Inclusion of Technology Resources in
Early Childhood Music Education
TI:ME National Music Technology Conference
January 24-26, 2008
DeVos Place & Amway Grand Plaza Hotel
Grand Rapids, Michigan
Friday, 8:30-9:15AM PRESO 3
Presenter: Dr. Fred Kersten
Musical priorities be be emphasized as you prepare to teach with technology
physical, psychomotor involvement in music activity is the priority response
to, and with technology, rather than sedentary, inactive observation
of technology output.
*Create music and obtain immediate musical feedback.
*Experience creative process with realistic aural sounds involving change of tempo, timbre and form.
*Compose and have immediate feedback of the creative process.
*Experience in REAL time music, created and experienced.
*Listening to music-- Teach to sort out and identify musical sounds from nature and man made environment sounds.
*Imitation--caregivers can chant to children, (rhythm, vocal inflection). Children can imitate sounds they make.
*Movement-- rocking patterns, moving to beat.
*Identify feelings and ideas that music communicates and focus on them.
*Expose children to diverse types and styles of music.
*Musical instruments fascinate young children. Infants should be encouraged to make their own music by experimenting with rattles and bells. (MENC good source)
*Include playing and awareness activities for drums, xylophones, and shakers by using various movie clips from computer.
*Sing and play to musical backgrounds.
* "Children learn best in pleasant physical and social environments. Music learning contexts will be most effective when they include (1) play, (2) games, (3) conversations, (4) pictorial imagination, (5) stories, (6) shared reflections on life events and family activities (7) personal and group involvement in social tasks.” (MENC Position Statement on Early Childhood Education) http://www.menc.org/about/view/early-childhood-education-position-statement) Technology can support the above-mentioned effective context considerations for ages 1 to 7. It allows multiple reinforcement modes, providing aural, visual, and kinesthetic opportunities for a pleasant learning atmosphere, high-quality music backgrounds, and realistic sound manipulation.
involvement is a vital aspect for implementing technology inclusion in the
musical endeavors of young children. Music specialists can clarify
technology-inclusion techniques if they are specifically involved with
students directly or collaborate with parents who have young children.
technology emphasis for each situation will be different because of varied
home environments and equipment provided; however, parents who concern
themselves with technology involvement can easily facilitate initial exposure
to music in
Click, Interact, and Learn
When planning a music lesson, the learning provider must develop questions
that will involve the learners in social interaction.
*Working with two or more children, or perhaps siblings, may be more helpful for some children than working with only one child. A combination of both types of interactive situations is recommended. *Questions and dialogue can be oriented toward what the technology media is doing, that is, “What do you think is happening on the screen?” or “Describe what sounds are occurring and how they make you feel” *Try to understand the personality, abilities, and needs of each child, and then draw upon this background to involve each learner in discussion or use of technology. *Encouraging and reinforcing expression and self-esteem must be a central focus of the learning provider. Central questions that might be considered:
1. How can each child be personally motivated to be involved with the technology medium?
2. How can each child satisfy self-esteem needs as technology experiences are provided?
*Try to ask questions that elicit a response from each child in a group “What happened when Johnny pointed the cursor at the clarinet?” “Was the sound loud or soft?” “Can we make the music faster or slower?” “How do we know it is faster?" Can you show how fast with a hand motion?”
*Learning providers are very important in initiating the communicative atmosphere needed for experiencing music through technology. Without their efforts, technology will falter in supporting music learning with young children.
a Technology Music Corner
*If using a media screen (videotape, computer, TV), provide chairs or cushions
of appropriate height for each individual to allow eye-level contact with the
*Should a computer be utilized, try to include a wireless mouse on a surface
that is at a comfortable height for relaxed hand movement.
*The dedicated music corner, whether at home or in the classroom, is a good place for children to participate in music activities. A well-lit, cheery, and spacious area with attractive music pictures should be provided. Keyboards, cassette recorders, drum pads, computer, videos, CDs, and DVDs can be included.
*Include basic rhythm instruments such as maracas, rhythm sticks, and small cymbals. It is also good to have a large set of instrument pictures.
*A video camera can be utilized periodically to capture lessons in the music corner, and if viewed on a television or video screen, they can provide an opportunity for the young learner to view the lesson again from a third-person perspective. This provides a great opportunity for review, social interaction, and reinforcement of learning.
recorders allow songs to be recorded as young children sing. The tape can then
be played for reinforcement and motivation. Dedicated prerecorded lessons can
be developed by learning providers that are oriented to the specific needs of
an individual child. A taped dialogue or narration can feature a specific
child by name, his or her needs, abilities, and interests, and focus can be
provided on songs that have been learned and music concepts to be reviewed.
Activities with other children can help develop group social interaction in
the music corner.
*Parents can provide opportunities for group contact by inviting friends of their young children to visit and experience activities in the music corner. Try to develop lessons specific to the background and knowledge of the children involved.
Resources for Download and Web Interaction
*Symphony Orchestra sites such as New York Philharmonic Kids Zone. http://www.nyphilkids.org/main.phtml? -- includes Orchestration Station and Percussion Showdown. Baltimore Symphony Orchestra Kids Site http://www.bsokids.com/index.asp San Francisco Symphony http://www.sfskids.org/templates/home.asp?pageid=1
Classics for Kids http://www.classicsforkids.com/index.asp
timbre awareness via online sites.
*Backstage, produced by the American Symphony Orchestra, is a super page that portrays various instruments of the orchestra. http://www.playmusic.org/stage.html Included are short movie examples of older students playing the various instruments as well as sound illustrations. The percussion site features a play and model game with an opportunity for score compilations. The game provides different levels of difficulty in addition to sound examples of percussion instruments. Checkout http://www.playmusic.org/woodwinds/index.html
http://www.playmusic.org/percussion/index.html Instrument timbre exploration can also be done in Sibelius Groovy shapes and Pianomouse software.
of Sound and Hearing-- From the bbc.co.uk--age 5-6 science page. Explore sound
production, vibration, loud soft and means of physically producing sound (ages
5-6). Good examples for
illustrating musical vibrations, providing loud/soft discrimination, and showing
how sounds can be produced. http://www.bbc.co.uk/schools/scienceclips/ages/5_6/sound_hearing.shtml
*The Playing with Music site is excellent for consideration of what can be accomplished by including technology in developing timbre awareness and creative composition. The page is conceptual as children can experiment with slow/fast and forward/backwards. http://www.creatingmusic.com/playing/play1.html “Playing with scales” allows the child to play scales using various timbres in major or minor featuring clarinet, oboe, or xylophone. Early childhood children, with parent supervision, can do the clicking. Check out the following: http://www.creatingmusic.com/playing/play3.html.
*PBS Kids http://pbskids.org/ provides opportunities for games, stories, music, and coloring. Check out Global Grovin an opportunity to see and hear multicultural instruments and also to compose with these and other sounds. http://pbskids.org/mayaandmiguel/english/games/globalgroovin/game.html The PBS music site allows listening and singing with songs and downloading of lyrics so that parents and teachers can print these out. Other valuable sites such as Mr. Rogers’ Neighborhood and his theme are available with songs, lyrics and music, stories, and make believe. Information is provided for parents including music in the lives of their children.
Passports from MENC http://www.menc.org/resources/view/start-the-music-strategies-chapter-3.
This is a good page providing lessons and musical examples.
*"totstv"from CBeebies from the BBC has a SUPER site for composing and recording tunes. It may be brought to full screen for working with little tots. You can also use the keyboard z,x,c,v,b,n,m keys. A great feature for retention of compositions is the record feature. Site location--http://www.bbc.co.uk/cbeebies/totstv/music_sounds/musicmagic/full.shtml
*JumpStart Reading with Karaoke http://www.jumpstart.com/featured.aspx A great site for work with integration of reading, music, and other subjects.
*Hop Pop Town is an experimental project that focuses on new technology and its potential for educational applications. An example: Friends at the Happy Hill http://www.kids-space.org/HPT/1/11.html. Also look at: Singing Leaves http://www.kids-space.org/HPT/1/12.html.
*Educational music toys: http://fredkersten.com/TIME/TIMEEarly1.htm Note the Learn through Music system as it helps students learn about music. http://www.fisher-price.com/us/ltm/default.asp?id=27511.
Piano Player http://www.funbrain.com/cgi-bin/nt.cgi?A1=s&A2=0.
This site has an interactive keyboard and features the scale.
Children participate in tone recognition by clicking on notes of the
piano keyboard and there are quizzes associated with prior playing of the notes.
If the note is played correctly, reinforcement is provided, and students know
their selection was correct. This site requires both Flash and Shockwave plugins.
computer games and software emphasizing music
*Of priority from Morton Subotnick is comprehensive software that parallels items found on his Creatingmusic.com site. This includes: Making Music. Making More Music (age 8-up), Hearing Music (age 8-up) Playing Music). http://www.emediamusic.com/academic/index.html
mouse software includes instrument identification, basic music
rudiments, and composer backgrounds. A feature to look for in early
childhood software is narration found on this software. http://www.pianomouse.com/products.htm
Media--ECSMusic Education Software A comprehensive source of music software
for all aspects of music. Check out
the Kids Stuff section http://www.ecsmedia.com/products/prodmusic.shtml#kids
Software. Groovy Music, Groovy Shapes (5-7), Groovy Jungle (7-9), Groovy
City (9-11). www.viva-media.com