corina music site

Posts Tagged ‘Drama’

Young children learn by doing, by being actively involved in their learning through exploring and experimenting, through copying and acting out. And so it is with learning music, the foundations for which are best learnt while developing primary language. As such, a successful early childhood music program must incorporate movement and should quite naturally involve learning across the curriculum. The music program, therefore, can form the basis for the whole curriculum.

1. Make it Fun. They are not in your class to learn music, but learning music is what happens while they’re having fun. It it’s not fun you’ve lost them. Fun for them may not be fun for you. If it’s not fun for you, you’ll NEVER be able to convince them that you’re enjoying it. You’ll start using every excuse not to do the music session because you’ll see it as a chore. If, on the other hand, you have a song, a piece of music or an activity you think is really cool, you’ll have no trouble engaging the kids as your enthusiasm will carry them through. Sounds pretty logical, yet few class teachers conduct music lessons as part of the daily curriculum. Find a resource that suits you and do something every day – even if for only five minutes.

2. Establish clear rules from day one. Without this your class will quickly disintegrate into a shambles. They must stop when the music stops. This encourages listening skills. Listening is a skill that has to be learnt. Hearing is a sense we are born with. There’s a huge difference. If they can listen, they can respond, and they can learn. Teach them about “space bubbles”. Have them stand with arms outstretched and gently swing around. No-one is allowed to go inside their space bubble. Anyone who does must sit to the side. They will not want to miss out on the fun so encourage them to join in for the next track of music or next activity. Do not allow “time out” to be a preferred option. Not every child will feel confident enough to participate fully but sitting out is not an option.

3. Young children learn by doing. Get them actively involved. Music at this age is music and movement. This will incorporate story telling through use of percussion instruments or drama; it will involve dance and action songs and also singing. It will also involve interpretive movement – play some gentle classical music and use scarves to stimulate the imagination.

4. Include motor co-ordination activities. This will stimulate and integrate right and left sides of the brain. Musical instruments are played with both hands. This subject is the topic of a great body of research. Children today are generally not physically active enough to get sufficient stimulation to establish neural pathways. If you can do something daily in the way of motor skills, especially cross-patterning activities conducted to music, it will help enormously.

5. Relate activities to their level of understanding. Engage their imaginations. They live in a fantasy world ‘ take advantage of it. You personally may not feel inclined towards fantasy. It doesn’t matter. Whatever engages them is what matters. Whatever you are wanting them to learn can be done best by engaging their imaginations, and fantasy is the easiest. Use drama in any way to engage their imaginations.

6. Praise them often. They respond best to positive reinforcement. A baby is born fearless. No matter how many times the baby falls over when attempting to walk, and despite injuries along the way, he or she will get up and try again, over and over until that skill is finally mastered. It never occurs to the child, or anyone else, that you have to get it perfect the first time. Everyone encourages them which is an added bonus. Somehow along the way though, by the time many children are in mid primary school, they have already been given so many negatives which erode their self-esteem that they give up trying new things.

7. Remember the K.I.S.S. principle and Keep It Simple Sunshine. Only do a few activities or songs at a time in your music lesson. Repeat them often and only when mastered do you add modifications or a new activity. Keep the whole lesson simple but fun. Do not confuse simple with easy. If the class structure is simple, you can easily add in a more challenging activity.

8. If the children are unused to music and movement sessions, do not try to be too ambitious. Five minutes a day may be enough for the first few weeks, depending on the children. Repeat the lesson (maybe up to three or four times) until confidence and competence improve. They need the repetition. You can add modifications for greater complexity and variation or change one or two activities before moving onto a new lesson. Set them up to succeed.

9. Initially the teacher should model the movements but not necessarily do all the running around. Choose a child to model for you (or the Teaching Assistant or even a parent) if you prefer not to or are unable to model the movements yourself. Observe the children’s ability to perform the skills in movement, music, drama, listening and social interaction. The music lesson thus contains so many more outcomes. You are then leveraging your time by combining learning areas. That is why the movements need to be modeled appropriately.

10. Finish each session with stretching and relaxation. (Stretches should never hurt.) After a “mat session” music lesson the stretch only needs to be a full body stretch on the floor, after which the children close their eyes and listen to the music. Initially -

Tell them what you want them to listen for, or, tell them a story of what the music is about, or, ask them to tell you what they think the music is telling them.

If you don’t relax the children at the end of the lesson, thus utilizing this time for the affective aspect of music, they’ll be unsettled for the rest of the day, especially if it’s a dance and drama session. When they are used to relaxing at the end of the lesson they will happily lie down and relax but they need to be taught how to first. Each relaxation session, therefore, does not necessarily have to involve active listening but initially it must. Children are sometimes loud and boisterous because they think that’s how they are expected to behave. Give them permission to be still and silent and teach them how. They need it.

I am sure you are aware of the nationwide trend of downsizing, even eliminating, art programs in schools.

What is not entirely known is the impact of removing the fine arts from the education of children.

‘Champions of Change, the Impact of the Arts on Learning’ is the most comprehensive study on the subject of students involvement in the fine arts and how it relates to academic success.

The study builds a strong for students achieving higher levels of academic success and in higher overall numbers when involved with fine art.

Per the study;

- 82.6% of 8th graders earned mostly As and Bs who were involved heavily in fine arts versus 67.2% earning As and Bs who were not.

- 30.07% of the respondents who participate in fine arts performs community service where only 6.28% of the respondents who do not participate in fine arts perform community service.

- Students who are not heavily involved in fine arts have more than double the chance of dropping out of school by the 10th grade.

- 56.64% of the respondents who participate in fine arts read for pleasure where only 34.Chances are you will a handful of musical instruments in good condition gathering dust in a garage or attic.

These are only some of the findings in this study.

Fine arts help teach students far more than how to draw roses in a vase, or how to play the violin.

They help stimulate the creative part of the child’s mind, teach discipline, instill a sense of pride, accomplishment, and self-worth.

These attributes not only help students do better academically, but do better in their adult life, with their career, their new family, their emotional well being.

So what do you do if your child’s school has had major cuts in their art program?

Your first option is, of course, private lessons. You need to be cognizant of the pros and cons in this option.

Lets look at the pros first.

First, due to budget cuts and pressure for schools to ensure their students score well on standardized testing (oddly enough the students who are involved in the arts score better on average) the arts get less attention that other subjects in school. Thus the quality of instruction suffers.

Meaning your child has an excellent chance of getting better fine art instruction in a professional fine art instruction environment. The classes are smaller, sometimes even one on one. The instructor only has to teach that particular art form.

Another plus in private fine art education is that your child’s success is directly tied into the instructors income.

A public school teacher who has half of their art class receive failing grades will still be paid the same at the end of the week.

The equivalent in the private art instruction world would mean a bankrupt business in a very short order.

Providing private art classes is a business. They must produce a good product or risk not being around in the future.

The major con to private lessons is of course if you cannot afford them for your child.

Private lessons cost money. Knowing the benefits of a child being educated in the fine arts, I would happily drive a less luxurious car, or eat out less often to ensure their fine art education.

However if you are living on a fixed income this may not be an option.

To wrap up this point, private lessons are great, often better than what is provided even in schools that have ample art and music budgets.

An alternative solution may be needed if you you are on a limited budget.

There are things that you can do to help your local school raise money for their art programs.

First and foremost is fund raising. This can be gone about in a variety of ways.

For example in my high school in Burbank California a parent spoke to executives at NBC studios. Weeks later, NBC donated high-end production and editing equipment for our high school. Everything for the fine art of film making was at our school.

Long short or no, local businesses or celebrities should not be ignored when trying to solve this problem. In return they get good PR.

Of course you have the traditional events to raise funds. A car wash, garage sales, silent auctions, etc.

The real make break point for the above types of fund raisers is having the right person in-charge to ensure that all the details are taken care of and everyone is doing what they are supposed to be doing.

If no one shows up to the car wash because no one knew about it, it won’t do anyone much good. Nor will the dozen cookies at the bake sale.

Organize and communicate.

I know a good amount of people. More pertinently I know people who know more people than I could ever hope to know.

When confronted with the difficult task of refitting your schools classical music program with instruments, it can seem overwhelming.

On the other hand, with a group of hundreds of students and adults it looks like this.

An email/phone call/mailer goes to your network about the problem.

Get your network to scourer their homes and the homes of people they know for instruments to donate. Last year I gifted a nice classical guitar that had been idle for years to a school.

Perhaps you find a few instruments in great condition that have been sitting in closets and garages untouched for 20 years.

Then invite everyone with a pulse and $20 to a bowling fund raiser. You make $20 for everyone who shows up. 50 people show. There is a $1000 right there for new instruments.

The following week target local businesses and parents in your network to gift items of worth for an auction. You get kids to pass out fliers and put up posters around town, put up announcements in craigslist, your local paper, and of course make sure everyone in your network knows and that they are telling everyone else.

The auction is a success raising $3,000.

When you have enough money for the instruments have the kids study hard and put on a fund raiser concert, charge $10 and put the money aside. Somehow someone will manage to lose a tuba.

It is plain to see, a dedicated group can accomplish much more than an individual.

What happens if your school is so strapped for cash and so over crowded that they cannot afford the fine art teacher let alone the space for art classes?

And what if there are no reputable private fine art instruction schools local, or you cannot afford them at this time?

At this point you have to take matters entirely in your own hands. However you are not entirely alone!

There are products on the market, that for a low cost, can still help educate your child in the fine arts.

Here is an example, for a onetime payment of $30 you can have you child take online violin lessons with Violin Master Pros.

There are also online lessons and DVD instruction programs for other musical instruments, writing, drawing, and more.

Any will be far more productive than another evening of video games or cable TV.

Beware of asking uncle John – who plays the piano – to teach your child. If someone demonstrates knowing how to do something well, it by no means demonstrates they can teach it well!

Bad lessons can very quickly turn your child off to the arts. Even if a huge donation is made to the school and the arts are saved, it will do little good if your kid is sour on the arts.

All in all our societies viewpoint must be changed in regards to how important the arts are to our children and our future.

It is irrefutable, children perform better on standardized tests when involved in fine art. Yet many schools will cut art and music to focus on getting better scoring results!

A small fraction of this nations defense budget could easily pay for art and music programs nationwide.

Many parents have the viewpoint, ‘if it is not reading or arithmetic then what real use is it my child’?

Yet in the top science schools in America all have a extensive fine art programs in their universities for a reason. It helps students perform academically!

It is our job as parents, budget cuts or no budget cuts, to ensure that our children receive the fine art education that they need.

If we don’t do it for our children, who is going to?