Program content

Lesson planning

Session content is planned each fortnight and respond to:

• the children’s previous session experiences and questions
• the children’s experiences in their rooms (weekly program and diaries)
• identified interests of the children (expressed in previous sessions)
• particular teaching intentions that relate to the development of foundation musical skills and abilities.

A core principle of program content is that session experiences shared with the children are authentic – this means that they relate to the children’s real and everyday life experience and that the materials used are natural and authentic. This includes using real musical instruments and photographic visual imagery where possible.

Weekly planning records

Each session responds to the particular group of children in each class group. Experiences are selected from a number of content possibilities planned as a weekly mind map. The main areas of content relate to instrumentation, singing, dance, creative movement, sound exploration, relaxation and listening.

Copies of weekly planning records are available from Liz on request.

 

Documentation

Daily Studio Diary document and Digital Portfolios

Provides an overview of particular studio experiences. Photographs of children participating in sessions are taken and are used in the Studio Diary, Portfolio entries and for evaluation of the program. The Studio Diary is displayed to the left of the centre front door as you leave the centre. If you would like copies of photographs please let Liz know.

Note: It is not possible for the Studio Diary to be published on this website due to the use of children’s photographs. If you would like to see the photographs of your child please let Liz know. A Digital Portfolio of your child's experiences in the program will be provided at the end of the year or if you are leaving the centre.

*Liz’s podcast and news provides you with regular updates and information about the program content and experiences.

Instruments

We aim to expose children to a full range of musical instruments. The instruments that children can play during sessions include many percussion instruments, guitars and keyboard. Children need some instruments that they can confidently master and enjoy playing (mostly percussion at this stage). The opportunity to explore specific instruments (guitars, keyboard, violins etc) builds children's understanding of how these instuments make sound and can be played to achieve tune and rhythm. Being able to watch others play instruments is also an important part of the program and is provided through the Term based concert series.

Buying instruments

Musical instruments are not toys and do not need particular decoration to attract children. When purchasing think about the quality of the sound made, how the instruments feels when held, and whether this instrument will build in the child a respect for and interest in music that will last a lifetime. In the program we teach children to look after their instruments and play with them with care. Its a good idea to keep your musical instruments in a special place away from other toys so that the child recognises the instrument as being for a purpose - to play music! Sometimes a child will misuse an instrument - all they need is a gentle reminder and demonstration about how to use the instrument without damaging it. A basket of percussion instruments freely available to your child near the stereo is a good idea.

Suitable instruments for young children

A variety of musical instruments encourages young children to explore, experiment and play accompaniment to recorded music and song. Rhythm instruments are easy to play, affordable and within young children's motor ability. Below is a list of instruments that your child has used during the Soundscape Music Studio Sessions:

• Maracas - a variety of kinds - we look for marakas that make a strong sound and are made of natural materials. (it is the sound not the decoration that is important)
  
  
• Shakers - egg shakers, box shakers and tube shakers. Some of these we have made ourselves by filling objects with rice and beans. A number of shakers are Asian and Islander and have been made from bamboo and rattan.
  
  
• Glockenspiel - a simple, glock that makes a clear long tone when hit is a wonderful way to build the child's awareness of the single notes that make up a scale and tune. At this stage one octave (eight notes) glocks are all that is needed. Chimes made from metal are clear and easy to distinguish. Ask at music stores or search the net for "Glockenspie"
  
  
• Drums and stick drums - a variety of drums are used including those that we hit with hands (bongo) and those with sticks. Again listen to the quality of the sound and consider buying a few drums that have different tonal sounds.
• Wood Blocks and Gurios
  
  
• Tambourines, Triangles, Bells and Chimes
  
  
• Guitars and Ukeleles
  
  
• Keyboard - electronic (Avoid keyboards that have too many novelty set tunes and sounds- the main idea is to provide the child with a keyboard that plays notes clearly.)
  
  
• Rainsticks and Cabasas

• Tapping sticks - plain wooden dowels that are 20cm and 2cm diameter.
  
  
• World Music Instruments - cover a wide range of hand made culturally specific instruments made from shells, bamboo, wood, fibres and skins. Many of these are sourced from India, Asia and South America.

Note: There are other mouth played instruments that we don't use in the program but are great to have at home - this includes whistles, mouth organs, kazoos and recorders.

Dance props

We also use a number of additional materials to stimulate dance. This includes colourful scarves, ribbon sticks, and wrist and ankle bells.

Music Shops in Canberra

• Davis Wheeler Music 27-31 Altree Court, Phillip, ACT (1800 765 263)
• Better Music 29-31 Colbee Court, Phillip, ACT (62823199)

Skill development

The program shares the joy and satisfaction gained from expressing ourselves through sound, dance, movement and speech. We know that early exposure to musical experience supports children’s development by fostering:

• concentration and listening
• spatial reasoning and sequencing
• imagination and creativity
• coordination and body awareness
• numeracy and literacy.

By participating in the sessions children develop awareness of and skills in:

• rhythm and beat
• pitch and melody
• group and individual singing
• rhythmic movement
• musical elements

Regular musical experiences have been found to also enhance self esteem, confidence, mental health and quality of life. Participating in group music activity is individually rewarding and develops co-operation and a sense of community.