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Raising Musical Children – What is Music Readiness and What Does it Mean For My Child?
Music readiness is a term used by music teachers to describe a list of behaviors that tend to indicate readiness to study music. The list varies by teacher and varies by the teacher’s personal experience teaching young children. Not all teachers have or want this experience. So what does music readiness mean for your child?
In traditional private lessons, readiness refers to the ability to focus or focus on a lesson interaction for a set amount of time, to have the physical ability to transition from large to small physical activities, and to remember instructions from week to week. However, music education has evolved far beyond traditional private lessons to include much more for very young children who are not ready for traditional private lessons.
Typical music readiness experiences for a very young child offer frequently changing activities, repetition of musical ideas, use of large motor skills, limited reading of music using extra-large musical symbols, group activities that teach social interaction, lots of singing and dancing, lots of instrument rhythm, and lots of fun.
Most preschoolers aged 2 to 5 will be able to be part of organized group music lessons that focus on singing, movement, different rhythmic instruments and basic experience with an instrument such as violin or keyboard as a focus. There are several excellent methods and philosophies to choose from.
Kindermusik, Orff, Yamaha, Suzuki, Kodalyi and Dalcroze are recognized and respected music education systems that offer beginning music lessons for very young children. Each requires specialized instructor training, resulting in certification by organizational method.
Suzuki instructors are guided by the belief that students can and should learn music as easily as they learn their own mother tongue. Students as young as 2 learn to play the violin on small instruments under their lead violinist. He learns his music by ear.
Yamaha also offers group music exploration lessons with very limited keyboard use as a basis for studying music theory and reading music. One way students participate in this method is by singing and memorizing the Do, Re, Mi system.
Kodayi is a method of singing that uses hand movements to express changes in musical pitch, training students to internalize the music through sight, sound and movement. This system understands that children learn in different ways and that each learning path should be included in some way.
Orff uses a wide variety of rhythmic and off-tone instruments and singing to develop musical skills. In the largest programs, entire Orff orchestras can be used to perform musical works.
Kindermusik uses a planned set of music lessons that engage students in a wide variety of organized musical experiences using clapping, singing and rhythmic instruments.
Dalcoze is a recognized method that uses movement, singing and rhythms.
Some three-year-olds can have private piano lessons. There are excellent methodical books by educators such as Bastien, Noona or Alfred. Keep in mind that these methods use pre-reading lessons that are not traditional in look or scope, and that experienced teachers often offer shorter lessons for students of this age to plan for short attention spans. Parents also need to help their children exercise.
Once you and your child have experienced making music together in one of these group settings, you will have a better idea of how your child learns and what your child likes. You can always choose an instrument and private lessons later.
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