According to the Music Learning Theory of Edwin E. Gordon
“My little one really loves the music class. We have been to a lot of different ones and she normally seems a little bit overwhelmed. However, in this class, she is completely comfortable and smiles from start to finish (and is super happy and chatty afterwards). It’s our favourite class of the week!” – Review on Hoop
- 0 – 18 months old
- 18 – 24 months old
- 2 – 3 years old
The classes are held at Highbury Park Music
23 Highbury Park, N51TH London
OUR CLASSES ARE DIFFERENT! WHY?
Music Learning Theory (MLT) is an explanation of how we learn when we learn music.
Based on an extensive body of research and practical field testing by Edwin E. Gordon and others, MLT focuses on children’s natural music attitude development. Music, among others, also supports language; attention and concentration; non-verbal communication; motor and socio-emotional development.
The main idea of MLT is that we learn music in the same way we learn language.
Children need to be exposed to a rich music environment to develop their musical potential (not just nursery rhymes!) as much as they are exposed to the complexity of language when they are newborn babies (actually even before). That’s why we sing songs that are composed in all the tonalities, modes of jazz and tempos.
Why do we sing without words? During our classes, we use melodic and rhythmic songs without words, singing songs with neutral syllables like PAM or BAM. This is because the spoken language is predominant in children’s lives. Our brain naturally focuses on language to understand the meaning of lyrics, losing the musical aspect or reaching them only after the words. Singing without words helps children focus directly on melody, rhythm and harmony.
Why PAM-BAM? PAM-BAM are neutral syllables and children can repeat them very easily, creating when they are ready a musical dialogue with the teacher (P-B-A are some of the first sounds pronounced by a child). Songs are short to be entirely followed by babies and toddlers as their ability to keep focused is still developing.
Why a non-verbal environment? We leave a space of silence after every song… but that moment is not empty! It’s actually full of the sounds that children have just listened to and it’s exactly in that moment they start developing their internal musical listening, and therefore their musical understanding, called by Gordon “Audiation”.
Why children are free to move in the room and there are no specific activities parents can learn? Children need to listen to music in the way they prefer to create a positive relationship with it. We know that even if they’re not looking at us, they are listening and that’s the most important thing for their musical development. Also, to develop their musical skills, children need to move in relation to rhythm and music. As they grow, they move in different ways according to their age and personality. We follow each child’s development and that’s why the activities are based on children’s natural responses to sounds and music proposed by the teacher.
FIRST STAGES OF MUSICAL DEVELOPMENT
0-18 months old – Absorption: Children listen and aurally collect sounds of music from the environment with their cognitive potential.
12-18 months old – Random answers: Children move and babble in response to the sounds from music of the environment, but they are not aware of it.
18-36 months old – Purposeful answers: Children try to relate movement and babble to the sounds from the environment. They start imitating intentionally.
Introduction, 35-40 minutes of music, conclusion. Maximum 9 children for session.
“I absolutely recommend Tiziana as a music teacher. She is very competent and passionate: kids simply love her. Both my children attended her lessons according to Gordon Theory since they were about 15 months old. They absorbed music in a funny way and in a cosy place. Not to mention that being a working mum, the time spent singing and dancing with my children during Tiziana’s lessons was precious. My son is now 7 years old and plays violin proficiently, while my daughter, 5 years old, expresses her great musicality in ballet class. They both genuinely enjoy music and everything related thereto. Thumbs up Tiziana!”— Chiara, Cecilia and Filippo’s mum
TIZIANA POZZO Music therapist, educator and pianist, Tiziana has collaborated for years with educational institutions (from nurseries to universities) on music projects in Italy, Spain and the UK. Tiziana graduated in piano from the Music Conservatoire in Venice and in Music Therapy in Padova (Italy). She gained her expertise through training courses in Italy and abroad in the development of children and their natural understanding of music.
In 2016 she started collaborating with Creative Futures and University College London for different research. She is one of the co-founders of Music Tree and Highbury Park Music. She also works in the UK and abroad running CPD courses for teachers, educators and music therapists.
MONICA COGNOLI Singer and music educator, Monica graduated in music education from the Music Conservatoire of Frosinone and in Early Years Music Education from Birmingham City University. She studied different music education approaches and methods. She is specialised in art-integrated approach, creating and leading music sessions to foster children’s musical and general development and creativity. For years she collaborated with educational institutes in Italy. She is a researcher and started the collaboration with Creative Futures and University College London in 2017. For Music Tree, she teaches early years music, piano for beginners and ukulele for small groups of children.