Childrens Music
Selecting Music for your child
Children all over the world bring with them their ability to make and respond to music. They like to explore its many possibilities, like to create it and are highly motivated by its fascinating sounds and rhythms. Since response to sound is one of the most highly developed abilities in the newborn, children need to be musically nurtured from birth. Singing soft rhythmical songs brings a sense of camness and security to the sensitive infant. It is not the quality of the voice that matters but the connection made with the child that is of most importance.Around three years of age children are beginning to take a real interest in music activities of all kinds. At this age children are almost continually in motion: walking, jumping, running etc. In many instances these movements can be channeled into the dramatization of action songs or simple, musical episodes or stories. Singing games such as "Ring Around the Rosies," "London Bridge Is Falling Down," "Looby Loo," and the "Hokey Pokey" are ideal for initiating movements and bringing children together in a cooperative, happy experience. By the time children are 4 or 5, they are ready for more planned experiences. These activities should include a balance of events, such as listening and appreciation, singing, playing instruments and sound-making, creating songs and melodies, and moving about extensively.
The majority of young children love to sing and love to be sung to. At ages 4 and 5 many little voices will not be able to carry a tune. One must be careful not to place too much emphasis on singing in tune and building musical skills at this time. Children should be exposed to many songs that are easy for them if their singing voices are to be encouraged. Songs like "Deedle, Deedle, Dumpling" and "Twinkle, Twinkle Little Star." are a good starting point.
Features of Childs music
Songs that make use of repeated words, musical phrases, or repeated rhythmic patterns are good choices. Unlimited potential exists in these rhymes for fostering language and speech development by teaching awareness of pitch (high, low), dynamics (loud, soft), tempo, and meter (e.g. rocking, marching). Teach the rhythmic beat through such movements as clapping, patting, tapping or marching. When the words are known, simple percussion instruments may sometimes be used to keep the beat, add tone-color, illustrate the words, or give interest and variety.Rhythmic chants, finger plays, and song-stories are three common practices that utilize the elements of rhythm and repetition. Finger plays appeal strongly to the very young child because they give him/her the attention of important adults in his/her life. Rhythmic chants and movements develop an awareness in the young child of the beat underlying music. They also introduce him/her to the experience of accent and meter.
Selecting Music
Another key element that should be examined when selecting music for children is the relationship between the words and the melody. The meaning of the words should be reflected in the style of the music. The phrasing of the words and the melody line should coincide. The goal should be for the words and melody to fit together like a hand in a glove.One of the main objectives of music is to make children's lives richer through musical experiences that will help develop their aesthetic senses. A balance of musical activities can contribute to the development of all children according to their individual patterns of growth. Teachers and parents alike must recognize and plan for well-balanced musical experiences for all children, adapted to their physical, emotional, and intellectual capabilities.
Abstracts taken from an article by Rebecca Devers
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