Friday, September 7, 2012

Use sandblocks to teach easy note values to young children

Can you teach a 4 or a 5 year old the difference between a quarter note and a half note and how that sounds and feels? I think so. I use sand blocks. Two quarter notes - clap the blocks together twice and say "one, one" as you do each clap. Half note - clap together on "one" and slide as if you are sanding once on "two." Dotted half note - clap together on "one" and slide up for "two" and slide back down for "three."
I better make a Youtube video of this idea.


It's hard to explain with just words! It's fun, and most children catch on. They really like the whole note where we clap on "one" and slide the blocks back and forth when we say "two" "three" "four." I explain we only clap on the word "one" and slide on the additional beats in a note.

Naturally, this does not work for eighth notes! http://palmbeachmusicclasses.com

Thursday, August 16, 2012

Intervals and Why They Matter

Intervals
In music, an interval is the distance between two notes or two pitches. For example, the distance from C to D is a second, since this involves two “whole” notes (or whole tones). The distance from C to E is a third (3 notes – C,D, and E, skipping over D), and the distance or interval from D to A is a fifth – it involves five whole notes. Traditionally, chords are spelled in intervals of thirds. Musicians are trained to recognize intervals quickly. Many musical directors contend that a knowledge of singing in solfege (or solfeggio) will lead a person to recognize intervals quickly in written music, thus making sight reading easy and fun. When we sing the Italian “Sol, Mi, Do” in Musikgarten, we are singing a third, and then another third. When we sing “Do, Sol,” we are singing a fifth, such as D to A. Reverse that to “Sol, Do,” and it is still a fifth.
Some familiar tunes can help you learn several musical intervals: “Oh, When the Saints” begins with a major third. “Here Comes the Bride” begins with a perfect fourth. Twinkle, Twinkle Little Star” begins with a perfect fifth and “My Bonnie lies over the Ocean” begins with a major sixth.
When I refer to “do” - pronounced dough - I refer to the moveable do on the piano. “Do” can be D, or C, or G, or F, etc. Consequently, all the other solfege syllables move along with “do.”

Sunday, August 12, 2012

What Your Preschoolers Can Do On Their Own

Put on a belt
Zip his or her pants
Make an easy sandwich, like peanut butter (toast the bread first so it's easier)
Sort socks
Fold towels
Help set the table
Put clothes in the laundry basket
(Do not expect neatness - just encourage him or her to help you and reinforce this with "great job!")

Thursday, July 26, 2012

Music Theory Through Fun Card Games

Just as words and sounds are the building blocks of language, tonal and rhythm patterns are the building blocks of musical literacy. In Musikgarten, we introduce these patterns from the very beginning, just as you introduce your babies to your native language.

When children are old enough to point to the golden arches and say "That's McDonalds" then they are probably old enough to participate in our floor card games. And who doesn't like to play games? We have fun identifying certain tonal and rhythm patterns, like a broken (separated) tonic chord or 2 quarter notes. Careful preparation make simple written patterns a joy for the children - pieces of a fascinating, simple puzzle, which they can take pride in putting together. They will come for the fun, and they will want to stay for the education!

Sunday, July 1, 2012

Music, Scarves, and Children


Children like to have something in their hands. It focuses their attention and acts as an extension of the hand. Handling and manipulating scarves calls for different muscular responses than for other musical activities. The sensations resulting from these scarf movements link them with feelings and memories mapped in the entire body.

Moving scarves suggest shapes. Spatial concepts are clarified and directionality is greatly enhanced (up/down, side to side).

Scarves add a wonderful dimension to dancing, and most children simply love to dance! Great activity for a rainy day.

Wednesday, April 25, 2012

How Parents Can Help Teach Piano Over Summer

Keyboard geography - yes, that's what I mean to say.  How we find our way around the piano based on how it looks - its geography!  Most piano method books begin by showing young children the difference between a group of 2 black keys and a group of 3 black keys.  Look at this picture:



Do you see a group of 2 black keys on the left, and then another group of 3 black keys on the right?  You probably do, but your 5 year old probably does not, at first.  He or she may see a bunch of black keys (like 5) and many white keys, but they may have a hard time telling the difference between a 2-black key group and a 3-black key group.  These are landmarks on the piano - and they will most likely be a starting place for many beginners' first pieces.  We find middle C using the 2-black key group, and we find F (and B) using the 3-black key group.  

Susan Fonger with preschool piano students
During your leisure times on the weekend, or over a vacation, you can teach your 3 or 4 year old the difference between a group of 2 items, and a group of 3 items.  You can use lincoln logs, dominos, chopsticks, pencils, pens, spoons, or just about any item that is sort of rectangular.  I am sure your creativity will find a way to turn this into a grouping game or a fun activity with a scorecard.   The possibilities are endless.

Hint:  the easiest fingers for young ones to use due to their developing motor skills are:  fingers 2, 3, and 4.

The thumb is the most difficult since you usually need to turn it on its side to use it correctly on the keyboard or on the piano.

www.singingsusan.com

Tuesday, January 3, 2012

Raise your left hand!

I am surprised at how few parents teach the concepts of left hand versus right hand. As soon as a child begins to speak, parents please begin showing your child this all important concept. Your creativity can help your child grasp this at a very young age.
The obvious way to teach this concept is the following: hold up your left hand, then create an "L" with your thumb and pointer finger. Have your child do the same. They will be looking at the topside or outside of their hand, not the inside of the palm. Once they start sounding out words, and they can recognize a phonetic "L" sound, this should help them. My guess is that you can find a lot of other ways to teach this important concept. On the piano, our left hand plays low sounds - another "L" connection. When you talk about left versus right, use the word "correct" for affirmation, not the word "right." I imagine the reason for this is obvious! This concept is so important to success at the piano. Please post your own creative ideas so we can all learn from one another! http://palmbeachmusicclasses.com