Classes for Infants
In the infant classes, we use small-sized percussive instruments to engage the children’s attention, and to develop hand-eye coordination. Creating sounds with objects fascinates the babies. Feeling, touching, and seeing each instrument begins an association between instrument and sound. Infants experience hearing – some for the first time – a gentle array of playful songs compiled together for their listening and learning enjoyment. Babies four to seven months are captivated by different sounds, and by the eighth month, understand the pitch of sound. Infants, prompted by the teacher who sings to them, often partake in musical babbling that is defined as making speech sounds on various pitches. From nine to twelve months, babies begin to slide their voices up and down to mimic the sounds they hear. They are also sensitive to differences and similarities in sound. To make sounds themselves is now of great importance to them. Find out more about our curriculum and music theme.
Classes for Ones
In our one-year-old classes, children begin to repeat rhythmic patterns. Teachers show toddlers how to play imaginatively on age-appropriate instruments. Each instrument is presented with a simple and direct explanation of its use and its particular sound. As the children play various instruments, they hear and wonder at the different sounds each instrument produces. Instinctively, they associate the sound with the instrument. Repetition at this age is essential. The sheer joy children take in repeating newly acquired skills gives them a feeling of autonomy and success. At this age, children begin to develop their language skills, and try to sing sounds to music, sometimes using formed words. Find out more about our curriculum and music theme.
Classes for Twos
The two-year-olds, continuing to develop their verbal skill, join the teacher in song. Repetition of favorite tunes helps in their use of language and they can now sing phrases of songs. The teacher directs the children’s attention to rhythm with various percussive instruments, using a “hands on” approach. Now, able to follow directions, different patterns are introduced, musical games are played, and the teacher leads the group in rhythmic ensembles, much to the children’s pleasure. They can identify a familiar instrument by touch and recognize a favorite song. Their motor skills are refined so that they are now able to play open strings on a violin and place their fingers on a recorder, changing the pitch. Find out more about our curriculum and music theme.
Classes for Threes/Fours
Three and four-year-olds are savvy and experienced and delight in playing guessing games about the instruments and their sounds with the teacher. Showing increased voice control and a closer approximation of pitch and rhythm, some can sing an entire song with accuracy. The teacher encourages them to act out stories, play singing games, and use movement in meaningful ways. Basic musical notation is introduced, and the teacher helps the children make a connection between the notes they hear, and the notes they see on the board: a first step to reading music. Four-year-olds are now ready to choose an instrument they would like to play. Find out more about our curriculum and music theme.
Classes for Siblings
While we encourage children to be registered in an age-appropriate class, we understand that this may be difficult when trying to schedule classes for more than one child. With this in mind, we developed a Siblings classes so that the children can come to class together. The Siblings class is formatted to engage both younger and older children. Find out more about our curriculum and music theme.