Music is an ordinary part of life. For generations, parents around the world have used rhythms, tones and songs to appease or attract their children. Music can evoke emotions, which can be fun, calm, longing or festive. Therefore, it provides the key to emotional and social development, which is the cornerstone of learning.

Children’s natural musical instinct urges them to listen and participate through body rhythm, playing musical instruments, singing or music cooperation among peers. Whether it is a soft, soothing or lively tune, children can feel it physically and emotionally. Nonverbal communication is encouraged in music classes, such as turns taking, eye contact, expectation, listening and concentration, as well as self-participation and peer interaction in the class. Through musical interaction with others, children develop an understanding of themselves and others, which improves their self-esteem and contributes to flexible development. Shared music creation has also been shown to promote language skills and strengthen peer relationships.

When children grow up enjoying the beauty of music and dance, they will acquire a talent that can bring them great happiness. Music and rhythm are beneficial to children’s development in many ways. More importantly, music brings another kind of beauty to our life.

The weekly music rhythm class is a music buffet for the children to have a “big meal”. Let’s see what “vitamins” of music the children have been absorbing:

Live Music Making

Teacher Chloe will use guitar or ukulele to accompany in several fixed parts. The on-site instrument performance can establish a unique music atmosphere through different speeds, rhythms and modes, guide children to integrate their songs, instruments and teaching aids into the music, and complete the process of self-expression and cooperation. At the same time, during the live music creation, the children have many plans to provide suggestions on the direction of music and improvise music.

Improvisation

Music activities include passive listening and active participation. Improvisational music creation is an active participation with a strong sense of integration. For example, children can provide things or names to be asked in the activity “Hello Song”, provide different rhythm modes in “Movement”, self-creation in “Tonal and Rhythm Pattern”, harmony in “Lullaby”, freely choose percussion instruments and performance modes in “Play Along”, and play instruments at will. In the weekly music class, there will be sparks of improvisational music creation anytime and anywhere. Based on the children’s brilliant “ideas”, the music becomes more vivid and promotes the integration of children and live music.

Cooperation

Music increases contact, coordination and cooperation with others. Coordinated movement with another person is related to the release of pleasure chemicals (endorphins) in the brain, which may explain why we get those positive and warm feelings when we participate in musical activities together. In each music class of teacher Chloe, at least one music cooperative game in the following list will be included: Echo Song, Ostinato, Part Singing, Tonal or Rhythm Pattern, Partner Activity, Large Group Activity, Instrument Passing, and so on. Music is not only a source of enjoyment, but also a means of communicating with others. Through music cooperation, the trust and understanding between children are increased, and the opportunities for nonverbal communication are also increased.

Singing

Some studies have found that singing is good for mental health. Through collective singing, we can cultivate our mental health and sense of belonging. The three most important components of music that may help improve health and increase happiness are as follows. Lyrics (Positive or meaningful songs can really effectively improve the emotional state.) Rhythm (Songs with strong rhythms are especially good because they have an irresistible tap dancing ability! This driving rhythm can not only improve one’s emotional state, but also increase one’s oxygen flow.) Breathing (Singing can not only make people energetic, but also help reduce stress, because it can regulate breathing.)

In the weekly music class, only 30% of the recorded songs are played, and 70% of the music activities are completed by the children with songs led by the teacher. The children are more and more fond of making their own voices. Their favorite song list includes “She Sells Seashells” with very graphic lyrics, “This Train” with different voice parts superimposed, “The Little Light of Mine” with power in peace, and “No More Pie” with blues singing style.

Concept Learning

The basic elements of music include pitch, length, strength and tone color. These basic elements are combined to form common “form elements” of music, such as rhythm, melody, harmony, strength, speed, mode, musical form, texture, etc.

Every piece of music is composed of multiple musical elements. For example, “This Train”, one of the children’s favorite songs, is a musical work in D minor, 4/4 beats (double), with religious colors. In class, we will explore different rhythmic combinations through the length of the sound, explore harmony through the singing of voice parts, explore the strength by imitating the sound changes of the train from far to near, and experience the dynamic changes of speed in the music through the train going up and down the mountain. The exploration and application of music elements filled the whole class.

In the study of music knowledge, children can also create their own style of rhythmic short sentences and music clips by understanding the timing and names of notes.

Movement

Children learn best by doing it. Rhythm is an important part of any music class. Teacher Chloe’s music class incorporates a large number of rhythm activities, including small body rhythm, large body rhythm, semi choreographed dance, creative rhythm, and so on. As children move around along with the music, they also benefit from improved hand eye coordination, concentration, balance, and cognitive skills. In essence, they further developed the brain regions responsible for language, reading, writing and fine motor coordination.

In rhythmic activities, children not only explore the relationship between the body and time, space and individuals in music, develop skills such as coordination, balance, strength and flexibility, but also increase their vocabulary about rhythmic activities.

When rhythmic skills are applied to creative rhythmic movements, the scope of expression is expanded, enabling children to communicate through body movements and respond to the emotional and quality of language, art and music.

Music and rhythmic activities also involve connecting with others. Children share space and work alone or together as partners and groups. They share ideas, thoughts and feelings through music and creative dance.

The combination of music and rhythm releases endorphins to the brain – also known as “feel-good chemicals” – which help maintain energy levels and interest. In essence, this type of activity helps keep children motivated, focused, and ready to learn in other subjects.