"Numerous neurologists, pediatricians, biologists, and psychologists associated with universities and research institutes have come to believe that there are critical periods associated with surges of neurological connections and synapses that take place prenatally and during early childhood.
"The research seems to indicate that if a very young child has no opportunity to develop a music listening vocabulary, the cells that would have been used to establish that hearing sense will at best be directed to another sense. No amount of compensatory education at a later time will be able to completely offset the handicap.
"Informal and formal guidance and instruction in music at an early age can serve the child throughout his or her adult life. The goal is not to make the child a professional musician. Should that happen, all well and good. What is perhaps even more important is that children will be prepared to feel comfortable with music, when both listening and performing, as they pursue their normal daily lives and enjoy life to the fullest" (Foreword to Music Play by Edwin Gordon).
What your child will experience
Songs and chants without words - Allows exclusive focus on the music.
Songs and chants with words - Provides variety in tonality and style.
Songs in a variety of tonalities - In addition to traditional songs in Major and Minor tonalities, your child will hear songs in Phrygian, Lydian, Locrian and Dorian. This allows a broader listening vocabulary and will allow more 'in-tune' singing for Major and Minor.
Tonal and Rhythm Patterns - Tonal and Rhythm Patterns are to music what words are to a sentence. When children hear musical tones and rhythms in groups of three, they hear the music’s syntax and build their music vocabulary. Tonal and rhythm patterns are the part, while the entire song is the whole.
Resting Tone - Emphasis is given to the resting tone or 'home' of the song in order to develop musical syntax. It also encourages the children to audiate, or think, the pitch which is crucial to musicianship.
Movement - Modeled by teacher and encouraged in children to feel the time between beats.
Silence - Used to give children time to think the music in their minds.
Songs and chants with words - Provides variety in tonality and style.
Songs in a variety of tonalities - In addition to traditional songs in Major and Minor tonalities, your child will hear songs in Phrygian, Lydian, Locrian and Dorian. This allows a broader listening vocabulary and will allow more 'in-tune' singing for Major and Minor.
Tonal and Rhythm Patterns - Tonal and Rhythm Patterns are to music what words are to a sentence. When children hear musical tones and rhythms in groups of three, they hear the music’s syntax and build their music vocabulary. Tonal and rhythm patterns are the part, while the entire song is the whole.
Resting Tone - Emphasis is given to the resting tone or 'home' of the song in order to develop musical syntax. It also encourages the children to audiate, or think, the pitch which is crucial to musicianship.
Movement - Modeled by teacher and encouraged in children to feel the time between beats.
Silence - Used to give children time to think the music in their minds.
What Moms Are Saying
"This class was very fun for my 3 year old. The teacher sings and has a lovely voice. I asked my daughter if it made her ears happy. She said 'Yes, and my heart happy too.' That's music appreciation!" - Sharlene, mother of 2
"Great class! My daughter really loved the combination of music, singing and dancing together. Perfect for little ones." -Mother of 2
"This class is great! My kids learned so much about how their bodies can move. It's not princessy froo-froo so my son had a blast." - Evan and Caroline's mom
"This class was full of creative, fun and graceful movements and Annabelle loves Miss Amy's elegant and beautiful dance. Annabelle was really looking forward to coming to this class and asked me to take her to this class every day. She would say 'I want to go to the class.' Thank you Miss Amy." - Taeko
"Ali loves the class - it's "ballet" to her. I wasn't sure she was relating the music and rhythms to dance until I watched her spontaneously jumping around the house singing 'badada badada badada bah!' I love how [the teacher] spends the time dancing and playing and using [my daughter's] strong desire to copy and imagine. Thanks!" - Ali's mom
"Great class! My daughter really loved the combination of music, singing and dancing together. Perfect for little ones." -Mother of 2
"This class is great! My kids learned so much about how their bodies can move. It's not princessy froo-froo so my son had a blast." - Evan and Caroline's mom
"This class was full of creative, fun and graceful movements and Annabelle loves Miss Amy's elegant and beautiful dance. Annabelle was really looking forward to coming to this class and asked me to take her to this class every day. She would say 'I want to go to the class.' Thank you Miss Amy." - Taeko
"Ali loves the class - it's "ballet" to her. I wasn't sure she was relating the music and rhythms to dance until I watched her spontaneously jumping around the house singing 'badada badada badada bah!' I love how [the teacher] spends the time dancing and playing and using [my daughter's] strong desire to copy and imagine. Thanks!" - Ali's mom
Absent Policy
Absences - Classes may only be made-up due to illness of parent or child. A make-up class will be arranged if the teacher cancels.
Subscribe to:
Posts (Atom)
