| Even if the child cannot speak yet, it will let their | | | | note names, notation and music theory, |
| parents know that he or she loves music: the child | | | | Private music lessons are often not the best place |
| is pointing to instruments or the tape recorder, | | | | to start. It is common that the child is unable to |
| starts to dance when music is being played, or is | | | | focus, gets distracted by too many stimuli in the |
| mesmerized by the sight of a musician playing. It | | | | music room. Often at that age a child is unable to |
| is practically impossible to restrain any child from | | | | be away from the care giver for the duration of |
| wanting to experiment with making sounds from | | | | a private lesson and music lessons turn into |
| a drum or piano! | | | | 'expensive babysitting' instead. |
| As a music teacher, I am always excited when | | | | For children younger than three, group classes, |
| parents inquire about music lessons for a very | | | | such as Music Together, are a great choice. |
| young child. It demonstrates they want to give | | | | These classes actively involve the parent. The |
| their little one the best possible start. Research | | | | time spent together exploring drums, singing, and |
| has shown many benefits from early music | | | | dancing is appreciated as a precious bonding |
| education - besides the obvious musical benefits, it | | | | experience by the parent and child alike. as well as |
| fosters brain development, helps them do better | | | | provides a great primer for musical activity. |
| in subjects such as math, and nourishes their | | | | Once three years, the child is usually able to |
| creativity. Since music is a language, it also | | | | attend group classes without the parent present. |
| enhances social and emotional competence. | | | | The ORFF Schulwerk method is a time tested |
| And, as we all know, some children are able to do | | | | method utilizing pitched and unpitched percussion, |
| amazing things at a very early age, given the | | | | the recorder, singing and dancing. The child learns |
| exposure to music. So in my view, the earlier, the | | | | to be part of a group - at times as a soloist, at |
| better! | | | | times as a vital part of the accompaniment. This |
| It is not necessary for a child to know letters and | | | | improves self esteem and social skills. Learning |
| numbers in order to benefit from music | | | | simple scales and rhythms lays a great musical |
| instruction. Music making at pre-school age should | | | | foundation. |
| start through doing, rather than theoretical | | | | Once six or seven years, private music lessons |
| exercises. Young children learn best through | | | | can usually be started. It is important that the |
| imitation, rather than through talking about | | | | teacher is keyed in to the child's knowledge of |
| something, or explaining. They come up with the | | | | letters and numbers and developmental level. |
| relevant questions soon enough. Naturally, the child | | | | Every child learns at different speeds and will |
| will ask questions that lead into the teaching of | | | | guide the attuned teacher in his or her method. |