After a long absence, I returned to my computer lesson today. I had a long list of questions, two and one-half pages. I received such excellent help that we actually got through all of them. I have been working on my music reading products. Along with that, I am learning how to list them on my web pages. As I gain more confidence and figure out the most effective way to present them, it is exhilerating to find a way to reach out to more and more people. An order is emerging in listing the products, pages and links. It has its own quiet excitement. It is not as exciting as developing them, but it has its’ own place in the structure of my business. I like feeling this aspect of my business.
I had such a delightful time this morning with my Kindergarten class.
I was introducing (or reviewing) the musical symbols for loud (forte-f) and soft (piano-p.)
We were playing drums, and after choosing sounds and playing the musical patterns, I set up an improvisation experience.
I asked all the students to keep playing “piano”, while I pointed to individuals to play “forte”. We tried it a couple of times, and we found the magic. Students joyfully played their “forte” improvisations when I pointed to them, and then resumed their role in the underlying layer of “piano.”
It was music, pure and simple.
© 2011 Kathryn Hardage
I have been experiencing the delight of a new parent as I watch my new music creations get absorbed into the minds of my students.
I am especially delighted to see a very young child catch on to the design and presentation of a new product, in this case my Music Reading Readiness Kit for adagio and allegro. Even though I designed the words to be different sizes, it is still an accomplishment for a very young child to make the distinction between them.
The words describe playing slowly (adagio) and fast (allegro). The instrument for this kit, MRRK Level 1.5, is a guiro. Sliding the striker slowly or quickly produces the sound.
I have been introducing the violin to my pre-schoolers. We had learned the five steps to hold the violin. Hold 1, Tip 2, Touch 3, Slide and glide 4, Chin in the Chinrest 5. Today I added the bow. Several children got to make an “alligator mouth” with their right hand and hold the thumb under the metal on the “frog” of the bow and their fingers over the top of the bowstick. I helped them play their two starting sounds, tremolo and changing strings.
Kacky Muse is the character I have created who interacts with children and their families to teach them music. In each session, we transition into our music space with three deep breaths of inspiration. The first deep breath of inspiration is for ourselves. The second is for all the people we know, and the third is for all the people we don’t know, all over the planet.
Once we are in our musical space, we warm-up our voices, do a rhythmic chant, develop finger strength and flexibility with a finger-play, and sing a song. Each session celebrates a theme. It may be a seasonal theme, a theme about identity, a special occasion or an everyday event.
During each session, your child works with a musical instrument and special Music Reading Readiness symbols. From the first simple instruments, Rhythm Sticks, Triangles, Xylophones and more, all the way to Piano, Violin, and Guitar, your child is empowered to make musical decisions by using Composing Cards with the Music Reading Readiness symbols on them. Your child develops coordination, visual tracking, and, or course, has the fun of playing original musical patterns.
Because the Composing Cards and Musical Pattern Books are so easy to use, you and your child may continue to enjoy them in your home. They are very engaging over and over again as your child creates new musical patterns each time. (www.MyMusicalMind.com)
(Note: There are developmental stages where the child will create the same patterns until that stage is satisfied before exploring new musical combinations.)