I WONDER WHERE YOU ARE HIDING

I WONDER WHERE YOU ARE HIDING. Julie Wylie copyright 2017

Organza is a beautiful prop to use in music to promote interactive, relationship based musical play between parent and child, to help pitch awareness as we sing up and down the major and minor scales, floating the organza, teaching children about prepositions through sensory experiences such going around,  over, under, between, inside, outside. Social skills are developed as children play follow the leader games going under the red, blue, green or the rainbow. Langue skills, concepts of colours, numbers, spatial awareness and creativity develop when children come up with their own ideas.

Babies love the beautiful peek-a-boo games with their parents. These are the babies’ first games which help to develop understanding of the world of pretend. I know you are there, but where are you? I see Mummy peek out from behind her hands. Such games promote watching, waiting, listening and anticipation and loving interaction and relationship and what a special moment when the baby sings the answering “Boo!”

Here is a beautiful family joining in our hiding game:

I wonder where you are hiding

I wonder where you are hiding

Where are you?

Where are you?

Peek a peek a peek a peek a Boo!

Julie Wylie 2017


Chime Bar Play

Children love to play their own compositions and simple songs. Here are the letter names of notes from the C major scale to help parents, teachers and children to listen, imitate and play familiar songs.

TWINKLE TWINKLE LITTLE STAR

C C G G A A G

F F E E D D C

G G F F E E D

G G F F E E D

C C G G A A G

F F E E D D C

INCY WINCY SPIDER

C C C D E EE

D C D E C

E E F G GG F EF G E

A AA G GG F E F G E

G C C C D E EE D C D E C

ROW, ROW, ROW YOUR BOAT

C. C. C D E

E D E F G 

high CCC GGG EEE lowC

G F E D C

I’M A LITTLE TEAPOT

C D E F G highC

A highC G

F FG E E

D DE C

C D E F G highC

A highC G G highC

lowC D F E D C

OLD MACDONALD

F F F C D D C

A A G G F  C 

F F F C D D C

A A G G F

CC F F F CC F F F

FFF FFF FFFF F F

F F F C D D C

A A G G F

C C G G 

A B C A G

F F E E D D C

G GG F FF E EE D. D

G GG F G A F 

E DD C

chime-bar-play


REFLECTIONS ABOUT MUSICAL PLAY WITH THE CHILDREN FROM JAMES ST by Sarah Marra

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It was wonderful to see the children in both the nursery and preschool become really settled in their music routines today. They are familiar with our routines – coming to the same place, starting with the Hello song, twinkle twinkle and finishing with “music time has finished” and Ka Kite.

We have intentionally repeated some of our songs from last week to encourage learning in a familiar environment. This week I noticed a wonderful amount of singing coming from the children. They were happy to sing along with the melody and form of the songs that we had practiced previously and are now beginning to incorporate movement and dance too.

We have been working on body awareness with our body pitch songs in all of our sessions. As the developmental ages increase throughout the morning so do our pitch songs. The nursery is focusing on labelling body parts, the 2-3 year olds are now including counting up to 5 with accurate understanding of body in relation to pitch, and our 4 year olds are now including counting up to 8 and back down again.

The rakau sticks have been a wonderful exploration of hand eye coordination for all ages. The children have been encouraged to offer ideas and we have supported their offerings in song. As the routine has become more familiar we notice more children willing to share their ideas during their music time.

This morning we also encouraged the children in team work, supporting each other – this was shown in simply taking a partner for ‘row row row your boat’ in the nursery, or more complexly in the preschool with sharing their partner’s rakau to create shapes.

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CONNECTING WITH NATURE THROUGH MUSICAL PLAY

CONNECTING WITH NATURE THROUGH MUSICAL PLAY. JULIE WYLIE

Children feel at home in the balanced ecosystem of nature, because it is here that they and their playing belong. Nature is a constant source of beauty, inspiration and imagination.

The child’s environment consists of the sensory information fed back to his/her own body by environmental stimuli. Through opportunities to listen, watch, touch, move and play in a variety of outdoor environments, the child develops a strong sense of connection to the land. From these early experiences of nature, powerful memories are formed and lay the foundation for a sense of well-being, belonging, nurture and conservation.

Musical play offers opportunities for us to experience a spontaneous, joyful, lost in the moment sense of wonder at the infinite possibilities that outdoor play can offer. It is this sense of wonder that helps children to imagine, create, take risks, nurture and protect.

Music can be played using natural resources such as leaves, sticks, stones, shells, flowers that can be collected, displayed and continually added to.  As children become aware of sounds, patterns, shapes, textures, colours, this influences their play and so stories, songs, art, dance, art and craft evolve and develop.

Look for patterns outside: “Round and round and up and down and now get ready to stop” See what you can find that has circular patterns as well as lines. One young child lay on the grass and sang his song:

“The sky is up, the earth is down, and the world goes around and around.

Listen for the elements of music. These are:

RHYTHM

  • Rhythm is everywhere, from the sound of our heart-beat, the rhythms of the universe, to the rhythms of our daily lives. Rhythm is a physiologic organizer. It can bring everyone together in the moment as we keep the beat together.
  • We can listen to rhythmic patterns of nature, the sounds of the wind in the trees, the sounds of the waves at the beach, the rhythmic patterns of birdsong. Listen with your children. They can hear sounds with a higher frequency. When we listen regularly with children, they become tuned in to the sounds of nature.

MELODY

  • Melody is a series of tones or notes that go up or down. Melody is music’s linear contour. Nature is full of pitched sounds especially the melodic song of birds such as the blackbird, thrush, chaffinch, korimako (bellbird)
  • Play listening games with your children. What is that sound? Where is that sound coming from? What bird is that? Google bird song recordings. Help children to listen to and identify familiar bird songs.
  • Sing scale songs together using the 8 notes of the C major scale Up, up, up, up up to the sky. Down, down, down, down, down to the ground

FORM

  • This refers to the structure of a piece of music and helps children to listen to the beginning, middle and end of the music.

DYNAMICS or volume.

  • Is that a loud sound? or is it a soft sound.

TEXTURE

  • Is it one voice? Is it many voices e.g. one bird singing , or many? One dog barking, or a whole lot of dogs?

TIMBRE 

  • The sound colour or tonal quality that makes one sound easily identified from another. The sound of splashing in water, the sound of the wind in the trees, the sound of a black bird singing its spring song.

HARMONY occurs when two or more notes are sounded together and combined in a special way.

Listening ideas:

Go on a sound hunt together. Find treasure to play such as leaves, gum nuts, stones. Make rhythm patterns: stone, stone, little stone.

Go to different environments, the backyard, the local park, the beach.

Have a quiet listening time at the same time each day. Make up a picture book about the sounds you hear. Have a sounds table decorated with the sound objects you found. Set these out in rhythmic patterns. Make up songs about what you heard.

Magical-Musical-Play-Cover Bean Bag BopMusic Learning and Your Child


Springtime Rhythm

DAF, DAF, DAFF-O-DIL

daffodil

 

In our music classes we use a variety of found objects such as shells, stones, flowers to set out a simple rhythmic pattern. The children can help to arrange the patterns which we chant, clap, pat and dance.

For a springtime pattern arrange Daffodils to form the Pattern : Daf, Daf, Daf- O- Dill.

Then let your children take the lead and see what patterns they come up. Have fun!


Shell, Shell, Little Shell

Shell, Shell, Little Shell

ELSIE REMEMBERED THE SHELL PATTERN WE USED FOR RHYTHMIC NOTATION. THE CHILDREN HELPED TO ARRANGE SHELLS ON  THE FLOOR TO FORM RHYTHMIC PATTERNS.

shell

In our music classes we use a variety of found objects such as shells, stones, flowers to set out a simple rhythmic pattern. The children can help to arrange the patterns which we chant, clap, pat and dance.

Elsie used to come to my music class until the first term of this year when the family moved to Nelson. Two year old Elsie remembered us setting out shells on the floor for the rhythmic pattern shell, shell, little shell. When her dance teacher used this same rhythmic pattern, Elsie insisted that the class had to used the shell chant ” Because that is what we did in Julie Wylie Music.” We would reinforce this pattern through movement: Walk, walk, running walk.  

FOR A SPRINGTIME PATTERN ARRANGE DAFFODILS TO FORM THE PATTERN: DAF, DAF, DAFF-O-DIL

daffodil