Unlocking creativity and language development with music

By Beverley Omsky

MUSIC MAKING is a tool aiding in the development of attentive listening and comprehension skills. Making Music helps with the acquisition of language, social skills, encourages creativity and has a positive effect on mental, physical and social aspects of a child’s development.

Children feel an enormous amount of pride creating their own musical ideas, however modest. A highlight in the senior kinder music program this year, was the introduction to composition. The children became totally involved in the process of composing their own individual “musical idea”, on the chime bars using the low C, high C, F, G, and E. I then used these “musical ideas” to form “musical sentences” to then create “soundscapes” and musical maps. These were included as props in our Musical Stories. The children felt a sense of ownership-one of the keys to successful learning-as they made their own creative decisions and could hear the effects for themselves. Their confidence, self esteem, enjoyment and love of music was incredible to see. What a joy for a teacher to be a part of this incredible experience.

In addition, visual and aural aspects together with kinaesthetic experiences were utilised in our musical exercises, guided listening and percussion segments within our lessons. Basic music notation, ascending and descending melodic patterns, the singing of many songs and the use of Tonic Sol Fah- (Do, Re, Mi, Fah, Sol, La, Ti, Do) were used. Favourite songs this year included songs I had especially written for the children, ‘ Banana, Banana, Banana’, ‘What Colour is a Zebra’ and ‘One is the Number I like Best’.

The children’s favourite Classical Music segments were excerpts from The Carnival of the Animals by Saint-Saens- the slow Elephant, and graceful Swan. Visual patterns and repetitions were taught through the Chinese Dance by Tchaikovsky and a favourite was the clapping and singing we added to The Sugar Plum Fairy also by Tchaikovsky.

The very essence of musical phrasing is inextricably linked to the patterns of language acquisition. There are similarities between the way our brains process speech and the way we interpret music. It is therefore important to focus on the singing of songs in the junior kinder music program where I place high importance in helping the children to ‘find their voice’. Narrative singing became an essential component in our Musical Play segments. We began by singing the names of the children and then included something important to them-for example, their favourite colour or number. This was then incorporated into “musical phrases” which we made into simple songs. This allowed for each child’s contribution to be enjoyed by the whole class. Their enjoyment was evident as they clapped, laughed, and spontaneously danced in recognition of their very own contribution.

Nursery rhymes and songs with simple melodic contours helped to encourage a love of singing and self expression. Games, simple dances, and varied fun activities were used to allow the children to experience the 6 main musical concepts of high/low, fast/slow and loud/soft. We used our percussion instruments in many different ways through taking turns, playing together in groups and as a class. A highlight of the junior music classes were the playing of bongo drums where many different props were used to create rhythms and patterns which were then developed into me “asking a question” on the drums, and the children “answering the question” often in unique and interesting ways.

About Beverley Omsky

Beverley Omsky is a a passionate and innovative music educator committed to delivering highly creative and unique methods of music education.

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