Music

Premise

Recent scientific studies proved that constant musical practice since the first childhood can help to gain important benefits, both from a cognitive and emotional perspective. Edward Gordon, one of the most famous scholar in music teaching for children showed that, in early childhood, every child has the opportunity to learn music as a language, in an intuitive and natural way, exactly like a baby is learning to talk thanks to parental interaction.

The more rhythms, melodies and timbers in the child’s experience, the more creativity and ability in music he will have in the future. The parents’ help is fundamental too: making music a habit in the house, will contribute to build a solid musical language, and thus stronger social connections.

From a didactic point of view, different paths will be tried during the year. For the little ones, the first step will be distinguishing between sound and silence, learning basic rhythms and simple melodies, until discerning the source of the sound and note frequency.

Children between 3 and 4 years old, once settled these previous skills, will learn the fundamentals of music theory by playing games, learning songs and using Orff instruments (simplified musical instruments, mainly percussions, that make interesting noises and sounds so that the child is stimulated to play and create his own “music”).

Contents

For every single child, music classes will be an active and creative experience, in order to develop music as a language. During the year, classes will focus on different thematic areas, creating unique projects linked to other disciplines. The general goal is to develop independence in the musical mind, taking into account each child’s particular creativity and skill.

0-1 years

Classes are meant to be stimulating, in order to explore the environment by listening to music and executing new movements, and developing a sense of comfort and confidence.

Activities

• understanding the difference between sound and silence
• playing music-related games
• having fun with noises
• repeating words and movements with different meters and tones

Skills/Goals

• Assimilation and outsourcing of pulsation and accent, through games and “body percussion”
• Learning acceleration and deceleration concepts through body movements, gesture and vocal imitation
• Body awareness and melodic patterns recognition

1-2 years

Children are encouraged to discover their own creativity. At this age, toddlers start to explore the environment with new eyes and new skills: walking, dancing, singing and a first approach to instruments.

Activities

• Playing instruments and other objects discovering every possible way to make a sound
• Discover their own body as an instrument
• Learning to define sounds with adjectives
• Imitate sounds
• Singing songs and having fun through mime

Skills/Goals

• Improved memory and musicality
• Development of core stability and motor skills thanks to music patterns
• First steps in ear training perception
• Timbre recognition

2-3 years

This is the time to light up imagination thanks to the natural kid’s predisposition to music. Music starts to be a real language, increasing independence, self-control and interaction among children.
Singing, dancing and playing is the epiphany of emotion.

Activities

• Recognising the timbre of each instrument and experiencing a wide variety of sounds and percussions
• Beginning to be familiar with rhythmic and melodic patterns
• First elements of graphic notation
• Attempts of music ensemble

Skills/Goals

• Developing timbre sensitivity in creative performances
• Experience taking turns and working in a group
• Growing ability to discern sounds, to memorize and reproduce melodies and rhythms
• Developing communication skills through music, improvisation, inventions

3-4 years

Now is the time to discover new instrument and experimenting music notation. Singing becomes easier and listening more accurate, increasing skills and expressive possibilities.

Activities

• Starting to define musical genres and sharing their own perspective
• Dancing, singing and playing instruments at the same time
• Rhythm conversations with instruments and body percussions among the group
• Singing in call-and-response
• Acting though music
• Introduction to music vocabulary

Skills/Goals

• Pitch accuracy
• Expanding the sense of creativity
• Singing more complex songs in English
• Increasing self-esteem through music games
• Starting to think about musical choices

4-5 years

Music notation is not a secret anymore! Children confidence with instruments is stronger and singing, thanks to language skills, is real fun. Classes are really important to develop children sociality and pre-scholar abilities, enjoying the process of learning.

Activities

• Understanding and reading simple music notation
• Increasing the knowledge of musical concepts through games and imagination
• “Tempo” awareness
• Music ensemble experience
• Developing singing skills and vocal ensembles

Skills/Goals

• Developing music collaboration and creativity
• Increasing awareness of rhythmic structure language
• Learning more difficult melodies through singing abilities
• Expanding their knowledge in music listening

5-6 years

Music has become a real language. “Speaking” music is easier than ever. It’s the time to practise everything they have learnt. Singing and playing instruments is amusing and sense-enriched. Each child’s personality starts to appear, the discovery of their own particular abilities is about to begin.

Activities

• First elements of correct breathing in order to sing properly
• Encourage each child desire towards a specific instrument
• Listening to music, trying to understand the emotion suggested by music
• Creating their own songs

Skills/Goals

• Having real fun with music
• Developing critical musical thinking
• Listening to other children creative performances and enjoying being a spectator
• Bringing music in their life as a communicative way to express their feelings