Which Instrument Should My Child Should Play?

Believe it or not, many children express a desire for playing a specific instrument early in their lives. Some of that desire comes from exposure to musical instruments from listening at home, preschool music classes, and concerts that they have attended. If your child starts talking and showing excitement at learning a particular instrument, (i.e. harp, guitar, violin, piano) please believe that specific instrument is probably “the one” for them.

Of course, not all children know what instrument they would care to play so it’s always a good idea in those cases to start with the basics. Piano and singing are very good instruments to learn before branching out to other instruments later.

Happy Halloween 2016!

I am re-posting this offering about fun musical ideas to celebrate Halloween.  Enjoy!

Here are some ideas for having musical fun during the Halloween festivities!

* Use scarves or handkerchiefs to make "ghosts" that sway back and forth to music

* Write a happy ghost story for the children and incorporate songs or music that you like 

* Listen to sounds from the season: Owls, Doors squeaking, or anything else that is appropriate to the age group (you may find sounds on CD's available from your local library or you may download from other sources online such as ITunes and Amazon)

*Here is a great Halloween song that young children like to sing:

(Use the melody from "The Wheels On The Bus")

The witches and their cats sing

Hee, hee, hee!

Hee, hee, hee!

Hee, hee, hee!

The witches and their cats sing

Hee, hee, hee!

We love Halloween!

The ghosts and the goblins sing

Boo, boo, boo!

Boo, boo, boo!

Boo, boo, boo!

The ghosts and the goblins sing

Boo, boo, boo!

We love Halloween!

We knock on the door and say

Trick or Treat!

Trick or Treat!

Trick or Treat!

We knock on the door and say

Trick or Treat!

We love Halloween!

Connecting Head and Heart Part IV

When will the change from simply "playing" a piece of music transfer to "performing" a piece of music?

Watch for these little signs:                                                                        

• What once sounded mechanical, now sounds graceful and energetic
• Your child/student is now so comfortable with the technique of the piece that the nuances of the piece change everytime they play it
• The musical piece becomes like an "old friend" to the child/student.  They are happy to pick up their    instrument and go through it

How To Inspire, Motivate, and Reward Your Child/Student:

• Remember that positive and specific verbal praise speaks volumes (i.e. "Your tone was beautiful today!"  "The scales in the Haydn piece were so clean and I think all your practice on those really paid off")
•  Music should be part of your environment and should be organically playing at reasonable times of the day.  We have so many wonderful digital devices now that it is easy to keep classical music streaming as well as folk, bluegrass, jazz, or any other genre you and your family enjoy
• Repetition is our friend and a key part of stepping from intellectual playing to emotional playing is playing the piece/movements over and over again.  Kids will take their cue from you regarding repetition.  Remember to make that repetition fun and creative! ("I'll bet you can play that scale ten times correctly"  "Let's hear what your piece sounds like when you play in the bathroom/closet/foyer")
•  We could talk about buying that new instrument for you now/getting concert tickets for that rock concert you wanted to go to/having that sleepover with all your friends/going to music camp

Connecting Head and Heart Part III

What is the age of the young musician that is able to connect head and heart?  If you are ever lucky enough to see young Suzuki students performing in a group, (by using the word young I mean age 5 to 10 years of age) you would be able to tell by facial expression and entire body language that these performers have internalized the basic fundamentals of the music and have moved on to expression of the music in which the composer intended.  Their parents and teachers have lovingly taught and encouraged them in the tiniest pedagogical steps so that they may go beyond playing the notes and on to living and creating the music.

Of course, there are many good methods of teaching music to young children.

Here are some basic pedagogical ideas to help build a foundation and stepping stones to playing with heart.
*  Notice mistakes while the young musician is playing but only mention and work on one mistake at a time
*  Maintain consistent practice sessions and focus on everyday instead of length of practice sessions
*  Keep the listening going!  Remember to have classical music playing as well as any other genre you like
*  Music is infectious in a wonderful way!  Parents should try to play instruments to set a good example

Connecting Head and Heart Part II

The first part of helping your child/student connect head and heart is to help them technically master their repertoire.  If your child is 10 years old, that may mean getting them through Suzuki Book 2 with all musical details in tact. (Of course, with the help of your teacher!)  Or, if your student is 14, mastering their repertoire may mean learning a simple Mozart concerto with all three movements memorized.

Scales must be fluid, phrasing smooth, repeats in the music must be solid.  Beginnings and endings must be confident.  Posture must be natural and supportive of the instrument ergonomically.

Connecting Head and Heart

How can we as teachers and parents help our students and children really connect to their art?  This is the preview to a series called Connecting Head and Heart.

The reason we want to give the gift of music at all is to let our children experience the aesthetic, aural, and wonder of this amazing art form.  Many music teachers would argue that the idea of children internalizing the music that they are creating is not possible until they mature into adulthood.  Those of us who are lucky enough to teach and mentor young musicians would respectfully argue that children may indeed emote while playing/performing on their instruments.

Learning A Second Instrument

              

At some point you or your child may be ready to learn to play a second instrument.  How exciting to be able to play more than one instrument!

What is your first step to learning this instrument?  You have some choices.  If learning the new instrument is for a child or young adult, the first step should be a detailed discussion about your child really wanting to learn the instrument or ask them if this is a passing phase? (of course, they may not know if this is a passing phase but at least get them thinking about that!) Your family dynamics and finances will dictate whether you will follow through in buying/renting the new instrument and whether there will be music lessons to guide you or your child.  There should be talk about boundaries, meaning the amount of practice time, and possibly giving up something else (like gymnastics, chess club, soccer) to be able to pay for the instrument and lessons and to devote enough time to the second instrument.  No need to overthink but it's also good to be practical.

Maintaining Focus While Teaching Music To Young Children

Remember to think like a child when interacting and/or teaching children.  What would be fun and educational for them?  What's appropriate for the age group?  I usually have a loose curriculum and lesson plan so that I can go "off track" if focus of the children is distracted that day.

Some examples:

• If children are getting fidgety while sitting in group and singing, I have them stand up and say a chant with me.  I usually pick a chant with lots of hand motions so their whole bodies are engaged.
• Another favorite educational strategy of mine is to incorporate our Follow the Leader game of Stop and Go.  The Stop and Go game consists of playing some lively music on the CD/audio player and I am the leader while the class follows in a line behind me.  When I say "stop", the line must freeze and wait until I say "go".  If you are working with children above the age of 5, you could have one of the children be the leader--it's great fun and reinforces rhythm and coordination as well as occupying them and finding their focus.
• Sometimes the class may get noisy and distracted when it is time to return percussion instruments back to their storage space after the children have used them.  (I use my percussion instruments--rhythm sticks, tone blocks and mallets, maracas to help keep the beat while singing and also for playing along with chanting) A good idea is to have the children turn their instrument into a pretend airplane and have them quietly fly the airplanes over to the storage bin.  Then, they may quietly walk back to their place in the group.

We are giving the gift of music so that our children and students may carry on the legacy.  Remember to be flexible and spontaneous and enjoy giving the gift!

My Favorite Chants

Here are some fun chants to say and play with young children. There are many ways to say and play with the chants and you may decide what would work well with your age group.  I use rhythm sticks, maracas, tone blocks, and mallets for older students and just plain clapping and hand motions (i.e. rounded hands over heads to depict the sun, blowing a kiss) for younger students.

Baby Giraffe
Baby giraffe, make me laugh!              
Polka dots everywhere, not a stripe in sight!
Season after season we'll watch you grow      
Through the sun and rain and snow
But for now we're through with this                  
Let's sit down and blow you a kiss!

Polar Bear
I was riding on my bicycle, my bicycle            
When I saw a polar bear
He was sitting on an icicle, an icicle                  
In the middle of nowhere

Hop Like A Bunny
Can you hop, hop, hop like a bunny?              
Can you run, run, run like a dog?
Can you walk, walk, walk like an elephant?    
Can you jump, jump, jump like a frog?
Can you swim, swim, swim like a goldfish?    
Can you fly, fly, fly like a bird?
Can you sit right down and fold your hands and not say a single word?   Shhhhh....

Hello
H----E----L----L----O!  That's the way we say hello!
H----E----L----L----O!  That's the way we say hello!

Apples and Oranges
Apple, oranges, bananas, too            
These are the things that are good for you!
Chocolate, candy, pop, and gum      
These are the treats that are very fun!

Stomp Our Feet
Stomp our feet!  Grow our roots!  Shake our leaves up high!
We are growing strong and tall!  We can touch the sky!

Baby Hippopotamus
Baby hippopotamus, boom, boom, boom!        Baby hippopotamus fills the room!
Shake, shake, shake!  Wallow, wallow, wallow!  He could eat me in one big swallow!

Sports
Sports, sports, we love sports!
Soccer, baseball, basketball, football
Hockey and all the rest
Yay Sports!

Chants help reinforce rhythm, memory, coordination, and of course, they are fun!

Getting Ready For The Recording Studio

Sound Reason Music Group Minneapolis, Minnesota

At some time in your musical life you may be preparing to go into the recording studio to record either audio or audio/visual.  So, that means you may be recording for the purpose of making a CD and/or recording for the purpose of making a music video that people will be listening to and watching at the same time.  "Miss Joan" and her quartet made a music video recently and I have included that in this posting for your watching and listening pleasure. (just click on the Sound Reason link at the top of this page) This particular video was dedicated to a musician friend/mentor of mine as well as his family.

Practicing toward a goal of going to the recording studio is identical to practicing for a performance or recital.  I have written about this topic before in my blog so I'll reprint what I had written on that topic.

Saturday, May 2, 2015

Practicing For A Performance

                    

Sometimes we or our children have a recital or another kind of performance coming up in the future.  You may want to change your thinking about practicing, at least until the performance is over.

Here are some tips for getting ready for a performance:

* Spend a litte more time (5 - 30 minutes depending upon your age and ability) warming up with tone and technique exercises. These are the basics for musical performance and offer a foundation of support from which to emote. This may mean spending a bit less time practicing new repertoire and other exercises; but, you may put those "on hold" until after the performance.

* Visualize the performance. Many athletes use this technique to get ready for a game or competition. Close your eyes and imagine the room or recital hall, see yourself sitting in the auditorium getting ready to play, or backstage behind the curtains. Feel yourself walking on stage and taking in the atmosphere--there may be audience members moving, whispering, etc. What will it feel like to take that first breath or strike that first chord?

* Play this simple game while practicing your performance pieces: Start out playing your piece from the beginning but stop suddenly and wait 5 - 10 seconds. Then, start playing again exactly where you left off. Stop again in another random place in the piece and wait 5 - 10 seconds. Start playing again exactly where you left off. This game helps with concentrating/focusing and also helps psychologically reassure you that you would be able to go on playing if you were to make a mistake while performing.

* Remember that the composer of your performance piece wrote it so that you could play it and give others the gift of his or her piece. And, here's hoping it will bring you great joy, as well.

While some of these tips are rather sophisticated and wouldn't be appropriate for a young child, you may draw upon the tips that would work for you and your child.