songs
Early is the best time to start children with an enriched musical background. The earlier the child starts to hear and learn about music, the more enriched and fulfilling the child's experience of music is going to be. This is even more beneficial for talented children. A child cannot receive the full benefit of music and will not learn as much or at all without the first three stages of preparatory audiation. With this in mind, I will now show you how to guide children through these stages. First of all, we need to look at resources. For this particular situation, I will have two helpers, two rooms in which to work (one is furnished with cribs, the other is mostly open space with a carpet). Also, I will have a good sound system in both rooms (that includes a tape player and compact disc player), and some money (available to buy recordings and equipment). Next is the age range of the children. The first stage is Absorption. One of the most difficult things to do when guiding children through these stages is to know when the right time is to move them to the next stage. This often requires much patience. The reason that you need so much patience is because all children move through the different stages of preparatory
In order to guide a child from stage two to stage three, you should sing a song or chant, and if they respond to you with the same response, it's called purposeful response. Another thing is that children's attention spans are very short. It is best to keep tonal and rhythm patters separate during structured informal guidance for children in this stage. When, however, children in this stage spontaneously sing the same thing as the adult is singing, that is a signal that the child is ready to make the transition into stage four. Adults should not perform tonal patterns immediately after rhythm patterns or other way around, but instead should perform one or more songs and/or chants between the tonal and rhythm patterns. I would practice the beginning order of step two to find out if they are ready. Children are still encouraged to listen to music as in stage one. They begin to do this as they gain familiarity with a variety of tonalities. The other helper, which will help me with the two other stages (random response and purposeful response), is named Peter. It is important in this stage that children have this because children learn much about music as a result of listening to and observing other children of similar ages as they attempt to sing chant and move. I would start (being the teacher) to sing and chant to them. Another activity that happens during stage two is group interaction. We don't really know when children merge from stage to stage. Live music and/or any kind of music that you play for children must be pleasing to the ear. The times when children move are as different as their handwriting.
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