“What IS Kindermusik?” As the administrator who answers phone calls and emails, I hear this question the most. The best way to answer this question is to give general information and invite parents to come to a free preview class.
For those of you who are curious as to what Kindermusik is all about but haven’t asked, or if you’d like a refresher, this week’s blog is for you.
Kindermusik is a unique music and movement program designed for children ages newborn- eight years and their families. Now you ask, what can my infant who is not mobile or verbal do in a music class? This is the ideal class for you because our activities are all developmentally appropriate plus you will enjoy meeting other families with children the same age.
As was mentioned in last week’s blog, children learn best in their early years through movement. You will experience new ways to move with your child as you hear music from Mexico, Zimbabwe, Italy, Brazil, China, and Japan just to name a few of the diverse, multi-cultural styles that Kindermusik includes.
Children of all ages enjoy exploring the sound of instruments. The younger children might start out with shakers, bells, chime balls, drums, etc. and gradually progress to exploring a violin, cello, french horn, saxophone, snare drum, glockenspiel, dulcimer, and many others.
Hands-on activities are also important for young children. Newborns will be stimulated by the feel and color of scarves, while a 3 year old will use the scarves to become any character he/she wants to pretend to be, and a 5 year old will create the feel of legato and staccato. The progression opens the door to a love and appreciation for all styles of music and is limited only to one’s imagination.
Children are active learners. Their development is best served when there is a balance between things that are familiar and things that are new. Kindermusik provides the perfect balance for this. It is fun and appealing for children as well as their families.
Kindermusik is a priceless gift you share with your child. If you are at all interested, please come for a free preview class. You will see why so many families attend and recommend it to others.
One final administrative detail, contact information:
website -brightbeginnings.kindermusik.net;
e-mail – kindermusik.brightbeginnings@gmail.com;
Phone – (605)-728-6782. I’d love to hear from you!
Sunday, June 27, 2010
Sunday, June 20, 2010
"The Multi-Age Kindermusik Classroom" by Wendy Ensz
When Kindermusik International first introduced the Family Time / Multi Age class concept, I had a mixed reaction. The idea of effectively teaching children with a 7 year age span seemed like quite the challenge. How can a 7-year-old learn the same thing as a 6-month-old? Won't the babies be over-stimulated? Won't the first graders be bored? However, many families had found that attending Kindermusik two or three times a week was difficult. Therefore, some were signing up only one child when they really wanted all of their children to be able to attend. The Family Time option enabled those families to enroll all of their children simultaneously.
The first few years we offered Family Time, I did not teach the class. But eventually, at a family's request, I dove in. My first few weeks were very carefully planned, but tentative: full of observations, readjusting, adapting, and living the experience. More and more, it made sense to me that this seven year age span is actually wonderful! And now I love teaching the Multi-age classes. Here's why:
The Babies: This is the age where the brain is the most receptive and adaptive to the environment. The babies observe the older children (mostly by hearing, also seeing, touching, and of course TASTING!) and simply learn, “This is what I'm supposed to do.” When a baby has seemed over-stimulated, for example, at noisy instrument exploration time, we have moved him further from the activity of the sound and given him his own space in which to explore an age-appropriate version of the instrument.
The Toddlers: Moving and moving and moving! Not only does the thrill of large motor abilities keep the toddler happy, but simultaneously, they hit “Language Explosion!” In the course of a semester, many toddlers go from bouncing their knees to actually jumping off of the floor, and from speaking just a few words, to sharing long, involved sentences. Their observations of the other children around them expand both their singing and their movement abilities. The toddlers are intrigued by the babies, because they, themselves, are not babies anymore! And they adore the older children, and strive to be a “big kid” just like them.
The Preschoolers: Three and Four year olds love (and can't help!) to make connections. As soon as we sing about a word or theme that is familiar to them, they blurt out, “I have a ___ at home!” The younger children understand the concept of “home” and thus learn a foundation for making connections. The older children enjoy watching the preschoolers' freedom within the structure (preschoolers THRIVE on this!); and after a full day of school, the school-age children understand that they can relax, take ownership of the connections and activity, and that NO ONE will get in trouble at Kindermusik.
The Five- to Seven-Year Olds: These early elementary age children appreciate and enjoy the opportunity to be the teacher, the helper, the assistant. The responsibility of helping carry the instrument basket, or reading the literature book, or modeling actions, is a self-esteem boost. They directly and indirectly teach the younger children how to follow directions, how to use words to express questions and logical answers, and how to watch their spacing – through careful body control – so they won't hurt the little ones. They also have the chance to be the leaders, in song, in creative instrument play, pretend play, and verbal interactions.
The Grown-ups: Ultimately, each grown up has the chance to make sure the activity works for his or her child, no matter what age. At the beginning of certain activities, the teacher will give some guidance about how this can work successfully for both the oldest and the youngest, and then each grown-up takes it from there. For example, when it is time for scarf exploration, the grown-ups will: let the babies hold, chew, watch the scarf; let the toddlers cover their heads and play peek-a-boo; let the preschoolers pretend to be a super-hero or a princess by helping them dress up, and then watching them get into character; let the older children create movements, mirror them, and then challenge them (“Can you do that on one foot?”). This is such a fun time for me to observe; not only do I learn more about each child, but I love watching one-on-one time which means so much to the family!
Music is for everybody, all the time. It is meant to be shared by everybody, all the time. The Family Time / Multi-age class has given more children (with or without siblings) and more families the opportunity to attend, and we are here to serve everybody, all the time! While I still enjoy the classes where the children are close in age, I have come to appreciate the value, interactiveness, and FUN of the Multi-age classes.
The first few years we offered Family Time, I did not teach the class. But eventually, at a family's request, I dove in. My first few weeks were very carefully planned, but tentative: full of observations, readjusting, adapting, and living the experience. More and more, it made sense to me that this seven year age span is actually wonderful! And now I love teaching the Multi-age classes. Here's why:
The Babies: This is the age where the brain is the most receptive and adaptive to the environment. The babies observe the older children (mostly by hearing, also seeing, touching, and of course TASTING!) and simply learn, “This is what I'm supposed to do.” When a baby has seemed over-stimulated, for example, at noisy instrument exploration time, we have moved him further from the activity of the sound and given him his own space in which to explore an age-appropriate version of the instrument.
The Toddlers: Moving and moving and moving! Not only does the thrill of large motor abilities keep the toddler happy, but simultaneously, they hit “Language Explosion!” In the course of a semester, many toddlers go from bouncing their knees to actually jumping off of the floor, and from speaking just a few words, to sharing long, involved sentences. Their observations of the other children around them expand both their singing and their movement abilities. The toddlers are intrigued by the babies, because they, themselves, are not babies anymore! And they adore the older children, and strive to be a “big kid” just like them.
The Preschoolers: Three and Four year olds love (and can't help!) to make connections. As soon as we sing about a word or theme that is familiar to them, they blurt out, “I have a ___ at home!” The younger children understand the concept of “home” and thus learn a foundation for making connections. The older children enjoy watching the preschoolers' freedom within the structure (preschoolers THRIVE on this!); and after a full day of school, the school-age children understand that they can relax, take ownership of the connections and activity, and that NO ONE will get in trouble at Kindermusik.
The Five- to Seven-Year Olds: These early elementary age children appreciate and enjoy the opportunity to be the teacher, the helper, the assistant. The responsibility of helping carry the instrument basket, or reading the literature book, or modeling actions, is a self-esteem boost. They directly and indirectly teach the younger children how to follow directions, how to use words to express questions and logical answers, and how to watch their spacing – through careful body control – so they won't hurt the little ones. They also have the chance to be the leaders, in song, in creative instrument play, pretend play, and verbal interactions.
The Grown-ups: Ultimately, each grown up has the chance to make sure the activity works for his or her child, no matter what age. At the beginning of certain activities, the teacher will give some guidance about how this can work successfully for both the oldest and the youngest, and then each grown-up takes it from there. For example, when it is time for scarf exploration, the grown-ups will: let the babies hold, chew, watch the scarf; let the toddlers cover their heads and play peek-a-boo; let the preschoolers pretend to be a super-hero or a princess by helping them dress up, and then watching them get into character; let the older children create movements, mirror them, and then challenge them (“Can you do that on one foot?”). This is such a fun time for me to observe; not only do I learn more about each child, but I love watching one-on-one time which means so much to the family!
Music is for everybody, all the time. It is meant to be shared by everybody, all the time. The Family Time / Multi-age class has given more children (with or without siblings) and more families the opportunity to attend, and we are here to serve everybody, all the time! While I still enjoy the classes where the children are close in age, I have come to appreciate the value, interactiveness, and FUN of the Multi-age classes.
Saturday, June 12, 2010
Siblings: To Bring Or Not To Bring
This past week I experienced a teaching "first." Not exactly life-changing but interesting to me was the fact that as I looked around my class, I had more siblings than actual registered children. On one hand, I was grateful for the boost because we would have otherwise had a private KM class on our hands and certainly having the other children that day enhanced the social and emotional impact of the morning. I'm fairly confident that one of the Mothers was somewhat less grateful as she had to spend most of the morning disciplining her children which left little time to actually enjoy the experience. I, too, was a little less grateful when I saw a wood block being thrown across the room. I've seen flying balls, flying eggs and even flying sticks but this was my first flying woodblock. I guess that means I had two "firsts" this week!
Parents often ask me how I feel about siblings coming to class and I always answer with, "Bring them!" As a mom of two I know that it's difficult to juggle schedules and almost impossible to find a time when you are alone with only one child (unless of course you currently are the mom of one!) At any rate, I never want schedules or babysitting costs to keep a child from experiencing the joy of Kindermusik so my philosphy is to welcome them. Over the course of many, many classes I've welcomed babies sleeping in car seats, playing on blankets or nursing in the corner. I've had toddlers and pre-schoolers color, play games, watch movies or sit with their caregiver. I've had school-age children who adopt the role of partner and fully engage in the family experience of Kindermusik. I've also had, as previously mentioned, flying woodblocks, children who run over the little ones, children (actually it was Coulter) who though it was o.k. to turn cartwheels in a room full of babies and I've had caregivers who are so weary from disciplining that they don't in anyway enjoy or benefit from the class.
When Emma Claire was a baby, I wanted desparately to have that one-on-one experience that I treasured with Coulter. The only village class that I could take her to, however, were Mondays and Mondays were the only day I had with Coulter; the only day without a babysitter. So, not wanting to leave him with a sitter, I brought him to class and I spent all of my time asking him to "be quiet and sit still." Do you know how ridiculous that is? Telling a 3 year old in a room full of balls and scarves and instruments; a room full of dancing moms and babies; a room where your own Mother is oogling and googling over your new and somewhat unwelcome baby sister is not only expecting too much, it is for sure, setting you all up for failure. Coulter is a mover; a dancer; a singer. Similiary, I was never able to bring Coutler with me when I was teaching, but Emma Claire comes all the time. She is at a stage and age where being close to Mom is all she really needs.
(Side note: I've obviously also had siblings in class that were close enough in age to register for the same class. I've had twins and even triplets. My suggestions are intended for consideration of bringing non-registered siblings.)
So, because it's a somewhat complicated and child by child issue, here are 5 things to consider when deciding about siblings:
1. What is the age of the sibling?
2. What is the temparament of the sibling?
3. What is your own temperament when it comes to multi-tasking and having your attention divided.
4. What is your teacher's philosophy on siblings?
5. How big and/or how active is your child compared to the age and activity level of the class? (Think Coulter and his cartwheeling over babies!)
One more thing to consider is that if you would prefer to have all of your children participate and you don't have time for individual classes, you would most certiainly enjoy a family time class or what we call a multi-age class. Teachers of these classes are experienced and equipped with lessons that will engage and stimulate all ages.
But if you prefer, as I do, to have that one-on-one time with your child, please know that in Ms. Myra's class, siblings are always welcome (so long as we keep wood block throwing to a minimum!) The truth is, I'm grateful for the opportunity to have any or all of you!
Parents often ask me how I feel about siblings coming to class and I always answer with, "Bring them!" As a mom of two I know that it's difficult to juggle schedules and almost impossible to find a time when you are alone with only one child (unless of course you currently are the mom of one!) At any rate, I never want schedules or babysitting costs to keep a child from experiencing the joy of Kindermusik so my philosphy is to welcome them. Over the course of many, many classes I've welcomed babies sleeping in car seats, playing on blankets or nursing in the corner. I've had toddlers and pre-schoolers color, play games, watch movies or sit with their caregiver. I've had school-age children who adopt the role of partner and fully engage in the family experience of Kindermusik. I've also had, as previously mentioned, flying woodblocks, children who run over the little ones, children (actually it was Coulter) who though it was o.k. to turn cartwheels in a room full of babies and I've had caregivers who are so weary from disciplining that they don't in anyway enjoy or benefit from the class.
When Emma Claire was a baby, I wanted desparately to have that one-on-one experience that I treasured with Coulter. The only village class that I could take her to, however, were Mondays and Mondays were the only day I had with Coulter; the only day without a babysitter. So, not wanting to leave him with a sitter, I brought him to class and I spent all of my time asking him to "be quiet and sit still." Do you know how ridiculous that is? Telling a 3 year old in a room full of balls and scarves and instruments; a room full of dancing moms and babies; a room where your own Mother is oogling and googling over your new and somewhat unwelcome baby sister is not only expecting too much, it is for sure, setting you all up for failure. Coulter is a mover; a dancer; a singer. Similiary, I was never able to bring Coutler with me when I was teaching, but Emma Claire comes all the time. She is at a stage and age where being close to Mom is all she really needs.
(Side note: I've obviously also had siblings in class that were close enough in age to register for the same class. I've had twins and even triplets. My suggestions are intended for consideration of bringing non-registered siblings.)
So, because it's a somewhat complicated and child by child issue, here are 5 things to consider when deciding about siblings:
1. What is the age of the sibling?
2. What is the temparament of the sibling?
3. What is your own temperament when it comes to multi-tasking and having your attention divided.
4. What is your teacher's philosophy on siblings?
5. How big and/or how active is your child compared to the age and activity level of the class? (Think Coulter and his cartwheeling over babies!)
One more thing to consider is that if you would prefer to have all of your children participate and you don't have time for individual classes, you would most certiainly enjoy a family time class or what we call a multi-age class. Teachers of these classes are experienced and equipped with lessons that will engage and stimulate all ages.
But if you prefer, as I do, to have that one-on-one time with your child, please know that in Ms. Myra's class, siblings are always welcome (so long as we keep wood block throwing to a minimum!) The truth is, I'm grateful for the opportunity to have any or all of you!
Saturday, June 5, 2010
Let Me Learn How I Want to Learn!
I walk into the Kindermusik room, excited to share with my daughter all that Kindermusik has to offer. I know how much fun we will have, and how much she will learn and grow from the experience. But my 17-month-old daughter Elyse just wants to stay out in the hall with all of the shoes. (Yes, she is a shoe girl already!) When I get her through the door, her main focus for the 45 minute class is playing with the door stop, and trying to get around the cart to where all of the instruments are stored. It sometimes feels to me like she has no interest in what is going on the class. (Although I know that is not true because she gets excited every time we pull up to the building before class!)
I think that this is a pretty typical scenario for many Kindermusik families. I have had conversations with quite a few moms and dads who tell me that their child acts so much different in class than they do at home. Elyse is such a happy and active child. She loves music…dancing, playing with her instruments, and even singing. She talks, smiles, and laughs non-stop at home. But when we get to Kindermusik, it’s like she turns into a different kid. She watches the other children, and doesn’t talk or smile much. And like I said earlier, she’d often rather play with the door stop than with the instruments!
But I think that one of the things that I love most about Kindermusik is that whatever a child chooses to do in class, it is completely normal and acceptable. The child who runs circles around the room the entire class time, or the child who won’t leave mom’s lap is learning just as much as the child who is actively participating. So I sometimes have to remind myself that Elyse is getting so much out of the class, and is actually enjoying it, in her own way. She has surprised me many times at home by showing me what she remembers from class. She immediately starts patting her legs when I sing the ‘Our Time Hello Song,’ she does the actions to ‘The Wheels on the Bus’ and she pretends to stamp our hands with random items she finds around the house.
Each Kindermusik class is designed to accommodate all children, and to let them grow in their own unique way. Even when that way seems different than it does at home!
• Kindermusik Village provides many musical and bonding opportunities between caregiver and baby.
• Kindermusik Our Time gives toddlers a chance to explore on their own, but to also have the security of a loved one near by.
• Kindermusik Imagine That! taps into the wonderful imagination and creativity of preschool-age children.
• Kindermusik for the Young Child uses a small-group approach to music education, where the children begin to learn the fundamentals of reading and notating music.
• Kindermusik Family Time provides a fun atmosphere where families can learn and explore together.
• Keyboard Adventures is a class designed to prepare older students for private piano lessons.
With all of these options to choose from, there is a perfect place for every child to begin to develop a life-long love of music. I know that I have made the single best choice for my own children by enrolling them in Kindermusik classes. They are loved and appreciated just the way they are, and are able to learn how they want to learn!
I think that this is a pretty typical scenario for many Kindermusik families. I have had conversations with quite a few moms and dads who tell me that their child acts so much different in class than they do at home. Elyse is such a happy and active child. She loves music…dancing, playing with her instruments, and even singing. She talks, smiles, and laughs non-stop at home. But when we get to Kindermusik, it’s like she turns into a different kid. She watches the other children, and doesn’t talk or smile much. And like I said earlier, she’d often rather play with the door stop than with the instruments!
But I think that one of the things that I love most about Kindermusik is that whatever a child chooses to do in class, it is completely normal and acceptable. The child who runs circles around the room the entire class time, or the child who won’t leave mom’s lap is learning just as much as the child who is actively participating. So I sometimes have to remind myself that Elyse is getting so much out of the class, and is actually enjoying it, in her own way. She has surprised me many times at home by showing me what she remembers from class. She immediately starts patting her legs when I sing the ‘Our Time Hello Song,’ she does the actions to ‘The Wheels on the Bus’ and she pretends to stamp our hands with random items she finds around the house.
Each Kindermusik class is designed to accommodate all children, and to let them grow in their own unique way. Even when that way seems different than it does at home!
• Kindermusik Village provides many musical and bonding opportunities between caregiver and baby.
• Kindermusik Our Time gives toddlers a chance to explore on their own, but to also have the security of a loved one near by.
• Kindermusik Imagine That! taps into the wonderful imagination and creativity of preschool-age children.
• Kindermusik for the Young Child uses a small-group approach to music education, where the children begin to learn the fundamentals of reading and notating music.
• Kindermusik Family Time provides a fun atmosphere where families can learn and explore together.
• Keyboard Adventures is a class designed to prepare older students for private piano lessons.
With all of these options to choose from, there is a perfect place for every child to begin to develop a life-long love of music. I know that I have made the single best choice for my own children by enrolling them in Kindermusik classes. They are loved and appreciated just the way they are, and are able to learn how they want to learn!
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