Why we use hoops and scarves in a music class with young children

Exploration of the space defined by the hoop is helpful to the child in order to establish the boundaries within which s/he can move.  Moving a hoop up, down, and around the body further identifies its space, contributing to the building of body image.  Later on, around age 5, a child needs to learn the concept of high notes versus low notes.  A hoop is perfect for learning this concept in a very concrete way.

With scarves, spatial concepts are clarified and directionality (up/down, side/side) is greatly enhanced.  The light, flowing movement of the scarf also leads the child naturally to expressive movement, and children need to move in order to learn.  Source:  Musikgarten, Music Matters

Which comes first - writing music or reading music?

Writing music comes first for children starting at age 4.  If a children writes a symbol that represents a sound, the child can "read:" what he or she has written.  Reading what someone else has written is far more difficult for the child, even though it is certainly possible for some children.
Around age 4, the hand of the child is physically ready to write, to leave a mark, to express his or her own thoughts.  Writing is a simpler process than reading, because the sound to be written is known to the writer.  Reading, however, is more complex since it involves the analysis of each graphic symbol into its unique sound.  The act of decoding (reading) is a translation of someone else's thoughts, which represent an unknown, whereas writing language is self-expression - recognizable by the writer (or the child who wrote it).  I like to have 4 year olds draw their own notes for the sounds we know so well.  We begin with Sol, Mi, and Do, starting at the top of the page and descending to the middle, and then to the bottom.    This prepares them for the act of decoding musical notation at the appropriate time!   (source: Musikgarten/Music Matters)

Impulse Control

Many activities and songs used in the Musikgarten curriculum help children learn impulse control.  One song in particular that we enjoy is called 7 Jumps, and helps children wait with anticipation and joy.  Another one is called "Walk and Stop."  Many activities involve waiting for your turn, and the children learn this quickly and without complaining.

Intervals and Resonator Bars

We can teach musical intervals using resonator bars, and it's fun!

Where is finger number 1 in music?

It depends on whether you play the piano or whether you play the violin.
If you play the piano, your thumb is finger number one.
But if violin is your instrument, then your pointer finger is finger number one.
Talk about confusing if you play both!
Since I play the piano, I advocate the thumb as finger number one.  Most adults hold up their pointer fingers when I ask them for their first finger.  Interesting!

Is your child too old to learn to sing?

We have a window of opportunity to help children develop their musical abilities. They can learn to sing on pitch, to move gracefully, and to keep a steady beat. This window is from birth to about age 9. This is the time when the brain is receptive to learning a new language, and music is a second language. The earlier you start, the better. Begin with ear training and listening skills, and add movement and motions to your teaching.

Susan Fonger and student

 http://palmbeachmusicclasses.com

Singing range of a 3 year old

What can we expect the singing range of a three-year-old to be? About 3 notes, such as C, D, and E. As they mature, they will be able to sing an octave in range, or about 8 pitches or notes. The more we model singing for them as parents, the more they will want to sing.