We are both firm believers in general music classes for young children, followed by a foundation in piano, and then private study and ensemble experience with the instrument of their choice. Up until about age 8 or 9 music is more developmental and process oriented, and we don’t believe in structured private lessons at too young of an age.

We have taken him to Kindermusik classes since he was about 15 months old. (The Kodaly and Orff music education methods are also good). He has two more years of Kindermusik and then he will begin keyboard training through a program called Music Makers at the Keyboard. It is a wonderful program where the kids learn to hear music first then write it–just like language is learned. In St. Louis we enroll him in Community Music School, but these classes are offered across the country (and possibly internationally).

We will begin private piano instruction when these classes are over or toward the end. We really have to assess it as it goes. Somewhere in the process he will most likely choose a different instrument he wants to be his focus of study.

As part of our homeschooling we will soon begin playing music from a single composer. We will have the music playing in our home for several weeks with some of the time spent actively listening and discussing the music. We will tie it in with other things he is learning such as history, geography, science, art. It will change over time. Since he is only five, much of what we do will be learning through play and through reading.

The goal is so he can build a relationship with the music and the composer.  We will begin with Tchaikovsky since we are seeing The Nutcracker ballet in December.

This is our approach for our structured music training. There are many ways you can tailor this in your own family and we have seen many approaches.  This is not a set in stone plan, either. For instance, if our son had a super focused interest in a particular instrument we would have weighed that in with our decision making.

When it comes to activities for our son, music is our priority. If we can’t afford anything else, we will have music class–even if it is a sacrifice.

Our main goal is to create a musical foundation for him that he can stand on no matter what his musical choices are later. That foundation includes developing musical skills, understanding, enjoyment, and appreciation. The added brain and motor development is a big plus, too.

Musically yours,

Deborah

Many school leaders make these decisions based on the requirements of testing even though students who have experience in the arts generally do better on standardized tests.

The problem is that these decisions are being made in a black and white, linear fashion without making the connection that learning is a process and not just a regurgitation of facts. Any computer can spout out facts and make calculations. Being human means we can reason, create and grow. It’s what brings innovation and makes for a better world.

One of the sad things about the layoffs is that it takes many years to build a strong music program. It also takes many years to build music in a person. When it goes away, it has to be rebuilt.

It’s not the kind of thing that will spill over into the private arena either. Many parents don’t see the value in giving their child a solid music and arts education, so if the schools stop, the music stops. Even if they see the value, they may not value it enough to put money  behind it.

I think it will be a long time before schools see music and the arts as more of a priority. It is my hope that the community will begin taking up the slack, but that will take time, too.

I grew up in a very small town. We didn’t have strong music education where I went to school, but the difference was made up for it at church. The state of music education in the church has really diminished as well. The days of traveling music teachers are pretty much over and most churches don’t even have children and youth choirs anymore. Many have given up adult choirs, too.

I’m not worried for my son because we homeschool and we will seek out or create our own opportunities. I’m concerned for the increasing number of people who will grow up without understanding the value of music in education and in all of life. It is more than recreation–it’s part of human development.

Live musically,

Deborah

One of the most fascinating discussions was with a scientist by the name of Dr. Gregory Simpson. We spent several hours discussing how both music and science apply to all of life.

He started thinking about this connection when he observed some students he was tutoring in science. He saw that the kids who had studied music were able to understand the scientific process extremely quickly.

It doesn’t surprise me. I’ve known for a long time that majoring in music is one of the best things you can do if you want to go to medical school. Actually, 66% of music majors who apply to medical school are accepted–more than any other group. The second group is biochemistry majors at 44%.

Other countries see the importance, too…

The world’s top academic countries place a high value on music education. Hungary, Netherlands and Japan stand atop worldwide science achievement and have strong commitment to music education. All three countries have required music training at the elementary and middle school levels, both instrumental and vocal, for several decades. The centrality of music education to learning in the top-ranked countries seems to contradict the United States’ focus on math, science, vocabulary, and technology. –http://www.amc-music.com/research_briefs.htm

This is one of the many reasons I know music is not just a pastime, it is an important part of being human. It is essential to who we are physically, emotionally, intellectually and spiritually.

Deborah

P.S. Gregory and I are joining together to write more about the science and music connection–so stay tuned.

He just said “Happy, Sad”.  He’s been talking a lot about happy and sad lately. He’s at a stage where he’s putting words to his emotions and starting to grasp opposites about abstract ideas.

I just started singing the words happy and sad for him making the music sound happy on the word happy and sad on the word sad.  He then said his tummy was happy, his mouth was happy, then his tummy was sad.

I just made up words about how his tummy and mouth were happy because his food was good and then it got sad because he ate too much.

I sang it 3 or 4 times and the melody ended up being different every time. We were having fun being silly and had a little music lesson to boot.  .The best lessons are the ones that don’t feel like lessons.

Deborah