Re: [Harp-L] A Music Lesson to PONDER/Music ED Temple University

[Emile Damico <oatss_oatflakes@xxxxxxxxx>]

I don't know what Suzuki teaches
This outline the Temple program
EARLY CHILDHOOD 
            MUSIC FOUNDATIONS
          (Infants through 4 years 
            accompanied by caregiver)
          Dr. 
            Beth Bolton, Curriculum Director 
          Taught 
            by Kerry Filsinger 
          This
nationally recognized program develops the very young child's potential
in music and helps parents recognize and nurture their child's music
making. The program provides a carefully planned sequence of music
learning for children who are accompanied by parents or caregivers and
uses the natural human inclination for chanting, singing and movement
as the first steps in understanding melody, rhythm, and improvisation.
Through interactive music making with parents and teachers, children
discover the body as the primary music instrument.
          Infant (up to 18 months): 
          In
infant classes, parents and children experience music by participating
in gentle flowing and rhythmic movement activities. Infantsâ
spontaneous vocal responses, or babble, are viewed as the first
attempts at music making and are incorporated into songs and chants. In
class children will experiment with manipulatives (egg shakers,
scarves, and beanbags) to help stimulate curiosity and foster body
coordination.
          Toddler (18 to 36 months): 
          Toddler
classes are designed around childrenâs increasing independence and
desire to explore and play. Locomotor movement activities allow
children to explore their music environment. Teachers will incorporate
the childrenâs spontaneous movement and vocal explorations into
classroom songs and chants. Additional manipulatives (co-operband,
parachute, and gathering drum) provide opportunities for cooperative
group movement and music making.  
          Pre-School (3 and 4 years): 
          Childrenâs
love for imaginative play is incorporated into informal structured
locomotor and discrete movement activities that accompany songs and
chants. Parents and teachers participate alongside children in partner
games during which children can share ideas for singing, chanting, and
moving. Children explore simple percussion instruments and
manipulatives through independent and cooperative music making. Because
children at this age have a natural curiosity about symbol systems and
are learning to recognize and pre-read letters, numbers, and words,
music notation is featured to provide children with a readiness to read
notation.  
--- On Wed, 7/27/11, The Iceman <icemanle@xxxxxxx> wrote:

From: The Iceman <icemanle@xxxxxxx>
Subject: Re: [Harp-L] A Music Lesson to PONDER/Music ED Temple University
To: oatss_oatflakes@xxxxxxxxx, harp-l@xxxxxxxxxx
Date: Wednesday, July 27, 2011, 9:23 AM

Similar to Suzuki Method, I believe










-----Original Message-----

From: Emile Damico <oatss_oatflakes@xxxxxxxxx>

To: harp-l <harp-l@xxxxxxxxxx>

Sent: Wed, Jul 27, 2011 3:10 am

Subject: Re: [Harp-L] A Music Lesson to PONDER/Music ED Temple University












Interesting the Music ED Dept. at Temple University
taught music this way to young kids. The system of
teaching it like the way  you learn language.
There is a whole system that they use.
I remember talking to Howard about it because he wanted
some system to teach his son. Strange as it is when
I got the info for him the publisher was in Chicago.


> 
> > A Music Lesson to PONDER, link below
> >
> > >>>>>>>>>http://www.youtube.com/watch?v=hIcG40qLX_o&NR=1<
> > http://www.youtube.com/watch?v=hIcG40qLX_o&NR=1><<<<<<<<<
> 
> 
> 

>