Encouraging Creativity & Imagination Through Music
Basic Guidelines to Teaching Children’s Music:
- Every child is musical.
- Music is simple.
- Music is everywhere.
- Many subjects of learning can be taught through music: math, science, language and more.
- Music is diverse and comes in many forms and styles. Exploring the music of the world helps to inspire creativity and cultural acceptance in children.
- Children need an enthusiastic and compassionate role model to be inspired to join in music.
- Encourage parent and child involvement in musical exercises. Encourage children to bring what they learn home to be enjoyed and encouraged by their parents.
- You can never praise children too much for trying and participating in music or anything else they may explore in life!
“If you have not tried you should, for trying is fun and fun is good.” – Dr. Seuss
Important Note: Children will participate when they are ready, just being in the area and listening and watching is participating. If you force a child to do music, it will not encourage their growth or appreciation for music.
Our Musical Tool Kit
- Voice
- Hands
- Fingers
- Feet
- Everyday items (Sticks, glass jars, spoons)
Musical Exercises
Rhythm and Movement
- Rhythm is everywhere. Have students identify things that are “rhythmic” to help them understand the concept of rhythm. (Examples: your heartbeat, clocks, footsteps, woodpeckers, waves, dripping water)
- Rhythm is simple. Making a rhythm involves simply repeating a short pattern. By starting simple and adding small steps you get to more complex rhythms.
- All songs can have basic rhythm added by clapping the beat along with the song. (I will explain beat and tempo.)
- Language uses rhythm; syllables in words create rhythm. A simple clapping exercise with words illustrates this. (I will demonstrate…)
Terms:
Tempo – the speed at which music is to be performed or played (ie: fast, slow, andante, moderato, etc.).
Beat – similar to tempo; to mark or count (time or tempo), often kept by clapping the hands or tapping a foot.
Rhythm – 1. The patterned, recurring alternations of contrasting elements of sound or speech.
2. A specific kind of such a pattern, formed by a series of notes differing in duration
and stress.
Pitch – A degree of sound, whether it be high or low. Similar words are note and tone.
Melody – 1. A pleasing succession or arrangement of sounds.
2. Usually the highest part of the music heard, the pitches that the are sung.
3. Everybody knows the melody line to “Twinkle, Twinkle Little Star.”
Exercises:
A. The
1)
Have children sit in a circle. Have them slowly tap one foot in unison, this provides our beat. Have them clap in unison with their foot tapping (beat).
2)
Have them stop. Start the beat again with the feet. Then have them clap one at a time moving around the circle from child to child.
3)
Add their voices by having them say their names when they clap still continuing around the circle one at a time.
4)
This is a great way to introduce beat, tempo and rhythm and learn children’s names (introduction exercise). Try using faster or slower tempos or different clapping rhythms.
B. Who Stole the Cookie from the Cookie Jar?
1)
Children clap the basic beat of the song while it is sung.
2)
A good way to practice music together because the children have to communicate through the song by calling each others names.
C. Call and Response (Learning simple rhythms by ear.)
1) A simple rhythm can be clapped or played on a simple rhythm instrument (claves, maracas).
2) As a group, the children imitate the rhythm back. Children are listening for duration and number of times the rhythm is played.
3) More complex rhythms can be introduced to children individually and they can play them back one at a time.
4) 2 or 3 part pieces can be performed using simple rhythms (I’ll explain).
D. Rhythm Partners
1) Have children pair up and face each other.
2) Start by clapping hands to knees then to partner’s hands on beat.
3) Sing a simple song while keeping beat between partners.
4) Count in different number patterns (1,2,3,4,1,2,3,4 or 1,2,3,1,2,3,1,2,3,1,2,3).
5)
Try different tempos.
Creativity and Imagination
·
Children need an inspirational and energetic role model, especially in music.
·
A diverse range of musical opportunities encourages more involvement.
·
Give children the ability to improvise and change things, encourage this!
·
Every song children know can be changed and improvised, this encourages creativity and imagination.
·
Making instruments with everyday items. Let children brainstorm different ways to make simple instruments. (shakers, drums…)
Examples:
A. Old MacDonald (change to different locations: zoo, circus…)
B. I Went to the Zoo? (pg. 7)
C. The Farmer and the Dell (a theatrical version, pg. 8)
D. Leaves are Falling (sung to Brother John pg. 9)
E. Row, Row, Row your Boat (teaching children to rhyme)
F. Incorporate class room themes into songs by changing lyrics.
Listening Exercises
- Teaching children to actively listen is one of the most important musical abilities for them to learn.
- The Suzuki method of learning an instrument is based around “listening” first and then learning to play a song by ear. (check out the book in my recommended readings, the philosophy of Suzuki is wonderful aid to teaching all subjects of life)
A. Name that Tune!
1)
A melody of a well known children’s tune is played on the guitar or piano. This also could be done by sound recordings if they are instrumental versions and the lyrics aren’t sung. In the future I hope to add simple melodies like these to my website to be downloaded for free, to help with this exercise. (www.tangledtones.com – Children’s Music Link)
2)
The children guess which song it is.
3)
The song can then be played and sung.
B. Identify Different Instruments in Recordings
1)
Play different music recordings for children and let them identify which instruments are being used.
2)
It is best to make a mixed recording with a wide variety of styles and instruments.
Cognition and Learning
- Many subjects can be taught through music: math, language, science, art and culture.
- Music can make strenuous learning tasks fun.
- Music is a wonderful memorization tool.
Examples:
A.
Counting Songs
o Six Little Monkeys (pg. 9)
o One, Two Buckle My Shoe
o Ants Go Marching
o Alligator in the Elevator (pg. 10)
B. ABC’s (learning the alphabet)
C. The Farmer and the Dell (learning about nature and the seasons, pg. 8)
D.
Making instruments using creativity and science:
o Rainbow Piano (pg.5)
o Making “Mason Jar Water Drums”
· This is a great “musical/science” experiment that can be combined with learning about Indonesian culture and music.
(find directions for this project at www.tangledtones.com go to Children’s Music)
· Check my reference page for websites containing dozens of other fun home-made instruments.
Rainbow Piano
Time Needed: about 1/2 hour
Total Cost: Nothing to $3.00
Ready!
You Need:
- 8 Glass bottles or jars (the same size is best)
- Masking tape or permanent marker
- Metal spoons
- Funnel and access to water
- 1 cup measure (optional)
- Sponge or rag in case of spill
- Food coloring (optional)
Set!
|
Remember: You're all set to play! |
Go!
There are lots of tunes you can play by yourself or with a friend. Can you improvise a familiar song?
Experiment! Are there different notes you can get out of a rainbow piano?
Try different bottles Try different amounts of water Change the bottles' order—what type of bottle or which water level gives a higher or lower note?
***taken from http://www.childrensmuseum.org/artsworkshop/rpiano.html
2. I went to the zoo, and what did I see?
A big ol’ giraffe*, a lookin’ at me.
And he danced and he danced, and he danced like this.
And danced and he danced, and he danced like this.
Suggestions:
*Sing about different animals.
Dance like the animal would dance.
Another possibility: “I went to the farm,” with appropriate animals.
My own twist: Change where you go every time and have the children sing back a creative answer.
Example: Teacher: I went to the ocean and what did I see?
Child: A big ol’ whale, a lookin’ at me.
Teacher: I went to the forest and what did I see?
Child: A big ol’ moose, a lookin’ at me.
Etc….. ask the children for different locations to explore!!
-- Original song taken from Mary Pinzino’s book: “Come Children Sing.” (pg.23)
The Farmer and the Dell
A great song and dramatization of Mother Nature and science at work.
Actors needed:
·
Farmer(s)
·
The seeds
·
The Sun
·
The Moon
·
The Wind
·
The Rain
Act out the song as follows: the seeds begin curled up on the ground, ready to grow, let them know they have to listen for their “growing” part.
Everybody sings:
The farmer and the dell, the farmer and the dell
Hi, ho the dairy’o, the farmer and the dell
The farmer sows his seeds, the farmer sows his seeds (the farmer pretends to cast his seed on the ground)
Hi, ho the dairy’o, the farmer and the dell
The wind begins to blow, the wind begins to blow (the wind makes a blowing sound)
Hi, ho the dairy’o, the farmer and the dell
The rain begins to fall, the rain begins to fall (the rain make raining motion and sound)
Hi, ho the dairy’o, the farmer and the dell
The sun begins to shine, the sun begins to shine (the sun holds up their arms in the shape of the sun)
Hi, ho the dairy’o, the farmer and the dell
The moon comes out at night, the moon comes out at night (the moon holds up their arms….)
Hi, ho the dairy’o, the farmer and the dell
And the seeds begin to grow, the seeds begin to grow (the seeds finally start to rise up)
Hi, ho the dairy’o, the farmer and the dell
**This song gets to be a little long for some children but you could go on to harvesting the wheat and turning it into bread. You can also stop at this point and talk about how we get our food from plants….
** if instruments are available it is fun to add a certain sound for each action: maracas for sowing seeds, a rainstick for the rain….
Six Little Monkeys
· A great song for learning about subtraction, there are many other songs like this. This one also includes dancing and acting.
· Choose one or two children to be alligators. The other children will all be monkeys. The number of children determines the lyrics of the song.
· Ask the “monkeys” to hold on to their tree branches and get ready to dance!!!
· Tell the alligators that after each verse when we sing “snap,” they will choose one monkey to touch gently on the head and that monkey will sit down.
Lyrics:
Six little monkeys swinging in a tree.
Teasing Mr. Alligator, “Can’t catch me.”
Along comes Mr. Alligator sneaky as can be and snap. (The alligator(s) tap the monkey(s) on the head.)
Five little monkeys swinging in a tree.
Teasing Mr. Alligator, “Can’t catch me.”
Along comes Mr. Alligator sneaky as can be and snap.
…song continues on until all monkeys are gone!
Obviously it is easier to use one alligator so we subtract by one each time.
**Have fun, be warned children usually get pretty excited with this song, remind them to be gentle and nice with one another.
Leaves Are Falling
(sung to the melody of Brother John)
Leaves are falling, leaves are falling.
Red and orange, red and orange.
Little children running, little children running.
Through the woods, through the woods.
By Jenna, Loklin & Aspen Nord
Rick Charette Alligator in the Elevator Alligator in the Elevator
CHORUS:
There's an alligator in the elevator.
I can't believe what I see.
There's an alligator in the elevator
and it's making eyes at me.
1. "Alligator (clap clap) please push (clap clap)
number (clap clap) one.
I'm going up to the first floor.
Would you care to join me for some fun?
CHORUS:
2. "Alligator (clap clap) please push (clap clap)
number (clap clap) two.
I'm going up to the second floor.
Gee, I'd like to make friends with you.
CHORUS:
3. " Alligator (clap clap) please push (clap clap)
number (clap clap) three.
I'm going up to the third floor.
Would you care to have some lunch with me? CHORUS:
4. "Alligator (clap clap) please push (clap clap)
number (clap clap) four.
I'm going up to the fourth floor.
Tell me what are your big teeth for? CHORUS:
5. "Alligator (clap clap) please push (clap clap)
Number (clap clap) five.
I'm going up to the fifth floor.
And I'd like to make it there alive. CHORUS: (faster)
References and Recommended Materials
Books
- Pinzino, Mary. 1980. Come Children Sing. Frehan Publications,
- Hal Leonard. 1998. The Big Book of Children’s Songs. Hal Leonard Corporation,
- Lloyd-Watts & Bigler. 1979. Studying Suzuki Piano: More than Music. Ability Development Associates,
- Any of the Wee-Sing books are great for children’s music. – www.wesing.com
- http://www.pinepoint.com/rick_bio.html - A link to a biography page on Rick Charette and his music; includes links to his recordings and more.
- Home Made Musical Instruments:
http://www.childrensmuseum.org/artsworkshop/jam.html
- Plumber’s Pipe - Simple home-made flute:
http://www.markshep.com/flute/Pipe.html
8.
- Beary Latino – The Beary Singers: A great Spanish recording of both American and Latin songs.
- Not For Kids Only – Jerry Garcia & David Grisman: A great album full of traditional songs played by two amazing artists on guitar, mandolin and banjo.
- Smart Symphonies – Grammy Recordings: Classical music to help stimulate child development.
- Disney’s Lullaby Album – Fred Mollin: A wonderful naptime album to provide a calming and comforting environment.
- Alligator in the Elevator – Rick Charette: One of the best kid’s albums around, very upbeat and creative.
Encouraging Creativity & Imagination Through Music
Basic Guidelines to Teaching Children’s Music:
- Every child is musical.
- Music is simple.
- Music is everywhere.
- Many subjects of learning can be taught through music: math, science, language and more.
- Music is diverse and comes in many forms and styles. Exploring the music of the world helps to inspire creativity and cultural acceptance in children.
- Children need an enthusiastic and compassionate role model to be inspired to join in music.
- Encourage parent and child involvement in musical exercises. Encourage children to bring what they learn home to be enjoyed and encouraged by their parents.
- You can never praise children too much for trying and participating in music or anything else they may explore in life!
“If you have not tried you should, for trying is fun and fun is good.” – Dr. Seuss
Important Note: Children will participate when they are ready, just being in the area and listening and watching is participating. If you force a child to do music, it will not encourage their growth or appreciation for music.
Our Musical Tool Kit
- Voice
- Hands
- Fingers
- Feet
- Everyday items (Sticks, glass jars, spoons)
Musical Exercises
Rhythm and Movement
- Rhythm is everywhere. Have students identify things that are “rhythmic” to help them understand the concept of rhythm. (Examples: your heartbeat, clocks, footsteps, woodpeckers, waves, dripping water)
- Rhythm is simple. Making a rhythm involves simply repeating a short pattern. By starting simple and adding small steps you get to more complex rhythms.
- All songs can have basic rhythm added by clapping the beat along with the song. (I will explain beat and tempo.)
- Language uses rhythm; syllables in words create rhythm. A simple clapping exercise with words illustrates this. (I will demonstrate…)
Terms:
Tempo – the speed at which music is to be performed or played (ie: fast, slow, andante, moderato, etc.).
Beat – similar to tempo; to mark or count (time or tempo), often kept by clapping the hands or tapping a foot.
Rhythm – 1. The patterned, recurring alternations of contrasting elements of sound or speech.
2. A specific kind of such a pattern, formed by a series of notes differing in duration
and stress.
Pitch – A degree of sound, whether it be high or low. Similar words are note and tone.
Melody – 1. A pleasing succession or arrangement of sounds.
2. Usually the highest part of the music heard, the pitches that the are sung.
3. Everybody knows the melody line to “Twinkle, Twinkle Little Star.”
Exercises:
A. The
1)
Have children sit in a circle. Have them slowly tap one foot in unison, this provides our beat. Have them clap in unison with their foot tapping (beat).
2)
Have them stop. Start the beat again with the feet. Then have them clap one at a time moving around the circle from child to child.
3)
Add their voices by having them say their names when they clap still continuing around the circle one at a time.
4)
This is a great way to introduce beat, tempo and rhythm and learn children’s names (introduction exercise). Try using faster or slower tempos or different clapping rhythms.
B. Who Stole the Cookie from the Cookie Jar?
1)
Children clap the basic beat of the song while it is sung.
2)
A good way to practice music together because the children have to communicate through the song by calling each others names.
C. Call and Response (Learning simple rhythms by ear.)
1) A simple rhythm can be clapped or played on a simple rhythm instrument (claves, maracas).
2) As a group, the children imitate the rhythm back. Children are listening for duration and number of times the rhythm is played.
3) More complex rhythms can be introduced to children individually and they can play them back one at a time.
4) 2 or 3 part pieces can be performed using simple rhythms (I’ll explain).
D. Rhythm Partners
1) Have children pair up and face each other.
2) Start by clapping hands to knees then to partner’s hands on beat.
3) Sing a simple song while keeping beat between partners.
4) Count in different number patterns (1,2,3,4,1,2,3,4 or 1,2,3,1,2,3,1,2,3,1,2,3).
5)
Try different tempos.
Creativity and Imagination
·
Children need an inspirational and energetic role model, especially in music.
·
A diverse range of musical opportunities encourages more involvement.
·
Give children the ability to improvise and change things, encourage this!
·
Every song children know can be changed and improvised, this encourages creativity and imagination.
·
Making instruments with everyday items. Let children brainstorm different ways to make simple instruments. (shakers, drums…)
Examples:
A. Old MacDonald (change to different locations: zoo, circus…)
B. I Went to the Zoo? (pg. 7)
C. The Farmer and the Dell (a theatrical version, pg. 8)
D. Leaves are Falling (sung to Brother John pg. 9)
E. Row, Row, Row your Boat (teaching children to rhyme)
F. Incorporate class room themes into songs by changing lyrics.
Listening Exercises
- Teaching children to actively listen is one of the most important musical abilities for them to learn.
- The Suzuki method of learning an instrument is based around “listening” first and then learning to play a song by ear. (check out the book in my recommended readings, the philosophy of Suzuki is wonderful aid to teaching all subjects of life)
A. Name that Tune!
1)
A melody of a well known children’s tune is played on the guitar or piano. This also could be done by sound recordings if they are instrumental versions and the lyrics aren’t sung. In the future I hope to add simple melodies like these to my website to be downloaded for free, to help with this exercise. (www.tangledtones.com – Children’s Music Link)
2)
The children guess which song it is.
3)
The song can then be played and sung.
B. Identify Different Instruments in Recordings
1)
Play different music recordings for children and let them identify which instruments are being used.
2)
It is best to make a mixed recording with a wide variety of styles and instruments.
Cognition and Learning
- Many subjects can be taught through music: math, language, science, art and culture.
- Music can make strenuous learning tasks fun.
- Music is a wonderful memorization tool.
Examples:
A.
Counting Songs
o Six Little Monkeys (pg. 9)
o One, Two Buckle My Shoe
o Ants Go Marching
o Alligator in the Elevator (pg. 10)
B. ABC’s (learning the alphabet)
C. The Farmer and the Dell (learning about nature and the seasons, pg. 8)
D.
Making instruments using creativity and science:
o Rainbow Piano (pg.5)
o Making “Mason Jar Water Drums”
· This is a great “musical/science” experiment that can be combined with learning about Indonesian culture and music.
(find directions for this project at www.tangledtones.com go to Children’s Music)
· Check my reference page for websites containing dozens of other fun home-made instruments.
Rainbow Piano
Time Needed: about 1/2 hour
Total Cost: Nothing to $3.00
Ready!
You Need:
- 8 Glass bottles or jars (the same size is best)
- Masking tape or permanent marker
- Metal spoons
- Funnel and access to water
- 1 cup measure (optional)
- Sponge or rag in case of spill
- Food coloring (optional)
Set!
|
Remember: You're all set to play! |
Go!
There are lots of tunes you can play by yourself or with a friend. Can you improvise a familiar song?
Experiment! Are there different notes you can get out of a rainbow piano?
Try different bottles Try different amounts of water Change the bottles' order—what type of bottle or which water level gives a higher or lower note?
***taken from http://www.childrensmuseum.org/artsworkshop/rpiano.html
2. I went to the zoo, and what did I see?
A big ol’ giraffe*, a lookin’ at me.
And he danced and he danced, and he danced like this.
And danced and he danced, and he danced like this.
Suggestions:
*Sing about different animals.
Dance like the animal would dance.
Another possibility: “I went to the farm,” with appropriate animals.
My own twist: Change where you go every time and have the children sing back a creative answer.
Example: Teacher: I went to the ocean and what did I see?
Child: A big ol’ whale, a lookin’ at me.
Teacher: I went to the forest and what did I see?
Child: A big ol’ moose, a lookin’ at me.
Etc….. ask the children for different locations to explore!!
-- Original song taken from Mary Pinzino’s book: “Come Children Sing.” (pg.23)
The Farmer and the Dell
A great song and dramatization of Mother Nature and science at work.
Actors needed:
·
Farmer(s)
·
The seeds
·
The Sun
·
The Moon
·
The Wind
·
The Rain
Act out the song as follows: the seeds begin curled up on the ground, ready to grow, let them know they have to listen for their “growing” part.
Everybody sings:
The farmer and the dell, the farmer and the dell
Hi, ho the dairy’o, the farmer and the dell
The farmer sows his seeds, the farmer sows his seeds (the farmer pretends to cast his seed on the ground)
Hi, ho the dairy’o, the farmer and the dell
The wind begins to blow, the wind begins to blow (the wind makes a blowing sound)
Hi, ho the dairy’o, the farmer and the dell
The rain begins to fall, the rain begins to fall (the rain make raining motion and sound)
Hi, ho the dairy’o, the farmer and the dell
The sun begins to shine, the sun begins to shine (the sun holds up their arms in the shape of the sun)
Hi, ho the dairy’o, the farmer and the dell
The moon comes out at night, the moon comes out at night (the moon holds up their arms….)
Hi, ho the dairy’o, the farmer and the dell
And the seeds begin to grow, the seeds begin to grow (the seeds finally start to rise up)
Hi, ho the dairy’o, the farmer and the dell
**This song gets to be a little long for some children but you could go on to harvesting the wheat and turning it into bread. You can also stop at this point and talk about how we get our food from plants….
** if instruments are available it is fun to add a certain sound for each action: maracas for sowing seeds, a rainstick for the rain….
Six Little Monkeys
· A great song for learning about subtraction, there are many other songs like this. This one also includes dancing and acting.
· Choose one or two children to be alligators. The other children will all be monkeys. The number of children determines the lyrics of the song.
· Ask the “monkeys” to hold on to their tree branches and get ready to dance!!!
· Tell the alligators that after each verse when we sing “snap,” they will choose one monkey to touch gently on the head and that monkey will sit down.
Lyrics:
Six little monkeys swinging in a tree.
Teasing Mr. Alligator, “Can’t catch me.”
Along comes Mr. Alligator sneaky as can be and snap. (The alligator(s) tap the monkey(s) on the head.)
Five little monkeys swinging in a tree.
Teasing Mr. Alligator, “Can’t catch me.”
Along comes Mr. Alligator sneaky as can be and snap.
…song continues on until all monkeys are gone!
Obviously it is easier to use one alligator so we subtract by one each time.
**Have fun, be warned children usually get pretty excited with this song, remind them to be gentle and nice with one another.
Leaves Are Falling
(sung to the melody of Brother John)
Leaves are falling, leaves are falling.
Red and orange, red and orange.
Little children running, little children running.
Through the woods, through the woods.
By Jenna, Loklin & Aspen Nord
Rick Charette Alligator in the Elevator Alligator in the Elevator
CHORUS:
There's an alligator in the elevator.
I can't believe what I see.
There's an alligator in the elevator
and it's making eyes at me.
1. "Alligator (clap clap) please push (clap clap)
number (clap clap) one.
I'm going up to the first floor.
Would you care to join me for some fun?
CHORUS:
2. "Alligator (clap clap) please push (clap clap)
number (clap clap) two.
I'm going up to the second floor.
Gee, I'd like to make friends with you.
CHORUS:
3. " Alligator (clap clap) please push (clap clap)
number (clap clap) three.
I'm going up to the third floor.
Would you care to have some lunch with me? CHORUS:
4. "Alligator (clap clap) please push (clap clap)
number (clap clap) four.
I'm going up to the fourth floor.
Tell me what are your big teeth for? CHORUS:
5. "Alligator (clap clap) please push (clap clap)
Number (clap clap) five.
I'm going up to the fifth floor.
And I'd like to make it there alive. CHORUS: (faster)
References and Recommended Materials
Books
- Pinzino, Mary. 1980. Come Children Sing. Frehan Publications,
- Hal Leonard. 1998. The Big Book of Children’s Songs. Hal Leonard Corporation,
- Lloyd-Watts & Bigler. 1979. Studying Suzuki Piano: More than Music. Ability Development Associates,
- Any of the Wee-Sing books are great for children’s music. – www.wesing.com
- http://www.pinepoint.com/rick_bio.html - A link to a biography page on Rick Charette and his music; includes links to his recordings and more.
- Home Made Musical Instruments:
http://www.childrensmuseum.org/artsworkshop/jam.html
- Plumber’s Pipe - Simple home-made flute:
http://www.markshep.com/flute/Pipe.html
8.
- Beary Latino – The Beary Singers: A great Spanish recording of both American and Latin songs.
- Not For Kids Only – Jerry Garcia & David Grisman: A great album full of traditional songs played by two amazing artists on guitar, mandolin and banjo.
- Smart Symphonies – Grammy Recordings: Classical music to help stimulate child development.
- Disney’s Lullaby Album – Fred Mollin: A wonderful naptime album to provide a calming and comforting environment.
- Alligator in the Elevator – Rick Charette: One of the best kid’s albums around, very upbeat and creative.