We typically start out singing hello to each child and move quickly to a warm-up song with some small activity such as playing egg-shaker maraccas to a familiar banjo tune. We may then dance, with or without props such as parachute, balls, ribbons, rhythm sticks, or boomwhackers. Then we may settle down into a lullaby or rocking/swinging song. At some time during the middle or end of the class, an instrument is introduced which all children can play. Examples include: violin, cello, trumpet, trombone, hammered dulcimer, sitar, marimba, drum set, recorder, accordian, autoharp, banjo, ukulele, guitar, mandolin, and more. Poetry is interspersed, as are movement activities involving fast, slow, freeze, spin, hop, gallop, etc. By the end, we have bounced and swayed and danced and sung, and become thoroughly and happily imbued with music and fun.



Program Goals:



The program has several goals, among them early pitch and rhythm acquisition. Recent research shows that spatial relations, mathematical thinking and other cognitive development is enhanced by early exposure to a wide variety of music and movement experiences, such as those provided in this program.



A primary goal, and perhaps even more important than those just stated, is to make music so much fun that children will want to participate in making music all the time. Turning children from consumers of music into creative musicians requires the example of role models. In class, we sing and dance and play music. The children join in when they are ready. Occasional silliness is required of all participants.



Another goal is to help children beleive that they can play any instrument they decide to play. We do this by exposing them to many instruments, including rhythm and percussion instruments, folk and orchestral instuments. We often stop and give turns to play them. Parents are encouraged to bring in instruments to play and share.