Hoops and scarves are super props to foster creativity for dance and expression with toddlers. Check this out:

I like to use the Edwin Gordon method of teaching rhythm to young folks. We use short syllables to match the beats.  Such as Du-da-di for a 3/4 time signature. Here is a video of one of my 7-year old students playing a simple piece from a Bach minuet. There are quarter notes, half notes, and dotted half notes in this piece. Adapted from Bach's Minuet in G major. She is singing the rhythm "du - di" etc.

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

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.”

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!")

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!

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.