermusik Educator?[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_button2 title=”START HERE” link=”url:https%3A%2F%2Fwww.kindermusik.com%2Fteach-children-music%2F||target:%20_blank”][/vc_column][/vc_row]
[/vc_column_text][vc_column_text]Amy (Ludwig) Pennington is the owner of 
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