When does the most powerful and sustaining learning happen? Look in the window of any Kindermusik classroom, and you’ll see the answer right away. The best and most effective learning happens when both body and mind are engaged. Simply put, movement wakes up the brain, enhances understanding, and increases retention.
Interestingly enough, researchers and professors are beginning to take the concept of “embodied cognition” and applying is the field of technology and learning that is explored and done on computers. Two different independent studies demonstrated that college students ability to learn, understand, and apply increased significantly when they physically manipulated animation or who used a joystick to move gears.
It is helpful to point out that moving to learn (and learning to move!) become even more critical when the challenge of understanding is greater; for example, the younger the student, the more important it is to add an element of physicality to the learning process.
But why does involving the body in the learning process improve the learning and enrich the understanding? Here is a brief summary of some of the key points in Annie Murphy Paul’s fascinating article, “Let’s Move! How Body Movements Drive Learning Through Technology”:
Hands-on, physical participation in the learning process makes the abstract more concrete.
When movement is connected to a concept, it provides the brain with pegs, or cues, for recalling that learning.
Acting on information more deeply ingrains the learning in the mind.
Moving as part of the learning process improves the cognitive process by making it less mentally taxing and frees the mind to understand at a deeper level.
It is becoming more and more evident that there is a compelling connection between movement and the mind. This is precisely why joyous, early learning music and movement experiences like those experienced in a Kindermusik classroom are so potent and have such a lifelong benefit for children.
[vc_row][vc_column][vc_column_text]Greetings music fans! In celebration of the National Association for the Education of Young Children’s Week of the Young Child™, I thought we’d check out Google’s Chrome Music Lab. This is a collection of extremely fun, visually and aurally appealing applets that the geniuses over at Google created. These little apps are seriously entertaining and have the potential to bring some smiles to the faces of not just little ones, but adults as well. Let’s explore some of the musical experiments…[/vc_column_text][vc_custom_heading text=”The Chrome Music Lab” font_container=”tag:h2|text_align:left|color:%23dd3333″ link=”url:https%3A%2F%2Fmusiclab.chromeexperiments.com%2FExperiments||target:%20_blank”][/vc_column][/vc_row][vc_row][vc_column][vc_column_text][/vc_column_text][vc_column_text]What is it? For Music in Our Schools Month, the coders at Google got together with some musicians and created these interactive experiences using readily available features of the web. Accessible from any internet connected device, the current twelve musical experiments explore different aspects of music, from rhythm to melody and pitch to harmony. If accessing through a smart phone or tablet with a touch screen, you can physically interact with sound. It’s pretty addictive and loads of fun.[/vc_column_text][vc_separator color=”juicy_pink”][vc_custom_heading text=”The Rhythm Animals” font_container=”tag:h3|text_align:left|color:%23dd3333″][vc_column_text]
[/vc_column_text][vc_column_text]The Rhythm Animals are a collection of beastly percussionists who play their instruments following your instructions. By selecting cells in the grid below the pair of adorable, furry musicians, you can create a loop of drumming delights.[/vc_column_text][vc_video link=”https://www.youtube.com/watch?v=FzLQCoZUlEQ” el_class=”560 x 315″][vc_custom_heading text=”Kandinsky” font_container=”tag:h2|text_align:left|color:%23dd3333″][vc_column_text]I think Kandinsky is my favorite. Named for artist Wassily Kandinsky, who often compared painting to making music, this little experiment does just that. As you draw, your squiggles and shapes come to life as sounds. Specific shapes make specific sounds – and where you place your drawing impacts the sound it makes. Doodles up high on the page produce higher pitches. Circles turn into cute little faces. Triangles become percussion instruments. You can also change your sound palette by clicking/tapping the bicolored circle next to the play button.
[/vc_column_text][vc_single_image image=”8681″ img_size=”full” alignment=”center” onclick=”custom_link” img_link_target=”_blank” link=”https://musiclab.chromeexperiments.com/kandinsky”][/vc_column][/vc_row][vc_row][vc_column][vc_custom_heading text=”Spectrogram” font_container=”tag:h2|text_align:left|color:%23dd3333″][vc_column_text]The Spectrogram is probably the coolest and most science-y (a word I just made up. You’re welcome, Webster) toy. Remember my post on overtone singing? Well, the Spectrogram allows you to see the overtones! If you use the applet from an Android device or your computer, it can access your microphone and show you a visual representation of your voice – or any sound. It’s almost mystical. Here is a video of me paying a bit with the Spectrogram applet.[/vc_column_text][vc_video link=”https://youtu.be/4QRmLBEkARg”][vc_separator color=”juicy_pink”][vc_column_text]There are several other experiments you and your kids can play with. Try the Melody Maker or the applet that will play Chords for you. The Music Lab makes some complex aspects of music surprisingly accessible. Being able to see and hear and touch the music is incredibly powerful. The Chrome Music Lab can be found here and will work across devices (computers, smart phones, tablets) but the most fun and functionality to be had certainly is with Android touch-enabled devices. But don’t let that stop you if you are an i-device user. When you aren’t making live music with your child at a Kindermusik class and need that interactive fix, check out the Music Lab. Happy music making![/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]Prof. Laurie Fox, Board Certified Music Therapist, takes us on a brief journey, and explains her field along the way. [/vc_column_text][vc_column_text]It’s been said that, “music is a universal language.” And while I would amend that to, “music is universal”, nonetheless, I must concede that music is a communicator, a connector of persons with diverse backgrounds. Nowhere is that more apparent than in the use of music by children.
Having just returned from trips to Kenya, Tanzania, and the Dominican Republic, I was blessed to share music with children with whom I could not otherwise engage. We made music together using “found sounds”, body percussion, singing and rhythmic chanting. In addition, we helped the children in creating and utilizing shaker instruments in call/response activities and as accompaniment to pre-composed songs.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]
Immediate Music/Immediate Connection
The immediacy of the joint music-making did not come as a surprise, because that is typically what we can expect from children in the States. What WAS different was how the children naturally embodied the music, using their entire bodies in their music-making, whether it was dancing as they played or fully engaging with the instruments, staying mindful and present with their music-making endeavors, as opposed to perseverative behavior. For me, as a musician, a music therapist and music educator, it’s the embodiment of music that is of vital importance in exploring and experiencing one’s self as a musical being. This belief has been the foundation of my use of music with clients in music therapy.[/vc_column_text][vc_column_text]And so, first, what is music therapy? Here’s how the American Association of Music Therapy defines it:[/vc_column_text][blockquote cite=” AAMT”]Music Therapy is the clinical and evidence-based use of music interventions to accomplish individualized goals within a therapeutic relationship by a credentialed professional who has completed an approved music therapy program.[/blockquote][vc_column_text]This definition leaves many questions unanswered because of the variety of possible musical interventions, along with the vast array of clientele groups, as well as the training, skill and personal style of each individual music therapist. So, what follows are a couple of examples of my own work in re-purposing music education approaches as therapeutic interventions in order to assess, support and aid childhood development.
Music education approaches from pedagogues such as Jaques Dalcroze, Zoltán Kodály, Carl Orff, and Schinici Suzuki emphasize the value of experiencing music (through singing, moving, rhythmic activities) as a means of learning musical concepts. While not yet thoroughly explored for use in music therapy, these developmental music approaches and philosophies align with the humanistic framework in which many music therapists work.[/vc_column_text][vc_column_text]
Experiencing embodied music making in Africa – look at those smiles! photo credit – Jen Seniuk
[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]Therapeutically, embodied music-making experiences allow children to explore their own resources, all the while remaining in their world of play. The value of their music-making comes not only from the aesthetic virtues of music as art, not only from cognitive benefits, but also, and maybe most importantly, from the music as being a vehicle through which children can build their sense of self and strengthen self-mastery. To those ends, common goals in music therapy could include the following:[/vc_column_text][vc_column_text]
To improve awareness of self, others and environment
Utilizing the Dalcroze concepts of “time-space-energy”, children are encouraged to walk the quarter note beat at the tempo of what the therapist improvises on the piano; they are to attend to the music and respond by walking faster or slower when they sense the shift in the tempo. In addition, they are encouraged not to walk in a circle (which often happens naturally!) but rather to make use of the entire space. For older children, you can encourage them to use their upper bodies by “conducting” the music and also to explore the space above and below them (arms waving overhead; knees bending to explore closer to the ground)[/vc_column_text][vc_column_text]
To increase and/or improve social skills (sharing, turn taking)
Using Orff instruments, children are partnered together on various instruments, all arranged with the pentatonic scale (or five notes, each instrument utilizing the same five notes). The larger (or lower pitched) instruments keep a simple ostinato (repeated musical pattern), in which client A plays one note and client B plays another, and together, their notes form the ostinato. Other clients on medium pitched instruments can be given a simple melody that repeats (again, shared by two clients). And then maybe one xylophone gets passed around to those who do not yet have an instrument, and these clients can (one at a time) create something on the spot to go with the “accompaniment” of the medium and lower pitched instruments. The clients would then all switch roles so that everyone has a chance to “solo”.[/vc_column_text][vc_column_text]
Other goals might include:
To increase and/or improve communication skills (receptive skills, expressive skills)
To improve autonomy (decision-making, problem-solving)
Perhaps I can share more ideas about music experiences to target these goals in a future post, but the main thing I hope to convey is that children need to explore music in its (and their!) fullness. Happy music-making![/vc_column_text][vc_separator][vc_column_text]
Laurie Fox, MMT, MT-BC, LPC, is the Coordinator of the Music Therapy Program for Seton Hill University. She has practiced music therapy since 1994, focusing primarily on working with older adults with dementia and children, adolescents, and adults with mental health issues. Additional clinical work has included corrections, oncology, and neurology, and she maintains a private music psychotherapy practice. Laurie has recently joined the team at Heritage Hospice, Indiana, PA, marking a return to her love of hospice music therapy.
Laurie continues to be an active performer in her community and is passionate about bringing people together through music making endeavors. She enjoys spending time with friends and family, which includes a few cats![/vc_column_text][/vc_column][/vc_row]
[vc_row][vc_column][vc_column_text]Hello music lovers! It’s your friendly neighborhood music doctor bringing you some truth about classical music. Perhaps “myths’ is the wrong word. Really, when we talk about classical music, we constantly deal with misconceptions. And perhaps we, in the “classical music world”, don’t do a good enough job reaching out to a broader public. Remember, there are only TWO kinds of music – good and bad – and that varies from person to person. Here are some too-often-made assumptions about this misunderstood genre…[/vc_column_text][vc_column_text]
1. Classical Music is not relevant
What? You may think so, but I can prove its relevance in today’s society. Just because something was created a century (or more) ago, doesn’t mean it loses relevance. Take Carl Orff’s Carmina Burana, a touchstone work for choir, orchestra, and soloists. Written in the mid 1930s, it sets texts from the 11th, 12, and 13th centuries. You know it! It’s used at sporting events and commercials and countless other events. Just listen to the opening movement – a commentary on the whims of fortune:[/vc_column_text][vc_video link=”https://www.youtube.com/watch?v=FWiyKgeGWx0″][vc_column_text]How many of us know that tune (setting words written by monks who had been drinking a bit too much, BTW)? How many of us can relate to its message – that luck is out of our control?! And the power of the music! It drives right through the soul. Our lives’ events are marked with what most would label “classical” music – how about Felix Mendelssohn’s Wedding March, written in 1842 to accompany a production of Shakespeare’s A Midsummer Night’s Dream, or a countless number of Christmas carols, written centuries ago… [/vc_column_text][vc_column_text]
2. Classical Music has no power
Okay, slow down. Let’s think about that for a second. We have all been moved by music’s power, whether that be a pop song we connect to, or perhaps a piece of purposeful music, like a hymn or a protest song. But think about this: when the Berlin Wall fell in 1989 and Europe was looking for a piece of music to celebrate, they turned to Beethoven. American conductor Leonard Bernstein, lead the musicians of an international orchestra and chorus in performances of Beethoven’s Ninth Symphony, culminating in a powerful final movement – a tune we all know – Ode to Joy. In this moment, Ode to “Joy” became Ode to “Freedom.” The concert, which can be found in its entirety here, was broadcast in over 20 countries. The intensely powerful last part of the final movement is an amazing example of the genre’s capacity to activate our collective spirit. Take a listen…[/vc_column_text][vc_video link=”https://www.youtube.com/watch?v=IciKr8NUmKs”][vc_column_text]
3. Classical music is old
HISTORY WARNING! This is one of the biggest misconceptions of the genre. Of course, this stems from our use of the word “classic”; we use it as a polite synonym for “old.” The term in question has two main uses: classical – lowercase, used as a general term for all music performed by orchestras, many choirs, opera singers, and the like, and Classical – uppercase, which pertains to a specific period in music history, roughly 1750 to 1820. Now, Johann Sebastian Bach did not proclaim on his 1750 deathbed that “Baroque music is over! Now it’s the Classical period!” And Beethoven didn’t suddenly write in his journal on an early 1820 morning, “I am so over the Classical period. Let’s all be Romantic composers now.” These are labels which my musicologist colleagues have applied to help organize the past. The reality is that each main style slowly morphed and bled into the next. A better term might be Art Music. And guess what? Art music is still being composed today! Many of you know John Williams, the film score composer. His work is greatly influenced by Richard Wagner, a German composer of the late 1800s. Imagine a movie without a score. BORING.
Listen to these two examples – the first is Richard Wagner’s incredible musical representation of the Ride of the Valkyries (written in 1851) – the Norse female figures who decided who lived and died in battle.[/vc_column_text][vc_video link=”https://www.youtube.com/watch?v=TUac8MfFsV0″][vc_column_text]Now – how about John Williams’s iconic score (1977) from Star Wars! Listen to just a bit of the opening. Hear any similarities between this and Wagner? Triumphant brass…driving rhythms…you can’t separate it from the action of the film. Well…surprise! Wagner did it first in Opera. [/vc_column_text][vc_video link=”https://www.youtube.com/watch?v=_D0ZQPqeJkk”][vc_column_text]
4. It’s too expensive
Well, it’s true that it does cost a lot of money to maintain a professional symphony orchestra. There’s a great deal of education and experience on that stage. But, because of corporate sponsorships, grants, and individual patrons of the arts who give generously, tickets to a concert can be found for $25 or less – that’s a night at the movies for one person. And you are seeing LIVE music! There’s no studio manipulation, no lip syncing, and no safety nets. There are no do-overs. These musicians have practiced for years to perform at a level with just about zero mistakes. Take a look at this: American Symphony Orchestra – one of the best orchestras in the US, located in NYC (an expensive city!) – tickets are as low as $25. St. Louis Symphony – their Family Concerts have tickets as low as $8!!! The Dallas Symphony Orchestra – tickets to their concerts start at $19![/vc_column_text][vc_column_text]
5. Classical music is for my grandparents
This one is my favorite. My wonderfully talented wife is an elementary school music educator. She hears this myth from her students CONSTANTLY when she first exposes them to “classical” music. But…after spending some time with it, learning about it, and developing a better understanding of the music, she has students asking “Can I download this on my iPod?”
What’s the key here? I bet you know the answer. The earlier a child is exposed to something, whether that be art or poetry or dance or MUSIC, it will become part of who they are for life. And a future appreciation of classical music can be made much more likely and stronger when regular contact with music is made from birth. That is where Kindermusik can help! Believe it – involvement in Kindermusik’s programs can provide an incredible foundation for a lifetime of music appreciation. Remember, as I mentioned at the top, there are truly only two kinds of music – good and bad; help your kids learn the difference. Start them early and often. Family concerts with your local or regional symphony…sing, sing, sing and play, play, play! You can get started on the journey with Kindermusik.[/vc_column_text][/vc_column][/vc_row]
Kids have boundless energy! That statement is no surprise if you’re a parent, caregiver, or teacher to a child. There are times that you may look at the children under your care and think, “they may not need a nap, but I do!” or, “how do they just keep going?” Well, movement: touching, rolling, skipping, jumping, wiggling…it’s just part of how a child explores her world. It’s also how their brain/body develops “must have” connections to grow up in a healthy way. Movement is key! But, traditional sports or dance classes are not the only way to keep children moving. Don’t get me wrong, organized athletics and dance programs have an important impact in the world, but there are also other ways to keep your little ones on the move and having fun![/vc_column_text][blockquote cite=”Ralph Waldo Emerson”]It is a happy talent to know how to play.[/blockquote][vc_column_text]Music and movement have a natural connection. Think about it, when you sing to an infant, you rock them. Squirmy toddler? You’ll probably bounce that little guy on your knee as you recite a traditional rhyme to him. Is your kindergartner having a birthday party? Then, you might organize a round of musical chairs. All of these examples have a music-movement connection. But, they just scratch the surface. There are hundreds of “old” movement games that children still love to play, plus, new ideas on how children can explore movement, and often, music at the same time.
Not sure where to start? There are many websites and online libraries that are treasure troves for kid-friendly and parent/teacher approved, movement rich activities. I used to use them with my own child. (He’s twelve now!) I use them for planning activities at summer camps, and school lessons with many age levels, pre-school through high school. Try out the two online resources below. Take a look. Explore and see how much fun you and your children can have![/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]
Music and Movement Resources
GoNoodle.com: What a fun website! Sign up for free, create a monster, click on an activity, and let the fun begin. Whether it’s yoga with Maximo, Zumba for Kids, silly movement with Koo Koo Kachoo, or one of the many other choices. Kids are engaged, challenged, and most likely giggling!
Kodaly.hnu.edu: This is an online library for folk songs, inspired by the Kodaly philosophy of music education. While I have many, MANY song sources for my classroom, this is my go-to resource when I’m in a pinch. Click on “search the collection” to look for song material that meets your needs. Looking for a movement activity? Scroll all the way to the bottom to the “game type” drop-down box. Choose a genre and you’ll get many songs with the game or dance directions written out for you. Some songs even have field recordings that you can listen to.
[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][blockquote cite=”Zoltán Kodály”]Singing connected with movements and action is a much more ancient, and, at the same time, more complex phenomenon than is a simple song.[/blockquote][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]Want even more ideas? Looking to integrate movement into a group setting with children? There are many books with music and movement ideas together. Some of my favorites are:
Music and movement are a natural fit at home and in school. Those wiggly kids will sing, play, move, and laugh their way through great games and dances both old and new!
Lisa Sempsey
Mrs. Sempsey is an active clinician and workshop presenter in south-central Pennsylvania covering topics including classroom management, choral reading sessions, technology in the music classroom, movement and music curricular connections, Kodaly philosophy, curriculum development, and lesson planning, and Orff-Schulwerk philosophy, curriculum development, and lesson planning.
Mrs. Sempsey has taught kindergarten through sixth grade general music, elementary choruses, as well as elementary and middle school strings in Lower Dauphin and Conestoga Valley School Districts, as well as been the Artistic Director and Prelude Choir Director for the Children’s Choir of Lancaster from 2005-2012. Currently, Mrs. Sempsey teaches kindergarten through sixth grade general music, choruses, and Orff & Drum Ensembles in Columbia Borough School District. She is also the K-12 Art & Music Curriculum Coordinator.[/vc_column_text][/vc_column][/vc_row]
Looking for an idea to entertain the little ones this week? Let it snow globe! Let it snow globe! Let it snow globe! Gather up a few materials and your toddlers and preschoolers can create both memories and a keepsake with you.
Post your family’s creations on the Kindermusik International Facebook page. Tag it #KindermusikSnowGlobe.
Music changes us. Makes us better. Helps us think. Gives us a way to express ourselves. Lifts our spirits. Impacts our memory. Gets us moving. Boosts self-confidence. Raises IQ and academic potential. But music classes like Kindermusik can also instill values, perhaps one of the most important values being that of gratitude.
The root of gratitude is in our emotions, and there’s no better tool for getting us in touch with our feelings and emotions than music. So how exactly does a music class inspire gratitude?
Music classes are a group experience and as such, teach kids to be appreciative of each individual’s contributions to the the group.
Music classes are a happy experience, and out of that happiness often comes a spontaneous, straight-from-the-heart expression of gratitude from children.
Music classes are an interactive experience, bringing parents and kids together in class and/or at home and strengthening the loving bonds between family members.
Music classes are an enlightening experience, helping all of us to affirm, celebrate, and be grateful for each child’s own unique gifts.
Music classes are a social experience that gives kids a chance to develop friendships that they will appreciate for a long time to come.
Music classes are a delightful experience, creating special memories that we will hold in our hearts forever.
Music classes are an inspiring experience, making us thankful for the little things – a smile, a hug, a together moment, and a song in our hearts.
Contact your local educator to experience how music teaches kids thankfulness… and so much more!
Looking for a few hands-on activities to expand your earth science or English Language Arts lessons for your early childhood classes? Here are three Kindermusik art activities teachers love to use in PreK, Kindergarten, and First Grade.
3 Art Activities to Use to Support Common Core Lesson Plans
Use this as children explore the life cycles of plants and animals along with the Common Core exemplar texts as part of your state’s or schools standards. The Egg Carton Caterpillar activity supports a multi-sensory approach to learning that actively engages young students. The completed caterpillar can also be used in English Language Arts as children create a story about their creation.
Use this activity as part of an Earth Day, Ecology, or Science Lesson. As your class chooses which items to add to the bottles, discuss what each of the objects are and what they might be turned into after recycling. Ask the students to share how the objects are alike and different.
Use this activity along with ELA lesson plans to use storytelling to support reading, writing, speaking and listening, and language development. For example, as young children create a fairytale, a puppet can be used in collaboration with their story to enrich the narrative experience. Storytelling through wooden spoon puppets provides an avenue for young children to gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through their own creations.
Young children love to listen to and imitate sounds! Parents should encourage this natural inclination as often as possible, because this vocal play is actually helping children develop early phonological awareness skills. Phonological awareness is the ability to hear and manipulate words, syllables, and sounds in oral language. It is one of the strongest predictors of later reading ability.
Children develop phonological awareness through deliberate and explicit instruction, with plenty of opportunity for repetition and practice. Instruction should be just like the game below from Kindermusik@Home: brief, focused, playful, and active to keep children engaged. For young children, it’s best to incorporate images to help make a connection between an object and its sound.
Let’s Be Vehicles: A Phonological Awareness Game for Young Children
This adorable vocal play game wants you to come along on a chugga-chugga, vreeeooooooom, putt-a-putt-putt, beeeeeep-beeeeeep, bringg-bringg ride, and be ready to make some noises along the way. Play the “Let’s Be Vehicles” game.
For an added challenge, after playing this game with a young child a few times, try practicing the auditory discrimination game away from the computer. Ask: “What sound does a motor boat make?” Make the sound of the airplane and ask, “What makes this sound?”
[/vc_column_text][vc_column_text]What is it? For Music in Our Schools Month, the coders at Google got together with some musicians and created these interactive experiences using readily available features of the web. Accessible from any internet connected device, the current twelve musical experiments explore different aspects of music, from rhythm to melody and pitch to harmony. If accessing through a smart phone or tablet with a touch screen, you can physically interact with sound. It’s pretty addictive and loads of fun.[/vc_column_text][vc_separator color=”juicy_pink”][vc_custom_heading text=”The Rhythm Animals” font_container=”tag:h3|text_align:left|color:%23dd3333″][vc_column_text]
