Minds On Music – The Kindermusik Blog - Page 26 of 105 - For three generations, Kindermusik has helped millions of children around the world build a strong foundation for a lifetime of learning.

Educator Spotlight: Christa Beck

[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?

CB: Fun, energetic, silly, smart, kind, loving, patient and always smiling.

Educator Spotlight Christa Beck — Always smiling!

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]

Universal Language: Music Therapy

[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]

Music Therapy in Africa — *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]

What Kids Want: Quality Time

[vc_row][vc_column][vc_column_text]I’m a sucker for a well-made advertisement, specifically an ad that does the following: makes me think, and as my students say, “gives me ALL the feels.” As an educator, I am constantly evaluating those students’ needs. As a parent, I do the same thing with my kids. I’ll admit, occasionally my job as professor causes me to over-analyze my job as dad in the quest to earn my parenting cape. As silly as it sounds, something as trivial as an ad from an Australian food company can put things into perspective and show us what might be going on in our kids’ minds:[/vc_column_text][vc_video link=”https://www.youtube.com/watch?v=2wfbY3i4FY0″][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]

What Kids Want: Quality Time with Us

Yep…it’s an ad, but research bears the premise out. And it’s not just time; it’s quality time. Through her research, Dr. Amy Hsin, a sociologist at Queens College in NYC, highlights what most of us already knew deep down: spending time with kids in front of the TV not only lacks real quality of interaction, but may be “detrimental” to child development. Mealtime – when the family sits and shares a basic human need – this is quality time. This is a chance to ask each other what we learned during the course of the day. We show interest in our kids, in each other. We make eye contact. We laugh. We share exciting stories. We learn about who our kids are becoming…and we do this with no distractions from glowing screens (shut those phones off at mealtime!).[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]

Quality Moments of Connection, not Quantity

In a recent article in the Washington Post, University of Maryland Professor Melissa Milkie encourages parents to find moments of quality connection rather than simple quantity to build strong parent/child relationships.

So, think about the special moments that occur between child and parent in Kindermusik classes: physical connection, singing and moving together, and all of this happening through a time-tested curriculum designed to do exactly what research suggests – provide quality moments between parent and child.

It is these moments that our kids remember – laughing at a silly song, seeing Mom smile, hearing Dad roar like a lion. They are precious images that get filed and called up on the big screen in our kids’ minds. And when we sneak in to check on them as they fall asleep, those smiles we see as the little ones drift off, very well could be due to giggling at dinner time or a replay of “You are my sunshine.”[/vc_column_text][/vc_column][/vc_row]

Our Favorite “I Love You Rituals” from Dr. Becky Bailey

At the heart of Dr. Becky Bailey’s transformative Conscious Discipline approach are her “I Love You Rituals.” When used with intention and consistency, Dr. Bailey’s poems and songs are powerful tools that help children connect, calm, and make good choices. Best of all, these “I Love You Rituals” work beautifully not just in the classroom but also at home. Here are a few of our favorites from Dr. Becky Bailey that have been successfully incorporated into many Kindermusik classrooms and routines:

Continue reading “Our Favorite “I Love You Rituals” from Dr. Becky Bailey”

Educator Perspective: Malachi’s Story

[vc_row][vc_column][vc_column_text]My name is Dee Lancaster and I am a Maestro Educator ending my 13th year of teaching Kindermusik in Cleveland, TN. I love my job and thank God every day for the beautiful families that have come into my life through Kindermusik.

One of the most rewarding things about my job is getting to know these families and hearing about the difference Kindermusik is making not only in their child’s development but also in their family interactions and relationships. I feel especially blessed to play a part in the lives of families with unique challenges and special needs. I wanted to share a letter with you from one of these families who also happens to be a current recipient of the Carol D. Penney scholarship. The letter is long but so worth the read. It is my great pleasure to introduce you to Malachi.

[/vc_column_text][vc_column_text][/vc_column_text][vc_column_text]In February 2013 our lives were dramatically changed by the birth of our son Malachi. While most birth stories are riddled with joy, ours was overshadowed by fear and uncertainty. Our son Malachi was born at just 24 weeks gestation with a birth weight of only 1 pound 12 ounces. Malachi was born without a heartbeat, and after 15 long minutes of CPR he came to life. During that time his brain hemorrhaged internally causing major, irreversible damage. We were given the option to stop lifesaving care and we were told that Malachi would never walk, talk, or breathe on his own. We chose to allow him to fight as long as God saw fit, and I am pleased to tell you that today we have a joyful and happy almost three year old.

As a result of his traumatic birth, Malachi has several medical conditions. In addition to his cerebral palsy, Malachi is legally blind, suffers from severe epilepsy, and has a VP shunt to control his hydrocephalus. He also has multiple orthopedic issues and we are still told that he is not expected to walk, but we continue to hold out hope. To date, Malachi has had 11 surgeries on his eyes, brain, feet, stomach, and heart. These diagnoses require several specialist appointments every week resulting in lots of road trips and unpleasant medical testing.

When we first heard about Kindermusik I was immediately intrigued. Before Malachi’s birth, I always envisioned myself as the type of mother who would have her kids involved in as many activities as possible. I found myself not only mourning the loss of having a “typical” child, but also mourning the loss of being able to experience “typical motherhood”. Due to Malachi’s weakened immune system, he had not been able to be around any children and we were starting to feel very isolated. I decided to take Malachi to a trial Kindermusik class, and what I saw in my son amazed me.

Malachi immediately responded to the stimulus around him with such joy. I was afraid that the excitement would trigger his seizures, but those fears disappeared as I watched him anticipate what we would be doing next. He has always been motivated by music, but even more exciting was to see him react to hearing the other children in the room. The curiosity and excitement in his eyes reassured me that this was something we needed to pursue.

Malachi struggles to maintain an upright sitting position and control his head, but during Kindermusik class he is so excited that he engages those muscles with ease. He gets more of a workout at his weekly Kindermusik class than during his weekly physical therapy sessions! Aside from seeing many physical improvements during our sessions, cognitively Malachi is tracking conversations, learning how to follow directions, and responding when asked questions. It is so refreshing as his mother to find an activity that helps us get closer to so many of our goals for Malachi.

Kindermusik days are something that Malachi looks forward to, and responds with excitement when I tell him that we are going to music class. It is the one weekly appointment in our very busy week that he can’t wait to get to. And I am so thankful that I can brighten up his schedule with something that brings him so much joy. It has certainly been a blessing to our family. There is nothing more heart-warming than hearing your child giggle uncontrollably at the children around him.

We also have been able to incorporate our home materials into our every day. We sing the songs during therapy to keep him engaged and we play the CD in the car on our long car trips. He has the books memorized and smiles with anticipation when we come to his favorite part. Malachi takes a little longer to process things and repetitive things allow him time to catch up with the song. He will even attempt to sing along during many of the songs.

Thanks to Kindermusik and the Carol D. Penney scholarship, I no longer have to mourn over the loss of my “typical motherhood”. In fact, just a few weeks ago we saw one of our classmates out in public. The little boy said hi to Malachi and treated him like a friend. We didn’t have to answer questions about his leg braces, or explain why Malachi didn’t look at him and respond. Kindermusik has brought some much needed normalcy to our world.

Thank you for providing ways for families like mine to participate in your amazing program. There is a sweet little boy in Tennessee who appreciates you more than you know. If you would like to follow Malachi’s story you can find us on Facebook by searching “Malachi’s Miracles”.[/vc_column_text][/vc_column][/vc_row]

Risk and Growth: A Balancing Act

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Elizabeth Mesick – Educator, Philosopher, Mom, and Blogger

[/vc_column_text][vc_column_text]As a parent, finding the balance between protecting your child and allowing for safe risks is a constant struggle. If we don’t allow risks, we logically know that it will not end well for our little ones, but still, all we want to do is scoop them up and snoodled them and keep them safe from bullies, kidnappers and even scarier criminals, mean teachers, friends who only play with them when no one else is around, those playground moms who judge your child, etc. You know what I mean! Growing up can be a nightmare, and it’s not just the other kids to worry about.

I have a perfect (for me) family trio of Husband, Daughter, and me. I chose to work and mom at the same time and continued my career as an elementary school teacher while Daughter was in day care. Then came the day when she was finally old enough to be a part of my school community. Oddly, I was more nervous with her right down the hall than before when she was miles away from me. She wasn’t in the cozy confines of the sweet little 6 to 1 ration preschool room anymore, and I knew what was out there. Now please understand, the school in which I taught was pretty dang fabulous. Really amazing teachers and kids, a supportive administration, small class size, the works. School’s scary and hard and different. There are new challenges and opportunities that just made me nervous for my little peanut. She did (and does) a great job navigating all of it with minimal help from home. All was going fine – and then – she wanted to be in the talent show.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]

Opportunity: The Talent Show

[/vc_column_text][vc_column_text]Every year at our amazing school we had a talent show mid-winter. It was a long and cold winter in Colorado and testing season was upon us, so we all needed a great break. I ran the show for many years and, though it was exhausting and at times quite aggravating, I adored it. One year I realized I would be at a reading conference during the show’s scheduled date, so I passed the leadership off to another. After ten years it was time anyway. When Daughter was in first grade, she decided that it was time for her to be in the show alongside the dancers and singers and comedians. She would sing, she told me, all alone. It was the height of the phenomenon of Disney’s “Frozen” and Daughter was, as were most other little ones that year, obsessed. “I’m going to sing ‘Let it Go’ with the music only- no words on the CD,” she said. “I’m going to do it all by myself, I’m going to do a dance, and it’s going to be great.” My heart sank into my feet. I felt nauseated. How terrible, you’re thinking. Support her! Ok, ok. I hear you. But let me explain…[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_single_image image=”7933″ img_size=”medium” alignment=”center”][vc_column_text]Daughter is amazing at a lot of things. Quite a lot of them, in fact. She can read like you wouldn’t believe. She is ridiculously smart when it comes to most school subjects, especially science, because she remembers everything. She can act like very few children I’ve ever seen, and I have been leading children in theater clubs my entire teaching career. But like most people, she has her things she is not so good at. Topping the list are her fine and gross motor skills (read: dancing) and singing. Oh, does she want to be a singer! Those days, as now, she sang all the time; showers, baths, car, walking, riding a bike, on the swings, you name it this kid was singing. (There’s a great story about her kindergarten teacher needing to talk to us about the constant singing in the bathroom, actually, but that’s for another day.) Even with all that practice, the poor child could not, as the saying goes, carry a tune in a bucket. Cool abilities and cool mom teacher aside, Daughter was not doing great in the friend and peer likeability department, either. She’s unique, some even say weird, and gets picked on. Some days it bothers her, some days less so, and it seems to be an undercurrent to all that happens to her. That’s why my belly hurt. All I could see was Daughter up on that stage, singing and dancing her heart out, only to be made fun of by her peers when she finished. Would they even clap for her? What if they openly laugh at her? What if this ruins the stage for her entirely, when I know she has some serious acting chops? I didn’t know what to do. [/vc_column_text][vc_column_text]

A ship is safe in harbor, but that’s not what ships are for.

― William G.T. Shedd

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Finding Appropriate Risks

[/vc_column_text][vc_column_text]I think a lot of parents have these types of situations with their sweet little ones. Many people call their parents, siblings, fellow parent friends, and ask for advice. I did a lot of those things, but I also did what I often do when confronted with a conundrum; I researched. I was directed to several amazing resources, and let me sum up what they are saying for you: allowing your child an opportunity to take safe, calculated risks is important for them as a developing human. Allowing (again, safe and calculated) risks helps your child to be a better decision-making adult. One of my favorite nuggets of research-based wisdom is from clinical psychologists Dr. Susan Davis and Dr. Nancy Eppler-Wolff. “Risk is inevitable, and without learning the skills of good risk-taking, our children will be more apt to take impulsive and poor risks.” (Read the full article here) They’re going to take risks anyway, so why not give them a safe environment and controlled setting? I always told the parents of my elementary students that making mistakes in my classroom was a perfect time because the consequences were small. This was really no different. Or was it? Were the consequences really small? So I continued with researching adding the idea of not only risk, but failure or mistake. Yet another nugget which summed up what I was reading fell into my lap:

It is worth reminding ourselves of two truths about how children grow up to be confident, resilient, responsible people. First, they have to be given the chance to learn from their mistakes. Second, the best classroom for learning about everyday life is indisputably the real world, beyond home and school.

– Tim Gill, author of No Fear: Growing Up in a Risk-averse Society

I can’t think of a single parent who would not want their child to be confident, resilient, or responsible. [/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]So I decided to let her go for it. Daughter was to be on that stage alone and singing and dancing to the smash hit “Let it Go” without even my face in the audience. I had to be at a reading conference if you recall, and I was a hundred miles away. Luckily, when you’ve been teaching at a small school in a small town, you get great friends among your fellow staff members, and a wonderful teacher gave Daughter a pep talk beforehand, FaceTime-d me in for the performance, and even bought her a flower for afterwards. Even more luckily, Husband was able to be there having walked in the door from his demanding job the act before Daughter was to go on stage. All was in place. Take your places, ready, set, go! [/vc_column_text][vc_column_text]

A bend in the road is not the end of the road…Unless you fail to make the turn.

― Helen Keller

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A Risk Rewarded

[/vc_column_text][vc_column_text]She sang her little heart out. She was super nervous and forgot to do her dance, which is probably for the best anyway. She was singing all her words right on time and didn’t sound half bad. Then my teacher friend panned the audience. Every kid there was swaying and had a smile on his or her face. Every kid was supporting her. Every. Single. One. When she finished, they applauded like Idina Menzel herself had been there. It was spectacular. She had been so confident with only a touch of stage fright, and she took so much more from that performance than can be measured or written or examined here. She’s not afraid to take a reasonable risk. She’s not afraid to do something her heart tells her is right, and she has a love of music and sharing it with others that can never be extinguished.[/vc_column_text][vc_column_text]

..they applauded like Idina Menzel herself had been there.

[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]She’s a little older now and has started taking piano lessons. Her first homework assignment is to write a song with the few notes she has learned. She’s up to the task. She will write and perform that song for her teacher with confidence and love. She will sing every day to anyone who will listen. She’s practicing to be Willy Wonka in a musical, too. When I asked her what gave her the confidence to audition for such a big part, she answered, “Mom, if I can sing in front of the whole school all by myself, what can’t I do?” That’s what it’s all about, isn’t it? What can’t she do? [/vc_column_text][vc_separator][vc_column_text]

Elizabeth Mesick is a former elementary school teacher who now gets to teach and write from her cozy home office. She lives in Pennsylvania with her amazing husband, lovely daughter, and wonderful zoo of furry beasts: Mabel, Merlin, and Rose Tyler. Lizzie loves to write, read, play, and drink ridiculous amounts of tea. She also really loves to hear from her readers.

You can find her at:

http://elephantsblog.com

https://www.facebook.com/ElephantsintheRoomBlog

Or follow her on twitter @BlogElephants

Or on tumblr at http://elephantsintheroomblog.tumblr.com

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Classical Music Myths Debunked

[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…
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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.
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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]

Music in the Baby’s Cry

[vc_row][vc_column][vc_column_text]We are musical beings. From the beginning, we are designed to make music. It’s in the rhythm of our movement, of our breathing. If we listen carefully, we can hear music in a baby’s cooing, in her babbling. This music reassures us that our child is content. He’s happy with the world around him. The reality is that this aural connection, the music in the sounds we hear while in the womb preprogram us to make specific music in our first cries. Some of the initial external programing for our growing brains comes from the rhythms, highs, and lows of the speech sounds outside of our little natal apartment. Researchers have discovered that babies in different countries cry in different “accents”. Those accents closely match the cadences (think rhythm, rise, and fall of an area’s speech patterns). Check out a portion of Annie Murphy Paul’s TED Talk – What we learn before we’re born:[/vc_column_text][vc_video link=”https://youtu.be/stngBN4hp14?t=4m48s”][vc_column_text]Annie Murphy Paul and the “accents” of infants’ cries.[/vc_column_text][vc_column_text]

Crying as Language: Language as Music

Murphy is most likely referring to studies conducted by Kathleen Wermke of the Center for Prespeech Development and Developmental Disorders at the University of Wurzburg in Germany. Wermke found that this accented crying occurred as early as the first days of ex-utero life. The music of the mother’s voice helps to provide a foundation for the maternal bond long before birth. While this crying is not technically a language, it certainly has linguistic qualities – flow, intonation, varied volume. And it’s precisely those aspects that, in turn, have musical qualities – melodic shape, repeating patterns, and tempo.[/vc_column_text][vc_column_text]

So What of Actual Music?

The womb is actually an incredibly noisy locale. Lots of musical sounds besides speech make their way to the developing ear. It’s like a street level apartment in New York City. You have the ever present heartbeat of the mother, the whooshing of blood pumping, the gurgling of food digesting, and the sounds of the lungs constantly inflating and deflating. Can actual music get through this biological big band and have an effect on a baby in-utero? Annie Murphy Paul thinks so.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_single_image image=”8449″ img_size=”medium” css=”.vc_custom_1454220063752{padding-top: 2px !important;padding-right: 2px !important;padding-bottom: 2px !important;padding-left: 2px !important;}”][vc_column_text]

Simple is Best

I need to disclose that I am a classically trained musician – and I love classical music. But as it turns out, it’s likely that the complexity of this music is lost while competing with the “street noise” of the womb. In her interview with New York Magazine, Dr. Deborah Campbell, the Director of Neonatology at The Children’s Hospital at Montefiore, reminds us that infants have the capacity to recognize simple melodies experienced while displacing mom’s bladder. Think folk music. And guess what? As it turns out (here’s where we tie a bow on all this), folk music is often based on the pace, rhythm, and melody of a region’s speech patterns!

So…if you put the headphones on your tummy, or sing to your partner’s navel, stick to the classics, time-tested folk music. Kindermusik uses a great deal of this music in our classes, and while there are many reasons this category of music is so effective with new humans, its ability to be internalized quickly and repeated easily is certainly connected to its special relationship with the language of origin.

Next time you hear your baby cry, hear the music. She’s singing to you in your language.[/vc_column_text][/vc_column][/vc_row]

Parenting Playlist: Music To Help Children Focus

[vc_row][vc_column][vc_column_text]Ok. Put on your seat belts. I’m going to take us back in time to the 1990s. Remember everyone’s favorite purple dinosaur? Perhaps not everyone’s favorite, but I bet you remember his Clean Up song! I used that song constantly with my two sons as they were growing up. It was magic. MAGIC, I tell you! No fussing, no arguing (most of the time!). As soon as I starting singing, they started helping and toys were put away. Don’t be fooled friends – the real magic when Mary Poppins had the Banks children clean their room wasn’t a spoon full of sugar…it was a song about a spoon full of sugar.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_video link=”https://youtu.be/MOOxpT9q2mo?t=58s”][vc_column_text]A doctor singing to his infant patient to help distract him…after delivering some shots. The Clean Up Song![/vc_column_text][vc_column_text]So I was thinking…why not have a playlist…a parenting playlist that helped a child mark the various parts of the day? We use lullabies for bed time…why not use music to focus other important daily events? Once upon a time, that would have been very difficult, as our music was less portable. But now? You could actually create a playlist on your phone and have it with you at all times! Connecting music with certain daily activities provides an aural signal that goes beyond words. You can easily create a playlist that would focus a child and involve them in an aspect of preparation for any activity. Think of the music as an overture. As mentioned in a previous post, you hear Take Me Out to the Ball Game at the ball park and you stand up to stretch. You tell me…when you here this – you start looking around for sharks, don’t you? I’d probably not use that in my playlist for the kiddos.

Here are some more appropriate suggestions from our collection of music used in Kindermusik classes worldwide – all available at the Play Kindermusik site.[/vc_column_text][vc_column_text]

The Parenting Playlist

Now…having a playlist is great, but it’s made even greater if you sing along. If you sing (and trust me, you can sing) you child will imitate.

Time to wake up

What could be better than a classic like You are my Sunshine? Here it is from our Rise and Shine collection:

What about the Beatles Here Comes the Sun, or perhaps a piece of classic music, like Mozart’s Eine kleine Nacht Musik (A Little Night Music – which I always thought was a bit bright for nighttime).

It’s time to eat

Let’s get some food in that belly. I’ve been humming this one around the house, causing questioning smiles from my wife. What can I say – it’s catchy! Here’s Food is Good from our Yum album:

You can be creative with this one. There’s a great Bare Naked Ladies tune from their children’s album, Snacktime! Take a listen to Food Party. And can we take a minute to mention how awesome it is that BNL recorded a kids album?

Travel

Need to get in the car? Gotta make a stop at the pharmacy or pick up the older sibling? How about This Little Car from Zoom!

There are countless songs and pieces of music that can work here. Use your imagination. What about the William Tell Overture? You can make it a game – race (safely) to see who can get ready to go first!

Playtime

Time to move, friends. Maybe time to go outside and run, dance, and jump! Well…I think another classic ought to do it…Ring Around the Rosey from our Playtime collection.

Remember, just about anything will work. I actually would use the Gloria movement from Ariel Ramirez’s Missa Criolla to get my oldest ready for bed, despite the fact that it is uptempo. He loved being swung around the room to the latin rhythms and when the slow section came up, we’d head back to his bedroom. he was ready. Once you associate a song with an activity, your child will pick up the association very quickly.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]

Creativity is Key

I hope this has provided you with some ideas. Go crazy. Try different songs until you find the mix that works well for your child. Everyone responds differently. Maybe there is a song from your Kindermusik classes that rings true with your kiddo; maybe you haven’t tried out a class to find out! Regardless, I want to know how this works for you! Tell us about your playlists! Email me at dr.boyle@markaboyle.com. Share your parenting playlist with the Kindermusik family.[/vc_column_text][/vc_column][/vc_row]

Realizing your Child’s Musical Potential

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By Dr. Doreen Fryling, Ed.D.[/vc_column_text][vc_column_text]If you’re reading this, you are probably the parent of a young child. So, I know you’ve only got a minute. I’ll keep this short.

You want your child to reap the benefits of a lifetime of music making. You’ve heard the buzz, read the articles about why music education is beneficial to children, and maybe even experienced the rewards of music yourself. But this age’s seemingly unlimited access to music-making can be daunting rather than empowering. It can be hard to know if you’re doing the right thing with your child.

Start by making music a normalized activity. This means that music is a part of your child’s everyday life, happens spontaneously, and without judgment. For young children, music making most often occurs as some form of singing. The very youngest will coo and babble and imitate. Vocalization becomes more consistent and structured as children age, with school-aged children able to sing complete songs. [/vc_column_text][vc_column_text]

The author and her son (19 months).[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]

Someone told me not to sing…

But let’s talk about judgment. The number one thing that I hear from people when I tell them that I am a music teacher is that someone told them not to sing. Most often, they recount stories of family members making fun of them. Let’s put an end to this useless and harmful practice. Make your home a place where your child feels safe to sing. Don’t tease–or worse, coach–your child. Young children are, by nature, not great singers. It’s all part of the developmental process. Don’t let adult ears put undue pressure on a child to “be better.” Let your child just sing. Make it a normal thing that happens in your home.

Music making for young children is not about performing. Try to balance the need to show-off your child’s abilities by understanding that they make music not for the sake of performing, but because it’s a natural human ability that offers psychological and physical rewards. Music making for young children might happen anywhere – in a stroller, in the car, or while playing on the floor. It doesn’t necessarily need to be directed, though it’s a wonderful bonding activity to sing with your child. Allow for creative vocal improvising (singing narratives while playing with toys) by providing quiet times for play. Turn off TVs, stereos, computers, tablets, and smartphones, and give your child time to make music without the competition of our noisy world. You, too, might find yourself singing, if you allow for quiet time during the day.[/vc_column_text][vc_video link=”https://youtu.be/wNZF7J717DU”][vc_column_text]The author’s son (4 years old) spontaneously singing at a museum.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]

Music: Not for the few…

Music making for the young child, and anyone really, is not reserved only for people with a profound natural ability. Music making can be enjoyable for anyone at any ability level. That being said, if you are a parent who does not love their own singing voice for whatever reason, I beg of you to ignore that inner dialogue holding you back from singing in front of anyone and let your child hear you sing. Sing while you change their diaper, sing while you prepare meals, sing while you clean-up (together). The model you provide of a confident, expressive singer will be the foundation for your child’s own musical beliefs.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column width=”1/2″][vc_column_text]

singing and imitation — *The author’s daughter imitating what she’s seen her parents do when they look at music. She was just happily singing whatever she wanted as she turned the pages.*

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Find music around you

Children absorb the music around them. Don’t feel like you have to feed them a steady stream of Mozart, or so-called “children’s music.” First of all, you’ll drive yourself crazy. Second of all, good music is good music. Let them hear the music you enjoy. (Just make sure it’s not too loud. Protect those little ears).

Find music around you. Point out music in stores, on the street, and at events. Try a young person’s concert at a local venue. Just be realistic about how long your child will stay engaged. You may want to take them to a show, but know that you may need to step out (several times) or leave before it’s done. Seek out free music concerts, because they’re way easier to cut your losses and leave early if need be. Outdoor concerts are perfect for little kids.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]Foster creativity in your child by letting your child free play with small instruments (hand drums, bells, shakers, pots and pans!). And no, your child will not be scarred for life if you don’t start violin lessons at age three. If there’s an interest and a willingness on your part to find the right teacher and help with practicing, go for it. If not, wait until your child is ready and/or your school offers instrumental lessons.

Vocal lessons, however, are unnecessary until after your child goes through puberty. If your child wants to sing more, take them to group music lessons as young children and then enroll them in a children’s choir when they are school-aged. Don’t forget to support your local school music programs, because that’s the place where they’ll have their most consistent music education as they journey from childhood to young adulthood![/vc_column_text][/vc_column][/vc_row][vc_row][vc_column width=”1/2″][vc_column_text]

Just to review:

Make music everyday with your child
Don’t judge your child’s music making
Sing for/with your child
Let your child play in a quiet environment
Seek out appropriate concert experiences
Listen to any kind of music with your child
Limit exposure to devices that displace creative free play
Don’t project your own feelings of musical inadequacy on your child
Express joy/thankfulness/praise when your child makes music for/with you

Benefits from music making as a child include improved well-being, intellectual growth, health benefits, joy from music making, and social benefits such as self-confidence and connectivity to other children. So whatever you do, provide time and support for music making to occur in your child’s life. It just may be the greatest gift you give them.

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*The author’s children magically getting along while improvising at the piano.*

[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]A note from Dr. Boyle: Wonderful information from Dr. Fryling! So what are you waiting for? Sign up for a free Kindermusik class near you![/vc_column_text][vc_column_text]

Doreen Fryling, Ed.D. is in her twentieth year as a public school music educator. She currently teaches IB Music and chorus classes at South Side High School in Rockville Centre, NY, and has previously taught K-5 general music and middle school chorus. Doreen is a founding member of the eVoco Voice Collective and a professional chorister in the Brick Choir in NYC. In addition to her school choirs, Doreen has conducted the Hofstra University Chorale, the Hofstra University Chorus, and the MYO Nassau Concert Choir. She also maintains an active schedule as a collaborative pianist.

Doreen recently completed a Doctorate of Education in Learning and Teaching at Hofstra University. She holds degrees, as well, from Susquehanna University and the University of Michigan. In 2016, Doreen was recognized as a semifinalist for the Grammy Music Educator Award. Doreen shares her love of music making with her husband, David, and their two children. You can read more from the author at www.doreenfryling.org.

Fryling, D. S. (2015). Persistence in choral music: An investigation into psychological and sociological factors involved in choral membership (Order No. 3734137). Available from Dissertations & Theses @ Hofstra University; ProQuest Dissertations & Theses A&I. (1732359916). Retrieved from http://ezproxy.hofstra.edu/login?url=http://search.proquest.com.ezproxy.hofstra.edu/docview/1732359916?accountid=11449

Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269-289. doi:10.1177/0255761410370658

Media Use by Children Younger Than 2 Years. (2001, November 1). Retrieved January 18, 2016, from http://pediatrics.aappublications.org/content/128/5/1040..info

Williams, K. E., Barrett, M. S., Welch, G. F., Abad, V., & Broughton, M. (2015). Associations between early shared music activities in the home and later child outcomes: Findings from the Longitudinal Study of Australian Children. Early Childhood Research Quarterly, 31113-124. doi:10.1016/j.ecresq.2015.01.004[/vc_column_text][/vc_column][/vc_row]