Our music program is experiential with each lesson allowing children to sing, dance and respond to music in an interactive way as they develop memory, listening and motor skills, as well as an appreciation and respect for the musical experience.
- Make the children comfortable with listening and participating in the music making process.
- Give the children an introduction to musical concepts and the vocabulary that is used.
- Introduce the children to musical instruments.
The youngest students are introduced to music initially through listening, interactive body movement and song-participation. Children are welcome to participate at their pace.
The listening phase is emphasized during the “getting to know you” phase of school. Song repertoire is less focused on international elements than on comfort and ease for students to be in a music classroom setting. Some classes begin with simply having live music in the classroom. Children are welcome to participate at their pace.
Once the class is ready to gather in one place: song repertoire; movement; and musical concepts such as loud and soft (with comparative concepts such as “louder” and “softer”) are introduced; as is fast and slow. This is a period of exploration as the children become more aware of their body and voice. “Old MacDonald” is an example of a song that can be used to explore loud and soft as we identify the animal with its volume/dynamic.
The musical concepts of “loud” vs “soft” and “slow” vs “fast” are reinforced and given new vocabulary; “Forte” vs “Piano” and “Adagio” vs “Allegro.”
For the second half of the year, the children are reintroduced to musical instruments with an introduction on “how” they are played: Percussion instruments are hit or shaken; wind instruments are blown into, etc. with hands on as much as possible.