Stereo systems

During my day at the centre I noticed that we often use music as a cue for transitions. The song 'tidy up time' signals the children to tidy up and sit on the mat

http://www.youtube.com/watch?v=KgqC4sdf-Es

Music is used throughout the day as background music, to initiate transitions, singing and dancing with the children, settling children, and at sleep time to help the children relax.

Our use of the stereo in the centre helps to create an environment where music is a valued part of the day, children love to dance and sing and this helps them to develop movement and vocal skills. The use of background music gives the children constant exposure to melody and rhythm throughout their play.

The stereo is a major part of the system. The ability to access many different songs and types of music for any occasion through digital technology has expanded the range of music we can expose our children to.

Originally music was on a person to person basis with the repertoire being limited to the memory and sheet music each person had. Now we can experience new and different music quickly and easily through the radio and Cd's we have in the centre.

Te Whariki (Ministry of Education, 1996) states that children should develop skills to express their feelings through creativity, and music is one of the mediums through which they can do this. The use of the stereo widens our range of available music but does not limit us to it. Music made by the teachers and children in the centre is just as important a part of the children's development. Cathy Fink in 'Theatre, live music, and dance." (Friedman, 2010) states that children need to understand that music is made by people, not technology. A teacher can support a child through the use of music by playing it, or helping the child create their own. It's important for the children to know how to make their own music.

One thing I have noticed is the songs chosen can often be the teacher’s selection. If the songs are chosen to encourage the children’s learning or emotional development that can be beneficial, however sometimes it can be because a teacher is bored of a song or wants to listen to their own music. Selecting age appropriate music is our responsibility as teachers and the children often have their own opinions about music. I recall an instance when I was at a centre where the children were very fond of Justin Bieber’s “Baby, baby, baby, oh”. This song was repeatedly played in the centre. Some parent’s didn’t mind but others thought the music and message of the song inappropriate for young children. This kind of decision is usually up to the individual centre and its parents.

Another benefit of music is how it can translate into other areas of the centre. Dance, storytelling, and many games use music to enhance the experience. This means they are not only developing their vocal, aural and creativity skills with the music but it can incorporate their movement through dance and games as well as imagination and creativity through stories and making music.

 

A disadvantage of the stereo in the centre is that it is often teacher run. Because the Cd’s are fragile and we don’t want anything broken it is stored somewhere the children cannot access it. Because of this children often get the impression that music is only for when the adults want it. This can restrict the children’s musical creativity as they cannot choose when to use the stereo system or what to play on it (Rohwer, 1997). I feel we need to make some of these resources available to the children. Whether through using a portable radio or making the music accessible to the children, they should be able to access the music as another activity in their free play, just as blocks, art and outside play are all readily available.

My favourite part about music is the flavours. Each culture has a different sound or ‘flavour’ to me and I want to be able to share the experience with the children. Each child will have a different taste in music and should be allowed the chance to form those preferences and try the different flavours. As children the music should be age appropriate but every culture has music designed for children and especially in New Zealand we have so many cultures and Te Whariki says each child should become familiar with the different cultures in their community (Ministry of Education, 1996). I feel music is an international language; it shows the heart of a culture and is a good start to help our children understand one another.

 

Friedman, S. (2010) Theatre, live music, and dance: Conversations about young audiences. Retrieved     from https://emit.manukau.ac.nz/bbcswebdav/pid-575658-dt-content-rid-   63833_1/courses/902.616-111/Friedman%20%282010%29.pdf

Ministry of Education. (1996). Te whāriki: He whāriki mātauranga ngā      mokopuna Aotearoa: Early childhood curriculum. Wellington:       Learning Media.

Rohwer, D.A. (1997). The challenges of teaching and assessing creative     activities. Update: Applications of research in Music Education 15(2): 8-11.