Today's did you know.
Today I get to give a presentation on how the Music Together model and philosophy can help equip Classical Conversations parents and tutors to teach their Foundations level students. I have 10 minutes to present the material to the founders of Music Together. As I was talking to my kids last night it dawned on me that they are probably way more equipped to give a ten minute presentation than I am, and they are still little. I give a huge thanks to CC for putting a strong emphasis on public speaking. I look forward to the ways this will be useful for my children as they grow. I'll elaborate more on my personal presentation in the next post. Lets see how this thing goes today!
Sunday, August 9, 2015
Saturday, August 8, 2015
Dad's Have an Amazing Musical Gift to Give
When children hear both male and female voices with regularity they develop a bilingual singing voice in their head (can process both voices). Children who do not have regular exposure to an adult male voice will grumble instead of sing when trying to sing along with a man, or jump an octave above a mans falsetto voice when trying to sing along.
Dads, you have have a wonderful musical gift to give your kids. You do not have to sing well. Just sing. Sing in the register that feels most comfortable for you. Sing while doing something you enjoy with your child. You will help develop your child's musical ear and musical disposition!
Friday, August 7, 2015
Babies Have Rhythm!
Today's did you know
Did you know that by 7-9 months old infants can detect differences between duple and triple rhythms? They develop a sense of rhythm from adults speaking to them, and moving with them when they are experiencing music. This is "accelerated by experience!" The more you dance, move, sing, play instruments, and speak to your baby the quicker they develop their sense of rhythm.
From Infants Perception of Rhythmic Patterns
by TONYA R. BERGESON AND SANDRA E. TREHUB
https://www.utm.utoronto.ca/infant-child-centre/sites/files/infant-child-centre/public/shared/sandra-trehub/001.pdf
"Infants’ sense of rhythm may be linked to their body movements. Indeed, stereotypical rhythms of head, arm, chest, and leg movements have been observed in infancy (Pouthas, 1996; Thelen, 1981), and early bipedal kicking and sucking have binary elements (e.g., suction and relaxation). Moreover, infants gradually integrate endogenous and exogenous rhythms (Pouthas, 1996). When presented with a “moving room,” for example, infants adjust their rate of swaying to match the frequency of room movements (Bertenthal, Rose, & Bai, 1997). It is notable that caregivers typically move while singing to their infants, which is consistent with the notion of intrinsic connections between rhythm and movement (Cross, 2001; Merker, 2000). Much of the motion that caregivers provide for infants can be considered binary, as in rocking (e.g., back and forth) or bouncing (e.g., up and down). Recent evidence indicates that 7-month-old infants’ interpretation of an ambiguous drum rhythm is affected by the pattern of bouncing (on every second or third beat) that they experienced while listening (Phillips-Silver & Trainor, 2005). Such connections between rhythmic sound and motion go well beyond caregiver-infant interactions, with music being inseparable from movement in many cultures (Fraisse, 1982; Merker, 2000). Infants are also sensitive to the rhythmic properties of speech. For example, French newborns differentiate English utterances, which are stress-timed, from Japanese utterances, which are timed at the subsyllabic level, or mora (Nazzi, Bertoncini, & Mehler, 1998)."
"the formation of melodic and temporal expectations may follow a similar developmental timetable, which is accelerated by experience, enculturation, and formal music training."
Did you know that by 7-9 months old infants can detect differences between duple and triple rhythms? They develop a sense of rhythm from adults speaking to them, and moving with them when they are experiencing music. This is "accelerated by experience!" The more you dance, move, sing, play instruments, and speak to your baby the quicker they develop their sense of rhythm.
From Infants Perception of Rhythmic Patterns
by TONYA R. BERGESON AND SANDRA E. TREHUB
https://www.utm.utoronto.ca/infant-child-centre/sites/files/infant-child-centre/public/shared/sandra-trehub/001.pdf
"Infants’ sense of rhythm may be linked to their body movements. Indeed, stereotypical rhythms of head, arm, chest, and leg movements have been observed in infancy (Pouthas, 1996; Thelen, 1981), and early bipedal kicking and sucking have binary elements (e.g., suction and relaxation). Moreover, infants gradually integrate endogenous and exogenous rhythms (Pouthas, 1996). When presented with a “moving room,” for example, infants adjust their rate of swaying to match the frequency of room movements (Bertenthal, Rose, & Bai, 1997). It is notable that caregivers typically move while singing to their infants, which is consistent with the notion of intrinsic connections between rhythm and movement (Cross, 2001; Merker, 2000). Much of the motion that caregivers provide for infants can be considered binary, as in rocking (e.g., back and forth) or bouncing (e.g., up and down). Recent evidence indicates that 7-month-old infants’ interpretation of an ambiguous drum rhythm is affected by the pattern of bouncing (on every second or third beat) that they experienced while listening (Phillips-Silver & Trainor, 2005). Such connections between rhythmic sound and motion go well beyond caregiver-infant interactions, with music being inseparable from movement in many cultures (Fraisse, 1982; Merker, 2000). Infants are also sensitive to the rhythmic properties of speech. For example, French newborns differentiate English utterances, which are stress-timed, from Japanese utterances, which are timed at the subsyllabic level, or mora (Nazzi, Bertoncini, & Mehler, 1998)."
"the formation of melodic and temporal expectations may follow a similar developmental timetable, which is accelerated by experience, enculturation, and formal music training."
Thursday, August 6, 2015
Hello and Goodbye Ukulele
Today's Music Together did you know?
Did you know teachers have uploaded how to play Music Together's Hello and Goodbye songs on ukulele? I spend quality time with my purple ukulele to learn how to play it better yesterday. Maybe I'll start bringing it to class more often now. If I can figure this out so can you!
Did you know teachers have uploaded how to play Music Together's Hello and Goodbye songs on ukulele? I spend quality time with my purple ukulele to learn how to play it better yesterday. Maybe I'll start bringing it to class more often now. If I can figure this out so can you!
http://meandmypurpleukulele.blogspot.com/2015/08/getting-to-know-my-purple-ukulele.html
Wednesday, August 5, 2015
What Do The People On Your Music Together CD Look Like?
Do you know who Lynn, John, Uncle Jerry, and Grandma Yvette are? Did you know Music Together has a YouTube channel and you can watch some of your favorite songs there? You can get ideas for activities you can do at home on their YouTube site too!
Tuesday, August 4, 2015
Time To Get Back At It
Wow, Summer flew by as usual. It's time to get back into the routine Fall brings.
Our homeschool Summer began with an amazing parent practicum. I had the privlidge of being the tutor trainer for the Foundations (elementary school) tutors for our county. I don't know if the tutors had fun, but I sure did. We learned and refreshed our tutoring skills for new grammar, science experiments, fine arts, and presentations. We also had fun playing review games together. I always leave the summer practicum uplifted and energized for the year ahead!
The Music Together Summer session is wrapping up tomorrow and then I am off to Trenton, NJ to work on my Certification level 2 training at the Music Together headquarters! I am excited about learning how to be a better teacher, and exploring current research on music and young children.
I plan to begin posting fun homeschool and music activities again after I get back from training! Check back soon.
Our homeschool Summer began with an amazing parent practicum. I had the privlidge of being the tutor trainer for the Foundations (elementary school) tutors for our county. I don't know if the tutors had fun, but I sure did. We learned and refreshed our tutoring skills for new grammar, science experiments, fine arts, and presentations. We also had fun playing review games together. I always leave the summer practicum uplifted and energized for the year ahead!
The Music Together Summer session is wrapping up tomorrow and then I am off to Trenton, NJ to work on my Certification level 2 training at the Music Together headquarters! I am excited about learning how to be a better teacher, and exploring current research on music and young children.
I plan to begin posting fun homeschool and music activities again after I get back from training! Check back soon.
Monday, March 16, 2015
Peter Pan
We had a great time playing with some of the music from the play Peter Pan today at Journey Montessori! We identified which character went with each piece of music we listened to and then did a fun activity to go along with the song.
https://itunes.apple.com/us/album/ugh-a-wug/id189104724?i=189107503&ign-mpt=uo%3D4
Song- Ugh-A-Wug
Characters- Indians and Peter Pan
Activity - Ostinato (repeated pattern) on the drums. Drum, rest, drum clap, drum clap, rest, rest, rest.
Songs - Hooks Tarantella and Hooks Waltz
Characters - Captain Hook and the Pirates
Activity - Bounce up and down to feel the duple feel of the Tarantella and Waltz to feel the triple feel of the waltz.
Captain Hook gets some neat songs. He has a Tango, which is a Spanish dance, a Tarantella, which is a duple meter Italian folk song, and a Waltz which is an Austrian triple meter song.
Song - I Won't Grow Up
Characters - Peter Pan and the Lost Boys
Activity - Call and response.
https://itunes.apple.com/us/album/ugh-a-wug/id189104724?i=189107503&ign-mpt=uo%3D4
Song- Ugh-A-Wug
Characters- Indians and Peter Pan
Activity - Ostinato (repeated pattern) on the drums. Drum, rest, drum clap, drum clap, rest, rest, rest.
Songs - Hooks Tarantella and Hooks Waltz
Characters - Captain Hook and the Pirates
Activity - Bounce up and down to feel the duple feel of the Tarantella and Waltz to feel the triple feel of the waltz.
Captain Hook gets some neat songs. He has a Tango, which is a Spanish dance, a Tarantella, which is a duple meter Italian folk song, and a Waltz which is an Austrian triple meter song.
Song - I Won't Grow Up
Characters - Peter Pan and the Lost Boys
Activity - Call and response.
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