All posts by Musikgarten

Goal Setting for Teachers in the Childhood Music Classroom

Early Childhood Marketing, Early Childhood Music, music and movement, Musikgarten Teachers, , , ,

The annual turning of the calendar generates reflection of the year past as well as expectation for the year ahead. Whether we wish to or not, during this time we often go through a mental exercise of regrets and aspirations. When looking to improve our personal as well as professional lives in the new year, purposeful, formal, and written goal setting has been proven to be more effective in changing or improving behaviors.

A helpful way to accomplish this is by following the SMART goal acronym, reminding us that goals should be Specific, Measurable, Achievable, Relevant, and Time-Bound. For the early childhood music teacher, as with any educator, there are goals that will make the classroom more effective. But when that teacher is also the owner of a children’s music studio, there are also goals that regard the business. Each set of goals affects the other and combine to make a successful studio.

Goal Setting for Teachers (of any kind)

For educators, it’s important to always be learning and improving teaching practices. The tasks involved in this endeavor can be quite overwhelming. These simple recommendations may help to reach those goals without losing your mind in the process.

  • Get feedback from your students, parents, supervisors, and/or peers – Often times, what we perceive as needing improvement is unwarranted, while some other areas may not have even occurred to us.
  • Write your SMART goals and remind yourself every day – With the initial chaos that a new teaching period often brings, it’s easy to lose focus on things outside the classroom. Posting goals somewhere to be seen often helps keep you focused.

Goal Setting for the Children’s Music Studio (or any small business)

Managing a classroom is challenging enough without having to run and maintain a successful early childhood music studio. However, it’s important to put on your business owner’s hat and set goals for the studio as well.

  • Go through the same reflection and feedback process – While improvements to the classroom often coincide with business goals, other considerations such as cost or communication outside of the classroom should be considered.
  • Consider the functional areas of the business – As with any size organization, there are major functional areas that also affect small businesses – Management, Production/Operations, Finance/Accounting, and Marketing/Sales. There is a great deal of resources available to help understand and improve these areas.
  • Set growth goals and the marketing tactics to achieve them – Most business owners want to grow, but sustainable growth is paramount to success. Sell it first, then build it is an established business axiom. One shouldn’t hire new teachers without the students, or expand classroom space without the need.
  • Start small and build gradually – Many organizations try to go “too big, too fast,” which is why many small businesses fail within the first few years. Take a tip from the tortoise, slow and steady wins the race.

The new year brings new opportunities and hope for a brighter future. Focusing on fewer, yet specific, goals for the classroom and the early childhood music studio will help to ensure long term success.

Instilling a Sense of Giving in Children

Early Childhood Music, ,

Charitable giving plummeted 10.5% since 2021. While this decline was across the board with corporations and foundations, giving by individuals fell by an even steeper amount of 13.4%, adjusting for inflation. It’s important to note that Americans gave generously during the pandemic, with record-setting giving between 2019 and 2020, so non-profits and charitable organizations can only hope this recent decline is temporary. After all, Americans have a great history of charitable donations, and one which has been passed down from generation to generation. In this season of giving, it’s important to model and teach children about the importance of giving back to others.

Tips for Raising Generous Children

From early childhood children tend to be self-involved, making sure that their immediate needs are met by the caregivers surrounding them. But as they grow older, its important that those caregivers play an important role in helping kids develop generosity by encouragement and example. Here are some guiding principles in helping children develop a lifetime of charitable giving:

  • Encourage empathy – Helping children to imaging how others feel is the starting point of generosity. Parents should seek out opportunities to encourage empathy, from everyday situations such as a sibling squabble, or in more structured giving such as participating in a food or clothing drive.
  • Set an example – Kids look to parents and other caregivers for clues on how to behave. While encouragement is extremely important, modeling generous behavior such as visiting sick relatives, volunteering at a charitable organization, or even pitching in with household chores, shows children first-hand that you really mean what you say.
  • Select a Charity – Let your children experience first-hand what it feels like to give time to a cause. Encourage them help to select a charity that the entire family can participate in, ideally one benefitting children of their own ages. When kids give to those they closely relate with, their empathy grows even stronger.

Teaching Children Generosity in the Music Classroom

Children’s music programs offer a unique opportunity for kids to learn about giving and generosity. With encouragement and guidance from the early childhood music teacher, they can learn the gift of giving in the following ways:

Musikgarten Class - Children Taking Turns
Children taking turns in a Musikgarten class.

Teaching generosity to children is a gift that they will practice their entire lives, and which others will surely benefit. Through explaining empathy, modeling by example, and providing children opportunities to give to others, caregivers can ensure that their child will be a more thoughtful and generous member of society.

Have Schools Been Teaching Music All Wrong?

Early Childhood Music, Musikgarten Teachers, ,

Even before the pandemic, music educators in schools had been lamenting about the budget cuts in the arts and how children’s music programs have suffered or even in some cases, disappeared. But the exodus and decline of music students in public education cannot be solely laid at the feet of budget cuts. For example, a seven-year study in Texas found an 80% drop out rate for band students, with the greatest attrition being between the first and second year of instruction.

Budget cuts notwithstanding, developing a love and knowledge of making music in children may have a larger systemic issue. Perhaps our approach to teaching music in schools is contributing to this decline. Have schools been teaching music all wrong?

Teaching Music to the test and not the student

In a series of New York Times articles, Grammy-award winning musician Sammy Miller argues that as with many other institutional education programs with standardized achievement testing, the same often applies to music programs.

Whether by choice or necessity, educators today often “teach to the test” so that achievement goals attached to funding can be reached. While the form of the achievement goal may be a bit different than in traditional classes, music instructors are often teaching to the Holiday Concert or Recital, where parents and administrators will see results. It is often said that music is a language, but many music programs are not teaching it that way. Much like language, music development should include listening, speaking (singing), reading, and writing. Emphasizing rigid reading and rote memorization misses the most important goal of a music program – to instill a lifelong love of music.

Teaching music like a language

It is not until pre-school age that many children are exposed to written language, although their vocabulary is already as many as a thousand words and phrases.

So how did they acquire this skill without formal instruction? By hearing language from their caregivers and siblings, repeating what they hear, and stumbling through ways to verbally (and physically) communicate. As their language develops, they begin to experience the joy of communication. It is not seen as a chore of rote memorization, but a feeling of community and connectiveness. Some early childhood music programs understand that teaching through musical communication establishes a foundation and understanding of the building blocks of music knowledge.

Many great pop music artists know that the secret of good music is simplicity in its foundation, with most chart-topping songs being a series of a few simple notes put together in a new and creative way. Approaching early childhood music education the same way we approach teaching language is a joyful way to instill a lifelong love and understanding of music.

What Makes a Good Early Childhood Music Program?

Early Childhood Music, music and movement, Musikgarten Teachers, , ,

The very title of this topic may seem provocative, as many childhood music educators and researchers have varying opinions on what makes a truly great children’s music instruction. There are various established and differing music teaching methods such as The Suzuki Method and The Orff Approach, or The Kodaly and Dalcroze methods. While some of these methods are more focused on the learning of an instrument, they all tend to share a core set of teaching principles. This is not a competitive comparison of any program versus another, but an analysis of the shared beliefs upon which most all music teachers and educators agree.

Core Principles of Children’s Music Education

Here are several basic, yet important tenants to teaching early childhood music education that can be found in nearly all successful children’s music programs:

Focus on the Child – This may seem blatantly obvious, but it is important to emphasize for all childhood educators not to lose the “forest from the trees,” by making the teaching method the center of attention instead of the child themselves. Focusing on the child requires a respect of each student and their individual learning journey. This important approach also touches on “Follow the Child,” one of the central principles of the celebrated Montessori teaching method. 

Music and Movement – Research suggests that encouraging movement at an early age helps to improve all kinds of cognitive as well as physical development. The area of the brain associated with motor control, the cerebellum, is also largely responsible for our learning process. The connection of both music and movement release endorphins in the brain, which helps to maintain interest and energy in a subject. Finally, movement helps children with beat perception and the development of rhythm, timing, and the motor control that will assist in music comprehension and learning an instrument.

Parental/Caregiver Involvement in Children’s Music Education – One principle shared by nearly all successful early childhood music programs is the importance of parental participation. This is often graphically represented as a triangular relationship between child, teacher, and parent. As one would suspect, the importance of parental involvement is not only beneficial to music learning, but all kinds of learning and early childhood development. Research has shown that, just as with traditional academics, parental involvement is particularly beneficial in early children’s music programs through observation and mimicry, helping to develop a better understanding of cultural ties to music, musical concepts, group social interaction, and motor skills development through the use of musical instruments.

Musikgarten Class
Parents during a Musikgarten class.

The most successful children’s music programs share several core principles that can be applied to nearly all early childhood learning. A Focus on the Child ensures that the approach respects the individuality and pace of learning that each child possesses. Music Combined with Movement helps with not only the mechanics of rhythm and timing of music, but also with cognitive aspects that encourage learning. Finally, Parental/Caregiver Involvement creates a triangular bond between teacher, child and parent which reinforces mimicry and a lifetime love of learning. All of these core principles combined with a carefully designed curriculum and supporting materials, are key to success for early childhood learning programs.

Fall Checklist for Children’s Music Studios

Early Childhood Marketing, , ,

With the turning leaves and cooling weather of fall, children start back to school. Teachers have had an all-important  break, and are refreshed and ready to face a new year and often times, a new set of students. Early childhood music studio owners and teachers often run classes year-round while teaching the same groups of children as they progress in music. However, Fall still presents an opportunity for educators to reinvigorate their children’s music programs. Four ways in which to do that include outbound marketing programs, refreshing teaching space, reviewing lesson plans, and stocking up on classroom materials.

Perform Outbound Marketing to Grow Your Studio

Children’s music studio owners know that in order to sustain and grow their business,

it’s important to feed new students into the program. The following outbound marketing programs can help grow the number of new music students, and in turn, revenues.

  • Referral Programs – Provide incentives for parents to invite other parents to join your studio.
  • Eblasts – Whether you are using your own internal email list, a purchased list based on your target demographics, or a list offered by local organizations, emails can be very effective.
  • Direct Mail – Postcards or letters with incentives towards targeted demographics or neighborhoods are most helpful when repeated periodically.
  • Organization/Group Opportunities – Organizations such as the PTA, Mommy’s Groups, Neighborhood Facebook pages, and other organizations for young parents offer sponsorship and outreach opportunities.
  • Social Media – A fairly inexpensive way to reach out to potential customers while sharing your brand and benefits.

Refresh Your Teaching Space

Creating a space that is conducive for learning is very important for students’ cognitive performance. Here are just a few ideas for making your teaching space new and inviting to students:

  • Provide ample space for each student – As your classes grow, so should your teaching space!
  • Get organized to reduce clutter – A clean classroom helps students focus on the lesson and the teacher, not distractions.
  • Add a splash of color – Having a colorful classroom, such as carpeting or wall hangings, adds excitement and gets kids excited to come to music class.

Review Lesson Plans

While many lesson plans are “tried and true,” reviewing and looking at them in a different way can be exciting for even the most experienced educators.

  • Think if new world examples to explain established concepts – Explaining concepts with something students can relate to makes a better connection to the subject matter.
  • Each review uncovers new revelations – We often read books and watch movies multiple times because of things we may have missed the last time around.
  • Review aids recall – Just as with studying any subject, review always helps to recall information. Thorough knowledge of material gives teachers confidence.

Stock Up on Classroom Materials

Children’s music classrooms often have many more tactile materials than traditional classrooms, so having an ample and operable supply on hand is very important:

  • Plan for growth – While you may be reluctant to carry inventory over your expected class size, you don’t want to turn a windfall of new students away because you don’t have the necessary materials.
  • Wear and tear – Many materials, especially musical instruments, can experience the same wear and tear as children’s toys. Proper sound and tone are also important when teaching musical concepts.
  • New edition – Written materials often go through various editions and may have subtle changes and corrected errors. Check with your publisher to make sure your materials are up to date.

The new school year presents a time for teachers and students to re-energize their love of learning. Taking some steps in the children’s music classroom can help create new growth in the program as well as nurture a positive learning environment.

Classroom Management in Early Childhood Music Education

Parent Involvement in Education, ,

Teachers understand that classroom management is extremely important to providing the best environment for education. Whether virtual or in-person, making sure that each participant has opportunity to learn is one of the biggest challenges for teachers, especially in the children’s classroom. Not only does classroom management make teaching more efficient and effective, it is essential to entice and motivate student learning.  

Classroom Management in Children’s Music Classes

For educators that are teaching in an early childhood music studio, the challenges of classroom management can be unique. Because children’s music instruction often includes physical activity in a group setting, it creates a fertile environment for disruptive behavior. Asking many children to verbalize or speak up in class is a particular challenge for any teacher, but asking a child to sing out loud in front of others can be even more challenging. Below are some classroom management tips and tricks that have been shared by children’s music teachers with decades of experience.

  • Set Expectations with both parents and students from the very beginning – Have an orientation for parents, explaining how the process will work, classroom policies, and what will be expected from both parent and child.
  • Remove any distractions from your teaching space – Only have the things that students will be using in the lesson in plain sight. Before each class, plan ahead on only what will be needed for that class.
  • Strategically position yourself in your classroom space – If this is a class with new students and parents, it may take some observation over a few class periods. If there are very active children, pairs, or groups that cut-up or pester each other, or even parents that tend to chat too much, position yourself in a way where you can intervene in a constructive and non-threatening way, such as positive reinforcement and body language.
  • Constantly observe your students – If children begin to become restless, be ready to engage in a way that allows them to be active and “get the wiggles out.”

Parents Role in Children’s Music Classroom Management

When setting expectations with caregivers at the beginning of a children’s music class, it is very important that they understand their role in helping to manage the classroom. This mainly regards management of their own child, whether through correction or modeling. The following are examples of times when a teacher should expect the parent to react:

  • The child is doing something dangerous to themselves or someone else in the classroom.
  • The child is doing something disruptive.
  • The child is carrying on at a level that is distracting or causing distress to others.

There are many things that can cause this kind of behavior in children, such as being tired and hungry, wanting attention, nervousness, or a child that has been pre-diagnosed with special needs. Some tips for teachers to deal with these behaviors, as well as helping parents to do so, are:

  • Remind parents that children do not understand contractions such as “don’t” or we “shouldn’t”. Direct language such as “do not” or “no (corrected action)” work better with children.
  • Remove the child from the classroom situation for a short period until they have reset.
  • Understand that sometimes it takes several classes for a child to get “into their comfort zone” when in a new environment such as a music class.
  • For children who do not want to participate, give them the choice of either doing so or sitting in a “quiet corner.” Empowering the child to make the decision often has positive results by them re-engaging.
  • For classes with older children when the parent is not always present, address ongoing behavior promptly and privately with the parent after class.
  • Manage transitions wisely in order to make them smooth for everyone.

These are just some of the techniques that teachers of early childhood music can use to manage their classrooms, parents, and students. Good educators understand that setting expectations early is pivotal in getting everyone on board for a fun and conducive learning environment.

The Roles of the Parent and Teacher in the Children’s Music Classroom

Parent Involvement in Education, , ,

We have all heard about “helicopter parenting” (and from time to time may be guilty of it ourselves), where a parent injects themselves into the activity, experiences, or problems of a child, particularly in educational institutions. While this kind of involvement in a child’s education is considered detrimental to their long term well-being, parental involvement and participation in the early childhood music studio is highly encouraged. The following synopsis is based on a series of podcasts from Musikgarten that delves into the parental role in an early childhood music and movement classroom.

Parental Roles in Early Childhood Music Education

When exploring the role of the parent in the physical and psychological well-being of children in the classroom, one of the most important benefits of parental involvement is that the caregiver can immerse themselves into the experience and become an active part of the learning process.  Through modeling and participating, not only does the parent get the enjoyment of making music with their child, but also benefit from the bonding that happens during the process. In the earliest stages of childhood, children have been mimicking their parents for some time, so having them alongside in the music classroom seems natural. Today’s caregivers are bombarded with optional activities for their children, but most do not ask for full participation other than to perhaps register, transport, and provide snacks. It can be daunting for parents to adjust to this role in a classroom setting, especially when surrounded by other parents. So, there is also modeling going on between the teacher and the caregivers, as well as between parents. And because the teacher is leading the activities in the classroom, the parent’s main role is to simply be present and have fun with their child.

The Role of Early Childhood Music Teachers in Making Parents Feel Comfortable

Just as a child may feel apprehensive and nervous about a new classroom setting, teachers should keep in mind that parents and caregivers may also be feeling self-conscious about participation. While they may regularly participate in instructed group activities such as yoga or church groups, being asked to sing and “act silly” in front of others can be intimidating. Physical or psychological limitations may also make the caregiver hesitate to participate in activities, such as confidence in singing or getting up and down on the floor.

Just as with the child, the teacher’s role is to be aware of reluctance in the parent as well and provide a comfortable atmosphere in which to participate. In addition, it’s important to remind caregivers that their child craves their participation, whether its singing or movement. The child does not care how well the parent sings, but loves to hear their voice because of the comfort it provides and a sense of safety since birth. Teachers should continue to encourage the parents to participate and find the level of comfort that will prompt participation.

One interesting result of good parent participation is as a child eventually finds their voice, they may actually ask parents to participate less by putting their hand over their mouth or even asking them to leave. While it is important to encourage the child to find their own voice, it’s also the teacher’s role to tell both that the class is a family class and should be shared together. As the child grows older, they will not only find their voice, but also be able to share that voice with others in a musical setting.

Parent and caregiver participation in the early childhood music classroom setting is important in the healthy development for a child’s love and understanding of music. The comfort and modeling it provides is invaluable to developing an affinity in learning and creating music. In addition to music curriculum, the teachers role is to encourage both parent and child to participate while simply having fun.

The Importance of Parental Involvement in Children’s Music Education

Parent Involvement in Education, ,

In the early summer months of May and June, children across the US celebrate their parents on Mother’s and Father’s days. The impact of caregivers in early childhood is immeasurable. Whether it’s a mother, father, grandmother, uncle, stepparent, or foster parent, educators have long known the positive influence that caregiver involvement has on the education and development of children. That is no exception for early childhood music classes, where parental and caregiver participation contributes to a formula for success.

The Impact of Family Involvement in Early Childhood Education

Researchers for decades have pointed to parental/caregiver involvement as a key success factor across nearly all aspects of early childhood development. This impact has been ranked above many other background influencers such as socioeconomic status or kind of school attended. That degree of importance also extends beyond individual caregivers to include family and community.  Interaction between caregivers, students, and teachers provide a two-way benefit whereas teachers learn about a family’s culture while, the family in turn learns the goals of the curriculum and educational approach. Twenty years of research show that by preparing children’s readiness for school, classroom behavior and attendance, test scores, and academic performance are vastly improved. In addition to academic and school related benefits, caregiver involvement also benefits the child in several other ways:

  • Development of self-confidence and motivation
  • Better social skills and relationships
  • Less likely to develop behavioral issues
  • Builds a foundation of resilience into adulthood https://developingchild.harvard.edu/resources/three-early-childhood-development-principles-improve-child-family-outcomes/
  • Helps the child to develop independence

The Importance of Caregiver Involvement in Early Childhood Music Classes

Just as with traditional academics, research has also shown that parental involvement positively impacts early childhood music programs. The benefits are wide ranging, specifically reinforcing a positive bond between caregiver and child which helps to build confidence and self-esteem. As a result, the child benefits from:

  • Better understanding of cultural ties to music
  • Increased IQ, which reinforces understanding of musical concepts
  • Observed social Interaction through group music and singing
  • Language and enunciation skills through singing
  • Tactile and spatial development through observation and mimicry of instruments

The relationship between parent/caregiver and child is a strong bond that impacts success in life. A positive relationship yields many benefits for learning and can help to advance childhood development from the earliest stages. Extending this strong connection to the classroom, whether it be traditional academics or early childhood music classes, provides multiple rewards for child and caregiver alike.

Using Nature to Teach Children’s Music

music and nature, Uncategorised, ,

Throughout our time on earth, humans have always had a fundamental connection with nature. And with the discovery of instruments dating back as far as 40,000 years, music has certainly been woven into our culture before written history. Experts from various fields of science believe that music even predated speech, as early humans communicated through sounds and movements that mimicked their natural world. While the research on the connectedness of music and language development is still relatively young and limited, the relationship of nature and music is well established.

The Relationship Between Nature and Music

All of the world is vibration. In fact, it can be said that earth itself has a constant “heartbeat” of 7.83 beats per second created by global electromagnetic resonances caused by lighting in the ionosphere. Called the Schumann Resonance, this “vibration of life” is believed to be connected to and have influence on bioregulation in humans. Despite the theory of a biochemical connection to nature itself, recorded history has shown that music and nature have been indisputably linked. Every known culture in the world partakes in some form of music. In fact, there is a scientific study devoted to the study of music and cultures called Ethnomusicology.

While it is hard to trace the origins of music in early humans, many primitive cultures have music that mimics and involves sounds of animals and the natural world. These were used for communication, hunting, storytelling, and ritual. Much later, nature continued to influence great classical compositions, including Beethoven’s Symphony No. 6 ‘Pastoral’, Vivaldi’s Four Seasons, or Brahms’ C Minor Symphony. Nature has continued to inspire music across the ages and all genres.

Using Nature to Teach Children’s Music

Nature based education is not a new concept but has gained attention in recent years because of the threat of climate change and increased severe weather events. Yet using direct interaction with the natural world has been utilized by teachers and caregivers for generations. In fact, a prominent nature-based education initiative, Nature Study, was followed in the United States between the 1890s and 1920s.

Musikgarten Nature and Music

Early childhood music teachers will often take their classrooms outside to help develop listening skills while demonstrating the connection between nature and music. They may ask the children to sit still and listen to birdsongs or the running water in a babbling brook. This helps not only to demonstrate musical concepts, but also self-control and respect. Many songs about nature and the animal kingdom are featured in children’s music, while early children’s music curricula are based on the concept. Many modern musicians use natural sounds exclusively as content for their compositions and to teach others about the fragility of our ecosystem.

Finally, many instruments can be created with things found in nature including hollow logs, dried gourds, or even river rocks and sticks. But the instrument that can always be used anywhere is voice. Singing in and about nature inspires children to respect their environment while enjoying the multitude of musical sounds it provides.

The Importance of Music for Happiness in Child Development

Music and Happiness, Musikgarten Teachers, Science of Music, , ,

This week marks the first official day of Spring, and for most people, Spring signifies awakening, renewal, and new growth. Most of us seem to be happier in Spring, and there is scientific evidence to support that. With longer and warmer days, the increased exposure to sunlight increases the production of serotonin “The Confidence Molecule” in the body, while decreasing the production of melatonin. That chemical change, along with the psychological change of being outside more, makes Spring a very happy time for most. As we would assume, happiness is very important for our emotional and physical health. But even more so, happiness in is key to healthy development in children.

While many factors contribute to the happiness of children, music is one factor that can have a very positive and lasting effect.

The Importance of Happiness in Childhood   

When most of us look upon childhood, we can remember a variety of events, activities, and people that evoke feelings of happiness, sadness, being frightened, or upset. While caregivers tend to put a great emphasis on the extent to which different influences or activities shape a child’s future success, research shows that memories of childhood are linked more to social events and activities than any solitary ones.

Adults are more likely to fondly remember social interaction at events such as a birthday party rather than the actual gifts they received. Happiness in childhood social interactions encourages kindness and good moral behavior, and helps to prevent tantrums, defiance and rebellious behavior. In addition, adults who reported higher levels of well being during childhood were more likely to report being satisfied with their adult life, including work, relationships and health. This should be no surprise, but caregivers often ponder over the best methods of providing children a happy environment. While the various factors are too many to list here, there is a distinct correlation between music and childhood happiness.

Music and Childhood Happiness

As we have explored in this blog before, music facilitates listening, learning, language development, independence, and initiative in children.

Music also helps reduce childhood anxiety and depression, while promoting healthy and restful sleep. All of these factors affect moods in children, and as a result, their developing outlook on life. Furthermore, early childhood music classes promote social interaction and cooperation, which as mentioned above is a key factor in memories of a happy childhood. Singing and playing together in a group provides the positive feelings of shared community and teamwork. Music increases the release of endorphins and dopamine in the brain, which play a role in closeness and connection with others. Exposure to music from the earliest stages of childhood increases a positive world outlook and happiness. Group early childhood music classes especially benefit a child’s well-being, as it becomes a way to practice cooperation, communication, and interaction with peers.

Spring is a time when nature seems to come awake in many ways, including more music. For example, Canaries stop singing every autumn when the brain cells responsible for song generation die, growing back in the winter months so the birds can sing their songs in Spring. While birdsong may not be a sign of happiness in birds, it certainly brings joy to many who hear it as the sun begins shining longer and brighter.