WHY PARENTS ARE REALLY IMPORTANT DURING MUSIC CLASSES FOR BABIES?

ENGLISH / ITALIAN

As children grow, our music sessions also change!

These gorgeous children started their music sessions with me when they were 5 months old, their parents brought them to every single class (based on the Gordon’s Music Learning Theory) since when they were curious and happy, little babies.

During these years, these parents have discovered a different way to interact, relax and play with their children, through sounds, rhythms and music. You should hear how they sing during the sessions!

Their children are growing fast and soon they will enter in the music room just with their friends – they will turn 3 soon – so right now we are working on their autonomy and independence, to facilitate this change.

Our classes follow in fact the musical and cognitive development of the children; every session is planned based on their needs, to stimulate not only their musical skills but also their general growth.

Parents are fundamental for us during this process so it’s really important to have them on board during the sessions, enjoying the music activities as much as their children.

WHY PARENTS ARE REALLY IMPORTANT DURING MUSIC CLASSES For BABIES?

They are their children’s reference so everything they do is an example for their children:

  • Everything a parent feels during the class affects their child. If a parent is anxious or doesn’t feel comfortable during the session, this will probably influence their child similarly. If a mum or dad is relaxed, then the baby will feel relaxed too 🙂
  • When parents sing or move to rhythms, they are showing their child how to enjoy music; they’re basically saying “It’s fine, we can sing, dance and move in this space”. This will help their child to feel comfortable, safe and enjoy the session.
  • In our classes, we ask parents to accompany our songs with easy ostinatos (repetitive notes or patterns): in this way children will be surrounded by richer music (called polyphony) that will support children’s musical development.
  • Playing and singing together with other parents is also an amazing example for children to collaborate and work as a team.

ITALIANO

Man mano che i bambini crescono, anche le nostre sessioni musicali cambiano!

Questi stupendi bambini hanno iniziato le loro sessioni musicali con me quando avevano solo cinque mesi, i loro genitori li hanno accompagnati ad ogni singolo incontro (basata sulla Music Learning Theory di Gordon) sin da quando erano dei curiosi piccolissimi

Durante gli anni, questi genitori hanno scoperto un modo diverso di interagire, rilassarsi e giocare con i loro figli, attraverso suoni, ritmi e musica. Dovreste sentire come cantando durante le sessioni!

I bambini stanno crescendo rapidamente e presto entreranno nella stanza della musica solo con i loro amici, senza i genitori – avranno quasi tre anni in Settembre – e ora stiamo lavorando sulla loro autonomia e indipendenza, per facilitare questo passaggio.

Le nostre lezioni seguono infatti lo sviluppo musicale e cognitivo dei bambini; ogni sessione è pianificata in base alle loro esigenze, per stimolare non solo le loro abilità musicali ma anche la loro crescita generale.

I genitori sono fondamentali per noi durante questo processo, quindi è molto importante per noi che siano coinvolti durante gli incontri, godendosi le attività musicali tanto quanto i loro bambini.

PERCHÉ I GENITORI SONO DAVVERO IMPORTANTI DURANTE LE CLASSI DI MUSICA PER I BAMBINI?

Sono i riferimenti dei loro figli, quindi tutto ciò che fanno è un esempio per i loro bambini:

  • Tutto ciò che i genitori sentono durante la lezione condiziona i loro bambini. Se un genitore è ansioso o non si sente a suo agio durante la sessione, probabilmente influenzerà suo figlio in modo simile. Se una mamma o un papà sono rilassati, allora anche il bambino si sentirà rilassato.
  • Quando i genitori cantano, tengono il tempo o rispondono in maniera musicale, stanno mostrando al loro bambino come godersi la musica; stanno praticamente dicendo: “È tutto ok, possiamo cantare, ballare e muoverci in questo spazio”. Ciò aiuterà il loro bambino a sentirsi a proprio agio, sicuro e a godersi la sessione.
  • Nei nostri corsi, chiediamo ai genitori di accompagnare i brani con facili ostinati (note o pattern ripetuti): in questo modo i bambini saranno circondati da musica più ricca (chiamata polifonia) che supporterà lo sviluppo musicale dei bambini.
  • Giocare e cantare insieme ad altri genitori è anche un meraviglioso esempio di collaborazione e lavorare di squadra.

MUSIC FOR CHILDREN 3 TO 5?

First of all, we need to say that learning music is a complex process.

The ways in which we are exposed to music from when we are born influences our musical learning. We are affected by the genetic, the environment in which we grow up and the goals that we want to reach during the music path.

The theory of music, the solfege and learning musical grammar don’t cover all the aspects of music learning: living music with the whole body, immersed in sounds connected with emotions and feelings, is a fundamental component of the long learning process and give to the child much more elements and knowledge than knowing how to read the notes or play technically an instrument.

The movement, connected to listening and singing, becomes for the child the trampoline from which to launch themselves towards the conquest of intonation and sense of rhythm.

GROWING WITH MUSIC – 3 to 6


THERE ARE SO MANY KINGS IN THE WORLD – Mae’s song

“There are so many kings in the world”

She is a little big talent! 
Watch both videos to listen to Mae and Samuel West’s original song! They wrote it during her ukulele’s session.

Sam is using the songwriting technic to help the development of Mae’s natural musical potential and creativity, alongside simple ukulele’s exercises.

Great job you two!

FIRST STEPS IN MUSIC – LISTENING. A FREE 5-day course online

Gordon UK – Music Research Institute is launching its first project!

FIRST STEPS IN MUSIC – LISTENING is a FREE 5-day course online that will help you to create a musical listening path with your students.

In the last weeks, we have worked hard to prepare this training opportunity and we hope you’ll find it interesting!

You will find many tips on how to create a good environment for listening, and insights on the role of silence and movement in children’s musical learning. At the end of the 5th day, there will also be a special gift for you.

This offer is exclusively for subscribers to our newsletter. So, if you don’t want to miss out, subscribe to the link below👇🏻 Check your inbox (or junk mail) to start the course 📨

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My three words for music therapy

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Flexibility is a good word to describe music therapy.
Improvisation is another good word.
Unpredictability another one.

Today I run a session with H., my 3 years old autistic patient. 
Today he needed the mum inside the room. 

This was not in my plans but I knew it could happen due to his young age. So she joined the session, coming into the room followed by her second little boy, younger than H., that was playing in the waiting room with her.

H., mum and brother, all of us making music together.

I had to change all my plans for this session. We discovered new musical games that H. seemed to like and we followed his needs.

It wasn’t the easiest session ever but we were there for him, all of us, and he gave us some big smiles and eye contacts. The mum is a pretty special mum and the baby brother as well. This helped me a lot.

The music therapy setting needs to be a safe place for the patients, especially in cases like this one, with really young children.
So it doesn’t matter if this kind of session goes out of the schemes, if I haven’t read about it in my books.
I felt that including the rest of the family was the right things to do, today.
I’m sure that little by little he will be able to stay alone with me again, as he did before.

I learnt something new today and I will keep remembering those three words in my future practice:

Flexibility – Improvisation – Unpredictability