Do you ever wonder where the time has gone? Do you look at your children sometimes and think " I swear I was just rocking you on my lap for naptime last month...." and now they are off to school and friends houses and too many other things. I cherish my time with my kids. I've learned they grow up WAY too fast and while I enjoy watching them grow and learn and become great kids, I also miss the time to just be with them. I drop them off for school and Tai Kwon Do and then drive away. Kindermusik is a GREAT opportunity to do something with them. Free of emails, phone calls, the dryer beeping. There are no distractions! You get to spend 45 dedicated minutes with your kiddos every week, then take the learning home with you and continue to form bonds and memories together through music.
I remember when my oldest 2 boys and I were going to Kindermusik classes together years ago. We learned songs about bathtime and I was so excited when they jumped in the bath one night and started singing (and washing) all on their own! It was so cute and fun and it was something we where able to share together.
In our Family Time class, rhythms and rhymes bring the poetry of language to children's ears and are integral components of early language development. Family Time keeps children engaged by tapping into their love of rhymes and silly words. Through play, children practice new vocabularies and experiment with a wide range of vocal expression as they broaden tehir understanding of language.
In our Family Time class, movement and learning are intimately connected, and as you know, all children love to move-each in his or her own unique way! With growing coordination and interest in their peers, they observe, analyze, and imitate each other's movements and play. They also continue to develop locomotor skills, coordination, and balance, as well as expressive and creative movement. One of the benefits of this multi-age class is that young children observe the movements of older children. They see more advanced physical skills and begin trying to imitate what they see.
Each class is filled with a variety of songs for all to sing. When toddlers and preschoolers sing songs written in an appropriate vocal range, they begin to explore their voices and develop their emerging pitch accuracy. Singing also helps with memory and recall, physical development, creativity, and socialization. Each lesson contains suggestions for participation by babies, toddlers, and preschoolers. Older children will get involved according to their own personalities-in many cases they may act as helpers or leaders in the class.
Think of it as a joyous music room filled to the brink with singing, moving, and instrument playing. Creating a foundation for musical growth and development, as well as an opportunity for family growth and learning. Kindermusik Family Time provides today's busy families with a place for quality time together mixed with loads of fun!
I have classes starting on Jan 20th and 21st. Thursdays and Fridays at 10am!
Monday, January 10, 2011
Wednesday, January 5, 2011
Imagine That! Busy 3-5 year olds
I have been studying a lot about the 3-5 year old child. This is a busy, busy group of kids! Not only physically but as parents we seem to want to get them involved so early in things. Preschool, Tball, dance, playgroups, all seem to start at this young age. I'm guilty of this too. I signed my oldest up for preschool 1 month after he turned 3. He wasn't even potty trained but I thought he 'needed to go to school.' In my personal experience I learned they grow up way to fast and so my second child did not start preschool until he was 4. I chose to spend those early years building brain cells instead of school experiences. They will have plenty of school (as my 1st grader already complains about), why not try something that will benefit and compliment them in their journey to learn?
Enter Kindermusik.....
Psychologists, neuroscientists, and experts in early childhood development have demonstrated that music does more for children than bring them joy, it helps their brain cells make the connections needed for virtually every kind of intelligence. Kindermusik's curriculum is built on this research. When young children are consistently engaged by music in an age-appropriate, socially accepting environment, they benefit at many levels:
* They gain the phonological processing, spoken language, and comprehension skills that are the foundation of reading. Just as the alphabet is made of individual letters and sounds, music is made of individual notes and rhythms. Being able to hear and distinguish between different tones and beats lays the foundation for learning to read and write.
*They build the spacial-temporal and reasoning skills required for math, science, and engineering.
*They develop social and emotional skills that are essential for school readiness-like the ability to regulate their responses and relate to others in complex ways.
By moving and dancing to music and playing simple instruments, children improve their gross and fine motor skills. Activities that encourage freedom within a fun and friendly structure spark their creativity and build their confidence. And of course they develop a lifelong love of music.
Research shows that experiences with music 'light up' a child's brain, including areas used in processing language. In a study of children ages 3-5, music training was proven to improve brain functioning related to listening. Amazingly, after only 7 weeks of music classes, brain scans showed frequencies associated with increased cognitive processing. Music also has a proven impact on a child's verbal memory. Having a good verbal memory means they can remember the beginning of the sentence by the time they get to the end of the sentence. This has a profound impact on them in school and their comprehension ability.
So, I could go on and on about the many things I have learned and the amazing impact of music on our kids growing and developing brains. So to sum it up.......Music is the single best gift you could give your child. If they are already in preschool, dance, sports I would say great! Come see what music can add to that, give them 1 semester of Kindermusik and I promise you will see them improve in every aspect of their lives. They will be learning and increasing their abilities to comprehend, listen, move, balance, and building a foundation for reading, math, and science skills, all while we are singing and dancing together!
My 5 year old has had Kindermusik classes for over 2 years of his life, and I can see a HUGE difference in him as he is learning to read. He picked up on the phonetic sounds of the alphabet almost over night, and is able to remember sight words very easily. He doesn't get quite as frustrated with the process either. I attribute this to the foundation of music and the building blocks it gave his brain.
This class starts next Tuesday Jan 11th at 1:00pm.
Enter Kindermusik.....
Psychologists, neuroscientists, and experts in early childhood development have demonstrated that music does more for children than bring them joy, it helps their brain cells make the connections needed for virtually every kind of intelligence. Kindermusik's curriculum is built on this research. When young children are consistently engaged by music in an age-appropriate, socially accepting environment, they benefit at many levels:
* They gain the phonological processing, spoken language, and comprehension skills that are the foundation of reading. Just as the alphabet is made of individual letters and sounds, music is made of individual notes and rhythms. Being able to hear and distinguish between different tones and beats lays the foundation for learning to read and write.
*They build the spacial-temporal and reasoning skills required for math, science, and engineering.
*They develop social and emotional skills that are essential for school readiness-like the ability to regulate their responses and relate to others in complex ways.
By moving and dancing to music and playing simple instruments, children improve their gross and fine motor skills. Activities that encourage freedom within a fun and friendly structure spark their creativity and build their confidence. And of course they develop a lifelong love of music.
Research shows that experiences with music 'light up' a child's brain, including areas used in processing language. In a study of children ages 3-5, music training was proven to improve brain functioning related to listening. Amazingly, after only 7 weeks of music classes, brain scans showed frequencies associated with increased cognitive processing. Music also has a proven impact on a child's verbal memory. Having a good verbal memory means they can remember the beginning of the sentence by the time they get to the end of the sentence. This has a profound impact on them in school and their comprehension ability.
So, I could go on and on about the many things I have learned and the amazing impact of music on our kids growing and developing brains. So to sum it up.......Music is the single best gift you could give your child. If they are already in preschool, dance, sports I would say great! Come see what music can add to that, give them 1 semester of Kindermusik and I promise you will see them improve in every aspect of their lives. They will be learning and increasing their abilities to comprehend, listen, move, balance, and building a foundation for reading, math, and science skills, all while we are singing and dancing together!
My 5 year old has had Kindermusik classes for over 2 years of his life, and I can see a HUGE difference in him as he is learning to read. He picked up on the phonetic sounds of the alphabet almost over night, and is able to remember sight words very easily. He doesn't get quite as frustrated with the process either. I attribute this to the foundation of music and the building blocks it gave his brain.
This class starts next Tuesday Jan 11th at 1:00pm.
Sunday, January 2, 2011
The Young Child
I've been trying to become an 'expert' in childhood development. While I am FAR from it I have learned a lot on my quest and have really enjoyed the reading and studying I've been able to do. Something I read about a year ago kind of bothered me, but after I've studied more about it and thought about it I've come to a better understanding, and now it makes great sense. Here is what I've learned.
I read that young children should not learn to read music, AND learn an instrument at the same time. It's too much for most little kids (under 7 or 8) brain to take in the information on the page and internalize it, then immediately perform an action like playing the piano. I've taught private piano for almost 6 years and I can totally see this. There are a lot of anxious 5 and 6 year olds that want to be grown up and just sit down and play the piano like an older sibling or a friend, but when faced with all the components of comprehending and interpreting music on a page, while then needed to play something can be very overwhelming. I'm not saying they can't do it or that we should only give our kids easy things to do. I am saying at such a young age music should be very enjoyable and lay a foundation of positive experiences and the desire to participate in music because it makes them happy, not frustrated because they can't yet 'perform'.
As I've done more research and just thought about this on my own, I came to understand it more easily and clearly when I think of it this way. I have a 6 year old son so the past year we have been learning to read. I LOVE to read and I want my children to LOVE to read but I've learned that this task can be somewhat frustrating for them when the words just don't come as smoothly or quickly as he wants them too. I've thought about the process of learning to read, as I have a 5 year old that is showing interest and will sit next to me and my older son as we are reading together. Here is how it relates to Kindermusik.
A child first learns their alphabet, usually through a song or a rhyme. For a few years they practice their alphabet, recognizing the letters in patterns and pictures. Then after plenty of practice with just letters, they learn the phonetic sounds of the letters, kind of like their value or meaning within the language. Finally, after these two things have been mastered they learn to put the letters and their sounds together to form words. So in music it goes like this......first we learn notes (like the letters) on the staff, we recognize them and the pattern of reading music on lines and spaces. Then we learn rhythm (like the phonetic sounds of letters) in music, kind of like their value or meaning within music. Then after these two components are learned we can put them together to make music, either on the piano, violin, or even simple instruments in class.
Once I thought of it this way it made sense and my Young Child classes took on a different direction. I love teaching this class (5-7 year olds) because they are like sponges! They love to learn and then see the results of what they have learned almost immediately. The last semester was so fun to see them almost surprise themselves after we had worked on a poem or rhyme,then we would put it to music and sing and dance, then we would transfer it to an instrument and they were so proud of themselves for making music!
So, if your child has a desire to be apart of music, either singing, dancing, or playing an instrument the Young Child class is the way to go!
I read that young children should not learn to read music, AND learn an instrument at the same time. It's too much for most little kids (under 7 or 8) brain to take in the information on the page and internalize it, then immediately perform an action like playing the piano. I've taught private piano for almost 6 years and I can totally see this. There are a lot of anxious 5 and 6 year olds that want to be grown up and just sit down and play the piano like an older sibling or a friend, but when faced with all the components of comprehending and interpreting music on a page, while then needed to play something can be very overwhelming. I'm not saying they can't do it or that we should only give our kids easy things to do. I am saying at such a young age music should be very enjoyable and lay a foundation of positive experiences and the desire to participate in music because it makes them happy, not frustrated because they can't yet 'perform'.
As I've done more research and just thought about this on my own, I came to understand it more easily and clearly when I think of it this way. I have a 6 year old son so the past year we have been learning to read. I LOVE to read and I want my children to LOVE to read but I've learned that this task can be somewhat frustrating for them when the words just don't come as smoothly or quickly as he wants them too. I've thought about the process of learning to read, as I have a 5 year old that is showing interest and will sit next to me and my older son as we are reading together. Here is how it relates to Kindermusik.
A child first learns their alphabet, usually through a song or a rhyme. For a few years they practice their alphabet, recognizing the letters in patterns and pictures. Then after plenty of practice with just letters, they learn the phonetic sounds of the letters, kind of like their value or meaning within the language. Finally, after these two things have been mastered they learn to put the letters and their sounds together to form words. So in music it goes like this......first we learn notes (like the letters) on the staff, we recognize them and the pattern of reading music on lines and spaces. Then we learn rhythm (like the phonetic sounds of letters) in music, kind of like their value or meaning within music. Then after these two components are learned we can put them together to make music, either on the piano, violin, or even simple instruments in class.
Once I thought of it this way it made sense and my Young Child classes took on a different direction. I love teaching this class (5-7 year olds) because they are like sponges! They love to learn and then see the results of what they have learned almost immediately. The last semester was so fun to see them almost surprise themselves after we had worked on a poem or rhyme,then we would put it to music and sing and dance, then we would transfer it to an instrument and they were so proud of themselves for making music!
So, if your child has a desire to be apart of music, either singing, dancing, or playing an instrument the Young Child class is the way to go!
Friday, December 17, 2010
2011 Schedule
Family Time is Friday from 10-10:45 and is for kids of all ages. Classses start January 21st and run for 12 weeks. This is a great class if you have more than one child at home in the mornings. The curriculum is 'Our Kind of Day' and we will sing, play, and explore daily routines through music. Each family recieves 2 CD's, 3 books, 2 games, and 2 instruments to continue the music at home.
Imagine That! is Tuesdays at 1:00 for 3-5 yr old kids. Classes start January 11th and run for 15 weeks, moms join us the last 15 minutes of each week. This curriculum is "Cities, Busy Places & Friendly Faces." We will explore the busy cities through music and imagine so much as these busy pre-school kids have fun together. Each student receives a game, books, CD's and an instrument.
Young Child 2 is Tuesday from 4:00-5:00 and is for 5-7 yr old kids. Classes start January 11th and run for 15 weeks. This curriculum is a great introduction and foundation to musical education. These kids will be able to read music on the staff, know musical concepts, theories, and techniques. Students receive books and CD's.
Please call or email me if you have any questions! I'd love to help bring the gift of music to your kiddos.
Imagine That! is Tuesdays at 1:00 for 3-5 yr old kids. Classes start January 11th and run for 15 weeks, moms join us the last 15 minutes of each week. This curriculum is "Cities, Busy Places & Friendly Faces." We will explore the busy cities through music and imagine so much as these busy pre-school kids have fun together. Each student receives a game, books, CD's and an instrument.
Young Child 2 is Tuesday from 4:00-5:00 and is for 5-7 yr old kids. Classes start January 11th and run for 15 weeks. This curriculum is a great introduction and foundation to musical education. These kids will be able to read music on the staff, know musical concepts, theories, and techniques. Students receive books and CD's.
Please call or email me if you have any questions! I'd love to help bring the gift of music to your kiddos.
Wednesday, December 15, 2010
A Look Back.....
We just finished our Fall semester of Kindermusik for 2010. While I am super excited about the fun and creative curriculum coming up for our next semester starting in January, I am looking back with a little sadness as we had so much fun and learned so much together over the past 4 months. I think the first few classes were a little more challenging as we all learned the routine and what to expect but by the end of our classes I felt we had formed great friendships and created wonderful memories together.
This was our Family Time class on Friday mornings. The kids (and moms I think) loved these cute mirrors where we explored all the different shapes our mouths could make. There were a lot of giggles during this activity! Honestly, I think I was the most nervous for this class because there were adults involved. But it turned out to be one of my favorite hours of the week. I loved watching the little kids watch and learn from the big kids, I loved watching the big kids take ownership of teaching and being the example for the little kids, and I LOVED the giggles and thrills I got to witness between parents and children as we sang and played together.
Sometimes it is a lot of fun for the little kids (and big kids for that matter) to feel large and in charge. We had fun with stuffed animals and letting the kids 'teach' their animals legato and staccato movements. He is having so much fun!!
This was our Family Time class on Friday mornings. The kids (and moms I think) loved these cute mirrors where we explored all the different shapes our mouths could make. There were a lot of giggles during this activity! Honestly, I think I was the most nervous for this class because there were adults involved. But it turned out to be one of my favorite hours of the week. I loved watching the little kids watch and learn from the big kids, I loved watching the big kids take ownership of teaching and being the example for the little kids, and I LOVED the giggles and thrills I got to witness between parents and children as we sang and played together.
Sometimes it is a lot of fun for the little kids (and big kids for that matter) to feel large and in charge. We had fun with stuffed animals and letting the kids 'teach' their animals legato and staccato movements. He is having so much fun!!This was our Imagine That class. The assignment this week was to make their very own snowboots. Look at the creativity as Ali and her mom used tissue boxes and decorated them so cute! We practiced walking in the snow and balancing on one foot, then pretended to build snowman in the pretend snow. This age never ceased to amaze me with their imagination (probably why the class is called Imagine That!) and all the creative things they were always coming up with.
The assignment this week was to make a rain hat. I was so very impressed with the cozy hat, Ritz box, and cool helmet all made with the kiddos and their parents at home. They loved dancing in the rain and staying dry with their cool hats.
This class really got to be good friends and loved to visit with each other by the end of the semester. It was cute to watch them 'catch up' each week.
The assignment this week was to make a rain hat. I was so very impressed with the cozy hat, Ritz box, and cool helmet all made with the kiddos and their parents at home. They loved dancing in the rain and staying dry with their cool hats.
This class really got to be good friends and loved to visit with each other by the end of the semester. It was cute to watch them 'catch up' each week.
I love me some Kindermusik kids!
Thursday, December 9, 2010
Holiday Open House
You are all invited to a Holiday Kindermusik Open House in my studio....
Friday December 10th & Friday December 17th
10:00am til noon both days
Come play, read, sing, have fun with your kiddos and meet other great families! All free! Come for 10 minutes or 2 hours, whatever fits your schedule. I look forward to seeing you there! HOHOHO
Friday December 10th & Friday December 17th
10:00am til noon both days
Come play, read, sing, have fun with your kiddos and meet other great families! All free! Come for 10 minutes or 2 hours, whatever fits your schedule. I look forward to seeing you there! HOHOHO
Monday, December 6, 2010
The Power of Music: London University
I LOVED this article and learned so much, once again, about the power of music. It is rather long but very informative. I had so many similar experiences with my youngest son who was very delayed, and ill for a long time. Looking back on it now I see even more what an impact Kindermusik had on him. Enjoy!
The power of music: its impact on the intellectual, social and personal development of children and young people
Susan Hallam, Institute of Education, University of London
Recent advances in the study of the brain have enhanced our understanding of the way that active engagement with music may influence other activities. The cerebral cortex self-organises as we engage with different musical activities, skills in these areas may then transfer to other activities if the processes involved are similar. Some skills transfer automatically without our conscious awareness, others require reflection on how they might be utilised in a new situation.
Perceptual, language and literacy skills
Speech and music have a number of shared processing systems. Musical experiences which enhance processing can therefore impact on the perception of language which in turn impacts on learning to read. Active engagement with music sharpens the brain’s early encoding of linguistic sound. Eight year old children with just 8 weeks of musical training showed improvement in perceptual cognition compared with controls.
Speech makes extensive use of structural auditory patterns based on timbre differences between phonemes. Musical training develops skills which enhance perception of these patterns. This is critical in developing phonological awareness which in turn contributes to learning to read successfully.
Speech processing requires similar processing to melodic contour. Eight year old children with musical training outperformed controls on tests of music and language.
Learning to discriminate differences between tonal and rhythmic patterns and to associate these with visual symbols seems to transfer to improved phonemic awareness.
Learning to play an instrument enhances the ability to remember words through enlargement of the left cranial temporal regions. Musically trained participants remembered 17% more verbal information that those without musical training.
Children experiencing difficulties with reading comprehension have benefitted from training in rhythmical performance.
Numeracy
Research exploring the relationships between mathematics and active musical engagement has had mixed results, in part, because not all mathematics’ tasks share underlying processes with those involved in music. Transfer is dependent on the extent of the match, for instance, children receiving instruction on rhythm instruments scored higher on part-whole maths problems than those receiving piano and singing instruction.
Intellectual development
Learning an instrument has an impact on intellectual development, particularly spatial reasoning. A review of 15 studies found a ‘strong and reliable’ relationship, the author likening the differences to one inch in height or about 84 points on standardised school tests. A study contrasting the impact of music lessons (standard keyboard, Kodaly voice) with drama or no lessons found that the music groups had reliably larger increases in IQ. Children in the control groups had average increases of 4.3 points while the music groups had increases of 7 points. On all but 2 of the 12 subtests the music group had larger increases than control groups.
General attainment and creativity
There is a consistent relationship between active engagement in music and general attainment but much research has been unable to partial out confounding factors. A recent study, adopting more sensitive statistical modelling overcame these difficulties. Two nationally representative data sources in the USA with data from over 45,000 children found that associations between music and achievement persisted even when prior attainment was taken into account.
Music participation enhances measured creativity, particularly when the musical activity itself is creative, for instance, improvisation.
Personal and social development
General attainment may be influenced by the impact that music has on personal and social development. Playing an instrument can lead to a sense of achievement; an increase in self-esteem; increased confidence; persistence in overcoming frustrations when learning is difficult; self-discipline; and provide a means of self-expression. These may increase motivation for learning in general thus supporting enhanced attainment.
Participating in musical groups promotes friendships with like-minded people; self-confidence; social skills; social networking; a sense of belonging; team work; self-discipline; a sense of accomplishment; co-operation; responsibility; commitment; mutual support; bonding to meet group goals; increased concentration and provides an outlet for relaxation.
Research in the USA on the benefits of band participation found that 95% of parents believed that participation in band provided educational benefits not found in other classrooms.
Working in small musical groups requires the development of trust and respect and skills of negotiation and compromise.
In adolescence music makes a major contribution to the development of self-identity and is seen as a source of support when young people are feeling troubled or lonely.
2
Music has been linked to the capacity to increase emotional sensitivity. The recognition of emotions in music is related to emotional intelligence.
Increasing the amount of classroom music within the curriculum can increase social cohesion within class, greater self-reliance, better social adjustment and more positive attitudes, particularly in low ability, disaffected pupils.
The positive effects of engagement with music on personal and social development will only occur if, overall, it is an enjoyable and rewarding experience. The quality of the teaching, the extent to which individuals perceive that they are successful, and whether in the long term it is a positive experience will all contribute to the nature of any personal or social benefits.
Physical development, health and wellbeing
Rhythmic accompaniment to physical education enhances the development of physical skills.
Learning to play an instrument enhances fine motor co-ordination.
There may be particular health benefits for singing in relation to the immune system, breathing, adopting good posture, improved mood, and stress reduction.
The power of music: its impact on the intellectual, social and personal development of children and young people
Susan Hallam, Institute of Education, University of London
Recent advances in the study of the brain have enhanced our understanding of the way that active engagement with music may influence other activities. The cerebral cortex self-organises as we engage with different musical activities, skills in these areas may then transfer to other activities if the processes involved are similar. Some skills transfer automatically without our conscious awareness, others require reflection on how they might be utilised in a new situation.
Perceptual, language and literacy skills
Speech and music have a number of shared processing systems. Musical experiences which enhance processing can therefore impact on the perception of language which in turn impacts on learning to read. Active engagement with music sharpens the brain’s early encoding of linguistic sound. Eight year old children with just 8 weeks of musical training showed improvement in perceptual cognition compared with controls.
Speech makes extensive use of structural auditory patterns based on timbre differences between phonemes. Musical training develops skills which enhance perception of these patterns. This is critical in developing phonological awareness which in turn contributes to learning to read successfully.
Speech processing requires similar processing to melodic contour. Eight year old children with musical training outperformed controls on tests of music and language.
Learning to discriminate differences between tonal and rhythmic patterns and to associate these with visual symbols seems to transfer to improved phonemic awareness.
Learning to play an instrument enhances the ability to remember words through enlargement of the left cranial temporal regions. Musically trained participants remembered 17% more verbal information that those without musical training.
Children experiencing difficulties with reading comprehension have benefitted from training in rhythmical performance.
Numeracy
Research exploring the relationships between mathematics and active musical engagement has had mixed results, in part, because not all mathematics’ tasks share underlying processes with those involved in music. Transfer is dependent on the extent of the match, for instance, children receiving instruction on rhythm instruments scored higher on part-whole maths problems than those receiving piano and singing instruction.
Intellectual development
Learning an instrument has an impact on intellectual development, particularly spatial reasoning. A review of 15 studies found a ‘strong and reliable’ relationship, the author likening the differences to one inch in height or about 84 points on standardised school tests. A study contrasting the impact of music lessons (standard keyboard, Kodaly voice) with drama or no lessons found that the music groups had reliably larger increases in IQ. Children in the control groups had average increases of 4.3 points while the music groups had increases of 7 points. On all but 2 of the 12 subtests the music group had larger increases than control groups.
General attainment and creativity
There is a consistent relationship between active engagement in music and general attainment but much research has been unable to partial out confounding factors. A recent study, adopting more sensitive statistical modelling overcame these difficulties. Two nationally representative data sources in the USA with data from over 45,000 children found that associations between music and achievement persisted even when prior attainment was taken into account.
Music participation enhances measured creativity, particularly when the musical activity itself is creative, for instance, improvisation.
Personal and social development
General attainment may be influenced by the impact that music has on personal and social development. Playing an instrument can lead to a sense of achievement; an increase in self-esteem; increased confidence; persistence in overcoming frustrations when learning is difficult; self-discipline; and provide a means of self-expression. These may increase motivation for learning in general thus supporting enhanced attainment.
Participating in musical groups promotes friendships with like-minded people; self-confidence; social skills; social networking; a sense of belonging; team work; self-discipline; a sense of accomplishment; co-operation; responsibility; commitment; mutual support; bonding to meet group goals; increased concentration and provides an outlet for relaxation.
Research in the USA on the benefits of band participation found that 95% of parents believed that participation in band provided educational benefits not found in other classrooms.
Working in small musical groups requires the development of trust and respect and skills of negotiation and compromise.
In adolescence music makes a major contribution to the development of self-identity and is seen as a source of support when young people are feeling troubled or lonely.
2
Music has been linked to the capacity to increase emotional sensitivity. The recognition of emotions in music is related to emotional intelligence.
Increasing the amount of classroom music within the curriculum can increase social cohesion within class, greater self-reliance, better social adjustment and more positive attitudes, particularly in low ability, disaffected pupils.
The positive effects of engagement with music on personal and social development will only occur if, overall, it is an enjoyable and rewarding experience. The quality of the teaching, the extent to which individuals perceive that they are successful, and whether in the long term it is a positive experience will all contribute to the nature of any personal or social benefits.
Physical development, health and wellbeing
Rhythmic accompaniment to physical education enhances the development of physical skills.
Learning to play an instrument enhances fine motor co-ordination.
There may be particular health benefits for singing in relation to the immune system, breathing, adopting good posture, improved mood, and stress reduction.
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