Tag Archives: early childhood music

The Science of Music: Creativity Wish List – How to Inspire Children to Fall in Love with Music

If you have been following along with us on this informative journey about The Neuroscience of Music, this third and final set in the Musikgarten published series will explore ways in which early childhood music education can help to develop skills from parents’ Creativity Wish List. Don’t worry if you have not read the previous posts, they all stand alone, and you can always go back and read them here. The four installments in the Creativity Wish List set will provide insight and tips into how music inspires children to fall in love with music, compose, improvise, and love nature.

“Music can bring so much joy to a child’s life that it is a wonderful gift in its own right,” affirms Dr. Dee Joy Coulter, a nationally recognized Neuroscience educator, “but it also has the most “fringe benefits” of all the art forms and activities you could give your child.”

  • Music is often thought of as humanity’s universal language. As children learn songs and dances from around the world, they learn how to connect with different cultures and become world citizens.
  • There are an increasing number of medical applications for music in healing, including the relief of pain, lowering stress and blood pressure, and reducing the hospital stays of premature newborns and surgical patients.

Here are a few facts and information on how to inspire children to fall in love with music from the first installment in the parents’ Creativity Wish List.

How to inspire Infants and toddlers to begin to love music

  • Even before birth, most infants hear and love the sound of their mother’s voice, and research shows that nearly all people who go on to develop higher musical skills in life were sang to by their parents during childhood.
  • Music classes begin with the most powerful expression of parental love cultures have developed – the lullaby. Nothing is more nourishing than this opportunity to soak up the love of a parent through music.
  • The same tonal patterns in songs and tunes are used by different cultures around the world, naturally using rising tones to create and delight infants and toddlers, while using falling tones to calm and sooth them.
  • As your infant grows into toddlerhood, explore different types of songs and music to see which delight them the most, bringing them joy and relaxation. Many parent-child early childhood music classes help parents to explore what kind of music has the most effect on their child.

Using music to build skills that will delight preschoolers and beginning school age children

  • As toddlers grow into preschool age, parents and teachers can use songs, dances, musical stories, games, and other activities to teach children about energy and emotion. Lively songs are often met with happy, smiling movement, while slower, gentler songs can help express calm and even sadness.
  • It can be helpful to match music to your child’s current mood to show how music conveys feelings. If your child is happy, then sing happy songs with them.  Inversely, you can use music selections, songs, and activities to help counter their mood, such as slower, softer songs at bedtime to help them settle down.
  • Throughout history and across cultures humans have shared in songs when working together. Explore work songs with your child as a great way to teach them to enjoy picking up their toys and helping with chores around the home.

Instilling a love of music in your child is a gift that will last their entire life. Even before birth, exposure to music has shown to provide numerous benefits in early childhood, such as improved language development, focus and memory, and fundamental math skills. Taking it a step further, group musical activities in early childhood have shown to improve self-confidence, self-esteem, discipline, and teamwork.

*Musikgarten Delivers: The Neuroscience of Music collection by Dr. Dee Coulter is available for $10 in the Product Catalog section of our Teacher Portal. Username and password are required. You may also contact Musikgarten at 800-216-6864 to purchase.

The Science of Music: Preparing Children to be Ready to Read

 The Neuroscience of Music*  series of publications explains to music teachers and parents ways in which early childhood music education will help impact the development of children. The Parent’s School Skills Wish List is the second set of The Neuroscience of Music, with this installment exploring how music helps teach children to get ready to read.

Reading is one of the most important and studied skills in education. Dr. Dee Joy Coulter, a nationally recognized Neuroscience educator points out that many of the key activities that researchers site for helping children prepare to read successfully look a lot like the skills learned in an early childhood music class, such as hearing and identifying differences in pitches, patterns, rhythms and rhymes. Early childhood music teachers and parents can use these methods and activities to help children prepare to read:

How music can offer pre-reading skills to infants and toddlers:

  • An early childhood music teacher will sing Ba, Ba to a baby and soon a response will come back Ba. Over time the response will be more precise with Ba, Ba. The echoing and imitation will progress further, leading to an early attention to language, to form and to the call and response pattern, all excellent pre-reading exercises.
  • Finally, singing simple songs not only soothes infants and toddlers, but also helps them to recognize patterns and words as they are repeated. Lyrics from old folk songs seem to be especially easy for children to recognize, as if their long history has made them more memorable.

Preparing preschoolers to read songs and music

  • The mimicking or “echoing” that works with infants and toddlers can be turned into call and response activities and songs for preschool children. Music works especially well with this exercise and has been used by pre-school teachers to teach children speech, reading, in addition to simply gaining their attention.
  • Songs are very often stories, and help preschool children to follow and understand a timeline, setting, and characters. In addition to reading them stories to begin to teach how sentences and stories are formed, singing familiar and open-ended songs help them to understand how to construct and understand written words. Many early childhood music programs go even a step further, getting the children to act out a storyline set to music in order to further reinforce these valuable skills.

From the earliest stages, songs and music are an important part of developing children’s understanding of language, and eventually reading. Babies respond to the rhythm and melody of language before they understand what the words mean. As toddlers grow into preschoolers, call and response activities such as those commonly used in early childhood music programs help them to understand the rhythm and structure of words and sentences, and how they are formed into songs and written stories.

*Musikgarten Delivers: The Neuroscience of Music collection by Dr. Dee Coulter is available for $10 in the Product Catalog section of our Teacher Portal. Username and password are required. You may also contact Musikgarten at 800-216-6864 to purchase.

The Science of Music: How Music Teaches Children to Sit Still and Listen

Continuing with the series The Neuroscience of Music*  we are sharing ways in which early childhood music education can help impact the development of children. This second set of the Wish List series focuses more specifically on School Skills Wish List and the second topic in this set explores how to encourage children to sit still and listen

In a world increasingly swamped with visual and noise stimulation, how many times do parents find themselves frustrated and saying to children “Can you just sit down and listen?” The physiological makeup of our ears might provide some insight, explains Dee Joy Coulter, a nationally recognized Neuroscience educator. The ears actually contain two channels – with one devoted to listening and the other for balance and movement. Young ears must learn to combine these two channels, first by establishing good movement skills and second by developing language skills. As the child grows older, they begin to develop speech and by the time they are four to five years, they can carry on a conversation, tell a short story, and begin to follow directions.

Parents and teachers can help develop a child’s listening skills through music and other exercises and games.  Below are a few ways.

Training the two channels of the ears separately in infants and toddlers

  • Use music games and dancing to create an even more pleasurable experience for the infant, combining familiar music or songs and movement together.
  • To help develop the listening channel of the ears, develop games with tones and simple sounds that the infant or toddler will grow to anticipate. For example, tap a series of three beats on a table top or a small drum head. Then, tap only twice to see their reaction and laughter when the third beat is skipped!

Shift focus when working with preschoolers and beginning school age children

  • When speaking with children at the preschool age, slow down your speech so that the child can process what you are saying at a slower rate. Use descriptions of things and words that they can picture in their minds. This will help them to be able to sit still and listen more easily, which will be advantageous when they begin school.

Training the preschool child to be still and listen involves understanding the difference between the two auditory channels in the ears. By first approaching the movement/balance channel and the listening channel separately, and then combining the two in musical games, the child learns to separate movement from sound at the appropriate times. This valuable understanding will help them learn to sit still and listen at home and in school.

*Musikgarten Delivers: The Neuroscience of Music collection by Dr. Dee Coulter is available for $10 in the Product Catalog section of our Teacher Portal. Username and password are required. You may also contact Musikgarten at 800-216-6864 to purchase.

The Science of Music: How Children Learn Patience Through Music

This second installment in our series of blog posts on The Neuroscience of Music* explores how music can help parents teach their children to wait and be patient. Boy, have parents been waiting for this one!

Researchers often call it the ability to delay gratification and say that it is the single most important requirement for developing impulse control, for resisting addictive behavior, for handling the confusion of new learning, and for setting goals and working toward meeting them. While this desired behavior can be taught to children, here are some thoughts to keep in mind:

Using Negative Strategies are Ineffective – If we get overly firm and insist on making a child wait, they will see no point in waiting when we aren’t around to discipline them. We want them to be able to practice patience on their own:

  • Make sure there is enough for children to share once their turn comes. Whenever there is too much scarcity, children will learn to take what they need as soon as they get the chance.

Teaching Babies and Toddlers to Wait – There are some simple exercises and “games” that stretch the moments of anticipation of delight.

  • Songs and movement games are helpful in creating anticipation and embedding small wait times. Who can forget waiting for the POP in “Pop, Goes the Weasel,” or the anticipation of the fall in “Humpty, Dumpty?”
  • With infants also play little movement and touch games, such as circling your finger around and then gently landing it on their nose.
  • Use reward to encourage patience. Toddlers may learn the patience it takes to put on a coat or shoes if they know they are going outside to play. Baking cookies teaches them that waiting patiently has it rewards as the warm goodies come out of the oven! Of course, it is also tough for adults to wait for the cookies to cool!

Teaching the Pre-schooler and Beginning School Child

  • Sing songs with your child that involves claps, pauses, and exact timing. This not only teaches patience and anticipation, but will also help develop a strong sense of rhythm.
  • Create some family times that involve some kind of ceremony, such as setting the table before dinner or saying the blessing before digging in. This teaches pre and school age children that there is a waiting period before the gratification of eating, etc.
  • In anticipation of a coming event, such as a birthday or another special occasion, mark a calendar and observe each day with anticipation to the BIG day. Think the 8 days of Hanukkah, or (sing) the 12 Days of Christmas. Saving up or preparing for an event can also teach patience, such as saving money for a vacation, or buying presents for a future event.

As you may have noticed, the exercises above not only teach children to wait, but also can have the same effect on parents! Those of us who already have children know the importance of patience, and that we should always teach by example.

*Musikgarten Delivers: The Neuroscience of Music collection by Dr. Dee Coulter is available for $10 in the Product Catalog section of our Teacher Portal. Username and password are required. You may also contact Musikgarten at 800-216-6864 to purchase.

The Science of Music: How Music Teaches Children to Relax and Be Calm

Music and movement can benefit children and their adults in a multitude of ways. Over the next several months, we will be featuring a series of blog posts on The Neuroscience of Music*, explaining how music benefits children in many ways that parents and music teachers may not realize.

The first subject for this Benefits of Early Childhood Music Series explores how music can help parents teach their children to relax and be calm. Brain science educator, Dr. Dee Coulter, calls this skill the art of self calming. She explains, “It helps us build an ability to self-regulate that we will use our whole lives. But we aren’t born with a calming switch! Babies learn to calm by being calmed. One of the most powerful tools is music.”

 The following are facts and information about how to use music to calm children from the earliest age:

  • Sing to your baby and toddler, even in the womb – Research shows that even in utero, a baby hears and learns its mothers voice. By monitoring heartbeat in utero, the mother’s voice is shown to have a calming effect.
  • Throughout history, songs and music have been a big part of child rearing, as beloved lullabies, rhymes, and dances are passed down from one generation to another. Pick a few lullabies and sing them often.
  • Singing to infants communicates love and security, helps to strengthen the bond between mother and child, and aid digestion while counteracting stresses.
  • Even if you believe that you are not a singer, repeatedly singing simple songs creates another level of familiarity and sense of safety for a child.
  • Remember to stay relaxed, to use a soft voice and keep a warm heart. Even if your baby only thanks you with tears and distress for a while, be patient. The lullabies will work their magic in time.
  • Sing during transition times such as naptime or feeding time to communicate that a change is happening.
  • Move, sway and dance while you sing. Encourage toddlers to move with you while singing.
  • As the developing child becomes more and more aware of their bodies, movement with music becomes even more important. Children need to move so that they become well acquainted with their bodies in order to learn how to hold still.
  • Transitioning from music with movement to just soothing music or even quiet time helps your child recognize when s/he is too stimulated and needs to take a break.

Don’t worry if your singing is not pitch perfect, just fake it until you get it! The surprise bonus you receive from singing and moving with your child will be the relaxation and calm you will feel from developing a deeper relationship with your child!

*Musikgarten Delivers: The Neuroscience of Music collection by Dr. Dee Coulter is available for $10 in the Product Catalog section of our Teacher Portal. Username and password are required. You may also contact Musikgarten at 800-216-6864 to purchase.

Five New Year Resolutions for Promoting Your Early Childhood Music Studio

As the calendar resets once again, it is a good opportunity to reflect on the past year’s successes while looking forward to the new year with the wisdom it provided. This is no different for any size business, whether it is a large corporation or a local children’s music studio. While keeping in mind the best approach for keeping New Year resolutions, here are five ways to go about planning for your music studio in the New Year:

  1. Don’t Call them Resolutions, but GoalsAccording to US News and World Report, 80 Percent of new year resolutions fail. To help prevent from feeling frustrated over resolutions not achieved, think of them more as goals to build on and strive for instead of simply “pass / fail.”
  • Reflect on the Last YearWe learn from both success and failure, so it is important to reflect on both over the last year. Think about your studio’s major achievements and milestones, and how you can best continue or capitalize on them. While reliving failures is often painful, it is just as important to evaluate last year’s stumbling blocks and understand how to prevent them from reoccurring. For example, make your marketing dollars work smarter by evaluating what promotions and advertising spends worked best for your children’s music studio.

  • Set SMART Goals for the Coming Year – Write down three to five major goals for the coming year, while making sure they are SPECIFIC, MEASURABLE, ACHIEVABLE, RELEVANT, and TIME-BOUND. Many failed goals can be attributed to unrealistic and non-specific expectations.
  •  Develop a Plan for Reaching More Customers – Whether its meeting (2) new parents a week, handing out (20) complimentary baby or toddler lesson cards a month, or posting something new to social media about your childhood music program at least (2) times a week, write down a goal for reaching new prospects within a specific time frame (see SMART Goal setting above). Also, don’t forget that it costs much less to keep a current customer than to find a new one, so also set goals for nurturing relationships with your existing music class parents and children.
  •  Look for Partners to Help you Achieve Your Goals – No successful business owner will ever claim that they “did it all on their own.” Think about who may help you achieve your goals and build your music studio. Whether it’s a program with the local library, or partnering with an experienced early childhood music education organization, there are many resources available out there to help you achieve success in the coming year.

There is a reason that the above list only contains five (and not ten or more), resolutions for growing your music studio in the coming year. Too many goals can be overwhelming and impossible to achieve, so starting small will help you to focus and will ultimately lead to greater success.

How to Market Childhood Music Programs to Millennial Parents

The Millennial generation has often been hard to define for many marketers and business owners, but it is extremely clear that if you are marketing to the parents of young children, Millennials should not be ignored. The Pew Research Center defines the Millennial generation as those being born from 1981 to 1996, (or currently falling within the age of 22 to 37). In 2016, Millennials accounted for 82% of births in the U.S. In order to best market an early childhood music studio, owners need to know what makes the Millennial generation tick, and what to keep in mind when reaching out to these parents. Here are a few tips for marketing music lessons to Millennial parents:

Digital Natives are All Grown Up and Rely Heavily Online

 While it can be argued that the Internet had at least some influence on consumers before 1981, there is no doubt that Millennials were the first full generation to grow up with it from birth. They have been so engaged online, that many have never even heard of an encyclopedia. As would be expected, Millennial parents depend heavily on the Internet to find the parenting information they need. Online resources – parenting websites, online forums, parenting blogs and social networks – collectively gather 71% of first and second place rankings when it comes to top parental influencers.  The majority of this influence points towards social media, where 97% of Millennial moms and 93% of Millennial dads find social media helpful to their parenting for exchanging ideas, product reviews, and price checks. Music studio owners marketing out to Millennial parents cannot ignore this 22 million strong and growing group of heavy social media users!

Understand How to Talk to Millennials

 With children comes a new identity and responsibility for parents, and marketers need to understand that when creating a message that resonates with them. However, Millennials are very much about being genuine and not being “helicopter parents.” However, they do need recognition to make them feel good about themselves and the decisions they are making in regard to purchases for their child or children. Think about the “trophy for everyone” mentality that was so pervasive in their childhoods, and you can begin to understand Millennials need for acknowledgement and affirmation.

Millennial Dads are More Involved

 Millennial dads spend nearly triple the amount of time with their kids than that of previous generations. It’s important to note, however, that Millennial dads are not taking over the roles of moms, but rather looking to define a more involved role for them in the family. Early childhood music studios are increasingly catering to including dads in their curricula, inviting dads or both parents to participate in classes from the earliest stages of music appreciation and understanding. Marketing to not just the mom, but both parents of the millennial generation has become far more important than previous generations.

Millennial Parents Prefer Video to Reading

 Millennials use of online resources cannot be overemphasized, whether checking reviews, social media, or Googling about high fever in infants, they were the first fully connected generation. It is no surprise, then, that Millennials prefer Digital Video such as YouTube over traditional TV. With these parents depending on web based content for recommendations and reviews, the influential use of video becomes clear. When promoting childhood music programs to Millennial parents, short video testimonials can be a very effective way to inform and build trust. But be careful, Millennials understand what is marketing, and are suspicious of something that does not come across as genuine.

Music studio owners who understand where to find Millennial parents, what format is best suited to reach them, and how to craft a message that is meaningful to them will be able to reach millions of potential new early childhood music students each and every year.

Getting Free Press for your Early Childhood Music Studio

Last month, we began a children’s music studio marketing series that touched on several ways to attract parents through various low to no-cost marketing tactics, including the value of Word of Mouth Marketing (WOMM).

A very effective and no-cost vehicle to generate WOMM is the press release. Editorial publicity is often called “earned” media, and will strengthen a music studios credibility and identity.

However, there is no guarantee that a press release is going to be printed or aired. To increase the chance of being published, keep these things in mind when writing a press release for your early childhood music studio:

  • Make it “Newsworthy” – Most press releases that media outlets receive from businesses are extremely self-serving, and read like any other paid advertisement for that company. Relate your press release to a topic that would be interesting to anyone exposed to that media, so that it is newsworthy. For example, you may want to write about how your children’s music studio is helping to fill the void where public school music programs have had budgets slashed, or how scientific studies show exposure to music help with infants with positive cognitive development.
  • Write it Like an Article – Write the press release from the third person perspective, just as it would be published in the newspaper or online publication. Be sure to cover all of the facts about the topic, answering all of the Who, What, When, Where, Why, and How questions. Editors will often take a well written press release and simply re- publish it verbatim, especially if they are up against a deadline. 
  • Become Your Own Topic Expert – Not only do you want your press release published, but you would also like to have an editor or reporter reach out to you for an interview to add more depth to the topic. Include an informed quote from you on early childhood music learning and be sure to make yourself the Contact person on the press release. Include another quote from a teacher at your music studio or parent of a child student, as “supporting evidence” for your topic.
  • Jazz Up Your Press Release with Visuals – Any advertising or marketing professional will tell you that photos or videos of kids are sure attention grabbers. Provide a good photo of some children having fun in your music studio while learning about music. Better yet, a video is often better for getting the point across, especially to attract broadcast or online media. Just be sure to get permission from each child’s parent with a media consent and release form for minors.
  • Submit your Press Release to the Right Person, and Follow Up – Media and Publication companies typically have several editors/reporters based on different departments, so be sure you are reaching out to the right human being, not just a department. Typically, early childhood music programs fall under the Arts, Education, Hometown News, or Community departments. Reach out to the contact person, and find out the best way to get the press release to them. The contact number on your press release should be one where you can be reached very easily, not to a voicemail box. Reporters have very short deadlines for publication, so it is important that you have quick availability. Finally, once you send the press release to the right person, make a friendly follow up call to see if they received it. That follow up call may just turn into a phone interview!

A well-placed press release can be a beneficial marketing tool of early childhood music studios for many reasons. With advertising, the audience is already skeptical of an articles claims, whereas the media provides third party validation. And while advertising unabashedly says “buy this product,” well placed media says “this is important.” If you write your press release with those things in mind, you may just get some free and valuable publicity for your children’s music studio.

 

Marketing Your Early Childhood Music Program

Lets Face it. Teachers of early childhood music are not necessarily marketers. Their focus is on inspiring young minds and their adults to love, experience, and learn how to make music. But making a living teaching early childhood music can be a daunting task. Studio owners must not only keep their current music students engaged in learning, they must also keep a steady stream of new students signing up for new classes. When thinking about marketing for early childhood music studios, focusing on parents and parent education is key. The introduction of early music education is almost always initiated by the parents, and in most cases, by the mother.  This conclusion is based on Musikgarten’s thirty plus years of experience in training teachers on how better to market their childhood music studios. Here are a few marketing ideas for early childhood music education programs:

  • Focus on Word of Mouth MarketingIt is often said that Word Of Mouth Marketing, or WOMM, is the most important social media. Mothers always talk to each other about what is going on with their child, and there is no better way to gain new music students than referrals from happy moms. Early childhood music curricula such as those offered at Musikgarten include participation from one or two parents, which creates a social circle within your studio.
  • Offer a Test Drive – For anyone who has ever bought a car, you remember how it felt when you actually sat behind the wheel and drove it. The same can be said for marketing early childhood music education. While a referral can be a powerful marketing tool for your studio, sometimes it takes a little something extra to bring the prospect in the door. Consumers are leery of signing up for a commitment without knowing how they (or their child) will like it, so a no obligation, free first class might be just what you need to nudge them in the door.
  • Combine Both Referral and Complimentary First Class – For music studio marketers, there is a low-cost way to create a program that provides incentive for both the referring parent as well as the new prospect. Simple, complimentary first class cards given to your current music studio parents, serves several purposes. First, by simply having them write their name on cards given out, they provide a means to accurately track which parents provides referrals. Second, they represent a tangible value that acts to remind both referral and parent alike of the complimentary lesson. Simple and low-cost business cards can be printed for this purpose.

Word of mouth is just one very powerful marketing tool for early childhood music studios, but it must be carefully nurtured. We’ve all heard the saying that a bad experience is shared ten times to every once a good experience is shared. It is important to make sure parents are comfortable and pleased with your music studio before asking them for a referral.

In this ongoing series of blog posts, Musikgarten will continue providing more marketing ideas for owners of early childhood music studios. If you would like to receive notification of a new blog post, please contact us by email here.

How to become more comfortable teaching improvisation.

Improvisation is a skill we piano teachers need to develop.   When we teach our students to improvise, we know they gain a greater understanding of the language of music.  Sylvia Rabinof, my improvisation instructor at the Juilliard School wrote, “It is a tool to building effective musicianship.  Together with ensemble training, the study of improvisation is perhaps the most undervalued and misunderstood phase of music education today.  We tend to forget that improvisation is a basic element of music making and that one who can improvise successfully uses all of the various idioms and skills of that language as naturally as if speaking in his native tongue.  The entire musical literature, which its tremendous diversity of expressive styles, has evolved from improvisatory traditions; all of this predated systems of notation.  Improvised music, then, no matter how primitive or limit, carries on a unique artistic heritage.”

But for the majority of piano teachers, the art of improvisation was not included in their own weekly piano lesson. As a result, many teachers feel awkward when it is their turn to create an improvisatory phrase in front of their students.  Can we, the teacher, still develop our improvisational skills?

I believe the best answer is to teach The Musikgarten curriculum, Music Makers at the Keyboard, a three year sequential program for group piano.  This method has the best improvisation sequence I have found.  It teaches improvisation step by step and I recommend you, the teacher, follow this program to develop their own improvisational skills. If you work alongside (or a bit ahead of) your students and master each step of the process you will find this process of creating music gradually becoming easier for you.  If you haven’t yet started a class I still think you can go through the program and work on the steps bit by bit.

Let’s take a quick look at how improvisation is introduced in Book 1 of Music Makers at the Keyboard:

  1. In Book 1 the children and teacher are echoing fundamental tonal and rhythmical patterns that are found in the pieces they are singing and dancing to. The patterns we practice are commonly found in the songs such as See the Pony, Who’s That? and Hot Cross Buns. These are pieces we are singing and dancing to and eventually learning to play by ear on the piano.

Video 1 – See the Pony, Who’s That?, and Hot Cross Buns with Tonal patterns.

  1. As the children become more familiar with the songs, such as the song we sing and play within the video, we play a game whereby they find these patterns in the piece they are singing.  There is such a sense of satisfaction and “AHA’ in the children when they are successful in finding a pattern in a song.  These patterns become their friends at the piano as they work out how to play the patterns in different keys and how they work them into the familiar tunes.  This takes time. Almost the entire Book 1 is devoted to becoming comfortable with these patterns.  I hope you as a teacher also become comfortable with these patterns in your voice and at the piano.
  1. By the tenth lesson, the children begin to create their own tonal patterns. We do this exercise on the floor. First, they echo the same pattern I chant and then they are asked to create new patterns on their own. Here is your opportunity as a teacher learning to improvise to start to create your own patterns. Try thinking of different ways you can make a tonal pattern using Do, Sol and   Then go to a piano and find those patterns.  When you are comfortable, try two tonal patterns in a row. This will be good preparation for what will occur in Book 2.

Video 2 – children singing rhythmic patterns and then improvising on the patterns.

Video 3 – children singing tonal patterns and then improvising on the patterns.

In Book 1 we play with duple and triple rhythm patterns and major tonal patterns based on the Tonic I Chord.  In Book 2 the children are led through a carefully planned sequence of activities which lead the students to improvise patterns on the piano within a duple or triple rhythm context.

You should feel comfortable making up patterns on the piano, but if this is difficult for you I suggest:

  1. Learn the patterns as the children are learning them, using the practice CD to learn the songs by ear on the piano.
  2. Create a tonic pattern on the piano and then figure out it’s name. Then sing a tonic pattern and find it on the piano.  Go back and forth until you can do this easily.
  3. When you are comfortable, move to longer patterns.
  4. Add a Tonic chord under your improvisations and play with this.

Creating a few patterns each day will slowly increase your confidence at learning to improvise.  You may be a few steps ahead of your students or perhaps at the same level.  Just keep going to the piano and play, play, play.

What have you found works for you to become more comfortable with your own improvisational attempts?  Let me know by responding to this essay in the comment section below.

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