Pitch and rhythm are a great pair in early childhood music. Students often use the words “high” and “low” to talk about “loud” and “quiet”, which we want to sort out as early as possible. Teaching in an international school,
Composition and Notation, Part II: Moving to Traditional Notation
If you haven’t read Part I, have a look there first. At some point, the graphic notation will start to prove difficult. Students who are making more conscious, precise decisions about dynamics, pitch, and rhythm will need an equally precise
Composition and Notation, Part I: Don’t Sweat the Small Staff
I used to get very frustrated trying to teach notation or getting students to accurately notate their compositions on the staff. But I’ve changed, and so can you!* Don’t get bogged down with notating compositions. It kills the creative flow.
Composing with Legos
Legos are great for so many reasons. But this year I discovered one more. The most basic LEGO Duplo bricks come in lengths of 2 and 4, which is perfect for all the work we do with 4/4. This wasn’t new
I have studied under some amazing Solfège teachers and seen how wonderfully it can help students to audiate and connect with the music, so I try to incorporate it wherever possible, particularly in my early years classes. Today I am sharing