Research has proven that music being played in classrooms for children aged from 3 to 5 years can help them to focus their attention on a current activity. Some teachers feel inadequate about using music with children, but this should be encouraged in classrooms to manage a class effectively, as it can produce differing moods which the teacher would like the pupils to work in.
Background music is a necessity in some classroom situations, and is used to create certain moods - for example soothing music during story time and lively music during playtime. The teacher should interact with the children and music in a playful manner and try to see music through the eyes of the child.
Children need to have a way of expressing themselves and this can be done through 'song creating'. We do not always appreciate children inventing songs as music. However, 'song creating' is a wonderful way of expression for them. An excellent way of including song creating into the school day is by introducing 'zipper songs', which are simple tunes such as nursery rhymes. The words can be altered to sing about what children do.
Storytelling with musical effects develops the child's musical imagination with an introduction of new sounds. A child performing a song in front of their classmates, making sure a bow is added at the end, gives a child the confidence for future school life.
Some children have limited verbal expressive skills, and introducing music and movement in a classroom setting can help them express their thoughts and feelings. One activity is listening to happy and sad sounds, and moving correctly to the appropriate music, for example:
• Walking slowly when the children hear the 'Funeral March'
• Skipping when they hear 'William Tell'
After a year in a musically stimulating environment, the child will have grown in musical imagination and knowledge, as well as the teacher, parent or guardian feeling that they have achieved something extremely special.
Background music is a necessity in some classroom situations, and is used to create certain moods - for example soothing music during story time and lively music during playtime. The teacher should interact with the children and music in a playful manner and try to see music through the eyes of the child.
Children need to have a way of expressing themselves and this can be done through 'song creating'. We do not always appreciate children inventing songs as music. However, 'song creating' is a wonderful way of expression for them. An excellent way of including song creating into the school day is by introducing 'zipper songs', which are simple tunes such as nursery rhymes. The words can be altered to sing about what children do.
Storytelling with musical effects develops the child's musical imagination with an introduction of new sounds. A child performing a song in front of their classmates, making sure a bow is added at the end, gives a child the confidence for future school life.
Some children have limited verbal expressive skills, and introducing music and movement in a classroom setting can help them express their thoughts and feelings. One activity is listening to happy and sad sounds, and moving correctly to the appropriate music, for example:
• Walking slowly when the children hear the 'Funeral March'
• Skipping when they hear 'William Tell'
After a year in a musically stimulating environment, the child will have grown in musical imagination and knowledge, as well as the teacher, parent or guardian feeling that they have achieved something extremely special.
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