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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” COM1/Assign 2a Appropriate Music # 43 1 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 COM1/Assign 2a Appropriate Music # 43 2