Download Assign 2a Appropriate Music 43

Assignment 2a
A
Apppprroopprriiaattee M
Muussiicc ffoorr Y
Yoouunngg C
Chhiillddrreenn
Children need music every day. Appropriate musical experiences assist children in
developing self-expression. Singing, listening to music, dancing, and moving to music
should be a vital part of the daily preschool curriculum. The National Association for
the Education of Young Children recommends musical experiences in the preschool on
a daily basis.
Singing is the backbone of the preschool curriculum, although listening to music has an
important place in the classroom, too. Melodies designed for the voices of young
children are best for singing, because preschoolers’ vocal cords are still being
developed. Physiologically, preschoolers’ voices are not yet able to handle music with a
wide range of notes such as “The Star Spangled Banner” or “Over the River and
Through the Woods.”
Songs with limited vocal range (five or six notes at best) are the most appropriate for
preschool children. Teachers who read music understand that this pitch level is around
middle C to G or A above. Many traditional and old favorites fit this six-note range
easily. Some examples include:
1. “Mary Had a Little Lamb”
2. “Twinkle, Twinkle, Little Star”
3. “Hot Cross Buns”
4. “Yankee Doodle”
5. “London Bridge”
6. “Ring-a, Ring-a Rosie”
7. “This Old Man”
8. “Skip to My Lou”
9. “Looby Loo”
10. “Hokey Pokey”
11. “B-I-N-G-O”
12. “Michael, Row the Boat Ashore”
13. “Hush, Little Baby”
14. “Pick a Bale of Cotton”
15. “Hickory, Dickory, Dock”
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When teachers begin a song with children, they should listen carefully to the pitch level
that children choose and join the children’s level. Adults often pitch tunes too high for
young children. Consequently, youngsters who are not able to match their teachers’
tunes often become frustrated with music. Those frustrated children declare at a later
age, “I don’t know how to sing.” Children do know how to sing; the problem is that
teachers usually do not know how to teach music to them!
“The Star Spangled Banner” and “Over the River and Through the Woods” are
wonderful songs for children’s listening pleasure. Using a variety of musical forms such
as classical, bluegrass, country and western, pop, ethnic, etc. is an excellent teaching
strategy. Some selections, especially in the classical arena, are soothing to children at
naptime, for example. Other selections can be played at various times during the day to
give children exposure to a wide range of music. Children who are clearly interested in
music will respond genuinely to the music that they hear in their classroom.
Children will also bring musical selections from
home to share with their peers. Teachers should
show respect to children and their music by
playing at least a portion of the CD’s or tapes
that they bring. Sometimes the music they share
is of a religious origin because preschoolers often
have a strong connection to their churches,
synagogues, and mosques. The issue of religion
in educational settings will not be violated if all
children are able to share their religious music.
Children learn to sing by singing. They learn to enjoy music by listening and
responding to music. All three elements of music (singing, listening, and responding)
are important to preschoolers, but singing is the most important component to
emphasize in the classroom. If teachers do not feel comfortable singing with children,
they can rely on recordings that are available on the market. Truthfully, children do not
need a trained voice as a model. They respond well to anyone who finds pleasure in
music and is willing to share their joy.
Children will respond
to anyone who
finds pleasure in music
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