Studio3Music Blog

Posts Tagged ‘music’

Nov
6

synCOpaTION – Tickling the Brain

Posted in Child Development, Music and the brain, Village

Syncopation means an unexpected change in an established rhythm or beat. In simple terms – syncopation means that the weak beat gets the accent or emphasis. You’ll often hear syncopation in African or Latin music, or jazz.

Take a standard American march like Stars and Stripes. A march has a steady, predictable beat. If you were to clap along, you would automatically clap on beats 1 and 3(unless you were the tuba player – who has the syncopation on beats 2 and 4).

Our brains love steady beats, because the brain loves to find patterns and sequences. In fact, if you listen to music that has a steady, predictable beat (like that march I mentioned), after a while, your neurons actually begin firing at the same rate as the beat of the march.

But as humans, we like patterns only up to a point. After that comes boredom, and we stop paying attention. But when the pattern changes, we begin paying attention again. Syncopation tickles our brains, so to speak. Our brains search for the new pattern, and the sense of unpredictability that comes with change is fun and interesting to both your brain and your soul.

Think about it – when you hear syncopated African or Latin music or Jazz – it makes you want to smile and move, right? The beat is unexpected and interesting. Take a listen to Leroy Anderson’s “The Syncopated Clock”. In Village class, we’ve been listening to the jazzy Hop to It. That’s syncopated, too.

But what does this have to do with your little one? Let me explain. You want your child to eat a wide variety of foods, to like an assortment of flavors, textures, colors and shapes. Even if they ask for the steady, predictable mac-n-cheese and chicken nuggets every night, you still want them to have a balanced diet.

The same is true for music. Our children need a variety of musical experiences. Life is richer and more interesting with a varied diet of music. And some brain tickling.

-posted by Miss Analiisa, who has been feeling rather bored the last couple of days, and feels in need of a brain tickle in the form a new project of some sort.

Tags: brain, kindermusik, listening, Miss Analiisa, music

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Nov
4

Sharks Love Music, Too

Posted in Bits and Pieces, Child Development

My son Jude should have been a shark for Halloween. He, like a shark, cannot stay in one place for longer than 5 seconds at a time. He is constantly moving. As a mother of two, Giana (5) and Jude (2) I have to say, my boy has taken me to a whole new level of parenting… and fitness.

When I started teaching for Studio3 I was pregnant with my son. I have always had sharks in my class, both boys and girls (there is no gender bias for being a shark). I saw caregivers running after them, fretting that they were not participating in class. I always told them the same thing, “Let them move. They are learning what they need to learn, how they need to learn.”

I also pontificated about Howard Gardner’s theory of multiple intelligences. I had devoted a good portion of my thesis in graduate school to his theory that human beings have nine different kinds of intelligence reflecting different ways of interacting with the world. This results in the need for different modalities of learning. I assured them that their children are kinesthetic learners who need to move to absorb information. It was easy for me to say. I had seen it in my classroom for years while teaching other people’s children. It wasn’t my child. I couldn’t empathize. Then, Jude came along…

At first, he was his sweet little baby self in Village with Miss Allison. Cooing, drooling, clapping on command, essentially the most darling baby on the planet, right? As a shark, Jude never walked. He crawled and then started running. I couldn’t believe how quickly those little legs could go. I would be sweating bullets just making sure he didn’t launch himself off of our front porch.

We moved him up to Our Time around 17 months. He knew Miss Allison, he LOVED Miss Allison and yet his shark-like qualities could not be reined in by Miss Allison. The other children would be circle dancing their tushies off and Jude would be climbing the cubbies. The other children would dance beautifully with the scarves, while Jude would be opening and closing file cabinets. I felt like he was being disruptive. Why was I bringing him to a class where he wasn’t participating? Was this for him or me?

About the second or third week into Our Time, something very strange happened. We were in the kitchen and Jude started singing. He’s always been super musical, so this wasn’t surprising, but then he started to do something with his hands. He was singing and dancing “Liza Jane”!

As the weeks continued Jude kept showing us what he learned when we got home. He would take sticks and sing the hello song. He would drum and sing “Aiken Drum” with the freeze on the word moon. I wanted to cry with joy (in fact I think I did a couple of times). It was working! My advice worked for my kid too! I felt validated. Dang, I’m smart!

Now my little shark is two. He’s a mover, a shaker and an Our Timer. He still moves around while Miss Allison is teaching, but I know he is learning what he needs to learn, how he needs to learn. Parents of sharks, unite and surrender! Let them move and they will show you what they learn.

-posted by Miss Steph, momma to one shark with ants in his pants who likes to dance.

Tags: kindermusik, Miss Steph, music, parenting

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Sep
25

Big Fish, Little Fish

Posted in Child Development, Music and the brain, Our Time

You’ll very often hear your teacher talk about vocal development in class, and you might wonder what exactly we are referring to…. Are we talking about your child’s ability to sing or speak, or to acquire language?

Are we talking about the minute machinations we all do with our lips, teeth, tongue, and our hard and soft palettes to form phonemes?

Or do we mean the inflections in spoken language that tell a listener we are asking a question or telling a joke?

YES! Vocal development is all of these things.

I have dozens of activities I love to do in class to nurture vocal development, but I’m going to limit myself to just one today.

It’s the little ditty Above the Sea, aka “the song with the bathtub fish”. I love those fish because they open the door to world of vocal development for your child in a tangible and engaging way?

What makes this song and fish so special?

It’s a story song. Songs that tell stories engage children in a deeper way by growing and developing and changing. They have characters to connect with, so the child’s emotions are brought into play. This gives us a song the child is more interested in participating with.

Above the Sea has a conversation, and the song’s melodic pattern also mimics that conversation. When we ask a question, our pitch will naturally slide up at the end of the sentence. When Little Fish asks “What’s above the sea?”, the pitch moves up as well. So, when we sing this story we are helping our child to understand how people use language to communicate with each other.

Above the Sea also develops your child’s ability to produce spoken words. Singing is often easier for a child than speaking, because singing is slower and more deliberate. Syllables are broken down and clearly pronounced when you sing; consonants are enunciated and vowels are drawn out.

What will often times pass by in a blur in spoken word will be clearly heard and understood when sung. Now they can use those words in other parts of their life, and they can sing along with the song, too.

Each of the sung patterns has visual components to accompany them. The fish face each other when they talk, and I always wiggle the fish who is talking at that moment. When they go up to the top of the sea, we all swim our fish up and sing up a scale at the same time -nice little auditory/visual connection there!

When the fish come back down, our voices descend the scale, too. The kids can clearly see/hear/feel the patterns in the song. The more senses we include in the learning process the deeper the learning is!

My favorite part is the verse in the middle whose words we can change. Does your child love sharks? See the shark- hear him bark, his teeth are so scary!

Dinosaurs? See the dinosaur – and hear her roar, I think her name’s Marie!

What about Lightening McQueen? See Lightening McQueen – hear his engine scream, He’ll win the Grand Prix!

Come to class and sing me your verses. I’d love to hear them!

So go ahead – sing a fishy song with your child today to encourage their vocal development. By all means, play with your words! They are the best and cheapest toys our children will ever have. And, unlike plastic sharks and dinosaurs and Lightening McQueen cars, they will last the longest.

-posted by Miss Allison, who adores words, spoken, sung and written.

Tags: brain, kindermusik, language development, listening, Miss Allison, music, preschoolers, singing

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Sep
22

Picking up my euphonium. And playing it.

Posted in Bits and Pieces, Things to do

This is my euphonium. And yes, it's heavy. I dropped it and my case on my foot in college and fractured my heel. 12 weeks in a boot.

I joined a high school band last week. No, not the garage rock band type. The one with clarinets and trumpets and trombones and drums. And yes, well, I did graduate high school in 1986, so you do the math. And it kind of horrifies me to realize that some of you weren’t even born in 1986.

I’m finally using my college degree. For the first time ever. (What else do you do with a BMUS in Euphonium Performance, but play in a high school band?) My son’s home school band director asked me to play this year, and work with the low brass. I can’t tell you how much fun I’m having. I haven’t played in a group since graduating college. Not even in a brass ensemble. Or sadly, even a duet.

One thing I had almost forgotten – what an indescribable sense of community and happiness comes from being a part of a group, making music together. I felt my soul come alive. The stress of my life, for that hour and a half on Monday afternoon, went away.

And I’m telling you this because I think you should make music with other people, too. You don’t play an instrument? Learn one! It’s a whole lot more fun to practice at 42 than 12. (Just ask my children.)

You don’t have time? You can make the time. I spend 50+ hours a week running a business, plus home school three children, write, volunteer, cook, clean, do too much laundry, and be a wife and mother. I know you can make the time if you want to. I encourage you to want to. You’ll be glad you did. I guarantee it.

Or, try singing. I know it sounds corny to have a “sing-along”, but have you tried singing with other people? It’s okay to sing at Christmas, why is it not okay in September? Why have we limited singing to the 7^th inning, at church, or when lighting birthday candles? People have been singing together since the beginning. Why in our western culture is doing that now “embarrassing”? Why have we stopped? You love to listen to music. Why don’t you love to make it? (And I’m not referring to Karaoke, unless you are singing with at least one other person!)

So, start with the music of your cultural heritage. I’m positive the people in the generations before you sang. Are you Welsh, Native American, Japanese? Somewhere, there is someone who would be delighted to teach you the music of your heritage.

And then, in turn, sing with your sister and your best friend. Or your spouse or neighbors. It’s not about having a great singing voice. That totally misses the point. Make music with your children. Find three other people you know and turn off the TV. Practice Christmas carols, even in September. Join a community choir. You don’t have to read music.

Teach your children how to make music with others. You have a responsibility to do so. What happens if you don’t? I’ll never forget listening to Dr. Barnwell from Sweet Honey in the Rock. She said that in Africa, music was always made in community. The elders taught the younger ones the rhythms, interval patterns, and words, and how they were layered on top of each other to form music. She demonstrated this to the audience, and we made traditional African music together. It was a powerful, moving, and beautiful experience.

Rap has its roots in African music. Why is much of it full of hate, and sex and f-bombs? In Africa, she said, everyone in the community participated in the music making, and the wise and experienced elders literally monitored the creation of music. Rap, she said, no longer falls under that pattern. It’s come out from under the guidance of the community leaders.

Something to think about. And then to DO.

-posted by Miss Analiisa, who has recently reclaimed her chair in the row in front of the percussion. It’s time to teach a new generation of low brass what their rightful role in the band is.

Tags: Miss Analiisa, music, Things to do

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Sep
17

Hickory, Dickory, Dock. How fast is your internal clock?

Posted in Child Development, Imagine That, Music and the brain, Our Time, Things to do, Village, Young Child

What is steady beat? Though we associate it most closely with music, steady beat is really just an action repeated at about the same pace each time. Steady beat is required in everything from clapping along to a piece of music, talking smoothly, walking steadily, kicking, reading, cutting with scissors or even typing.

There are two kinds of steady beat. The first is internal, which is unique to every person. You are born with your own inner tempo. Think about yourself – how fast does your “clock” tick? Do you walk fast, talk fast, expect quick results? Get frustrated when everything or everyone else can’t keep up? Your internal tempo is probably allegro!

My 9 year old son’s internal beat is much slower than mine. He needs to process and “cook” information. As a Suzuki violin momma, I have to participate in his practice. After 2 years, he finally said, “You’re going too fast. You’re confusing me. It’s too much information at once.” If only I had recognized that before. If I continue to coach him at my pace, I’m going to frustrate him, and he’ll probably end up hating violin. Practice is now relatively easy on both of us.

Faster internal steady beats don’t equal brighter children; my easy-going middle child is just as smart as my speedy 12 year old. They just both like the information presented to them at a tempo that matches what is going on inside. If I keep that in mind, I’ll be a better parent.

We cannot change an internal working tempo. It’s yours for life. We can, however, teach children to be flexible to match an external steady beat with the activity they are doing. Why do we do this? You don’t want to cut out a delicate paper snowflake at 90 miles an hour! Nor do you want a slow tempo child to read at a snail’s pace.

Babies come ready made with their own internal steady beat. Sometimes in class, a song will play that is pretty close to their own tempo. Then that baby will tap his drum right in time to the music, and all the grownups in class will ooohh and aaahh at this little musical genius!

It isn’t usually until they reach age 3 or so that they begin to be able to match an external source of steady beat, such as playing instruments to a song, or marching. And we don’t really expect consistent beat matching to occur until between Kindergarten and 2^nd grade.

But because the ability to match a steady beat is so vital to success in many other skills, we do start steady beat practice from the very earliest Kindermusik class – Village. You can practice at home, too. Here are some fun ideas to try:

For babies and toddlers: To help these little ones to feel an external steady beat, use their bodies. Put your child on your lap and steadily chant a nursery rhyme, or sing a simple song. Bounce your child up and down, keeping the tempo consistent.

For preschoolers: Hold hands, a rope, a stretchy band or a large scarf between you. Sing a song your child knows (so she doesn’t have to think about the words) and sway or rock back and forth together. You can change the tempo every couple of repeats.

For young schoolchildren: Put on one of your Kindermusik Young Child CD’s or their current musical favorite. Music that changes tempo is especially good, so try some classical music. Give your child a big sheet of paper and some markers or crayons. Have your child draw (lines, dots, circles, squiggles, etc.) to the tempo of the music. Ask questions like: “What does this slow music look like?”

There are lots of fun ways to practice matching an external steady beat. I’m sure you’ll get creative!

-posted by Miss Analiisa, who is determined to workout her internal speedy steady beat muscles by learning to slow down and rest. Actually rest. Stop doing things. Stop thinking. Breathe deep.