General Music Education Program
A General Music Education Program is designed to provide instruction about musical concepts required by the California
State Standards. In addition, the use of music aides children in the development of fine motor skills, attention to task, and
social skills.
Why is music programming an important part of a student’s education?
- ♪ Music stimulates all of the senses and involves the child at many levels. This "multi-modal approach" facilitates
many developmental skills.
- ♪ Quality learning and maximum participation occur when children are permitted to experience the joy of play. The
medium of music allows this play to occur naturally and frequently.
- ♪ Music is highly motivating, yet it can also have a calming and relaxing effect. Enjoyable music activities are
designed to be success-oriented and make children feel better about themselves.
- ♪ Music can encourage socialization, self-expression, communication, and motor development.
- ♪ Because the brain processes music in both hemispheres, music can stimulate cognitive functioning and may be used
for remediation of some speech/language skills.
How does a music program make a difference in the classroom?
- Music is a fun! Children often don’t even realize that they are learning or being challenged to develop new skills
while participating in music. In the learning process, music serves as a tool to both motivate and reinforce concepts, such as
socialization, appropriate behavior, and academics.
- Additionally, music experiences can be easily adapted by a trained professional in order to enable all children to
participate at their own level. It allows for each child to participate in a way that accommodates his/her individual strengths
and weaknesses. Adapting lessons is especially important when working with children with disabilities in a mainstream classroom.
What does the music therapist do in a General Music Education Program?
- ♪ Design music sessions for each class based on California State Standards, classroom and individual needs, and teacher
recommendations
- ♪ Monitor the classes' progress in order to determine when to introduce new concepts and music experiences
- ♪ Keep in contact with the teachers to assure that the music program is complementing their instruction
How would this music program function in a school?
- In a school setting, each class would have the opportunity to have 30 – 45 minutes of music instruction. The music program can
be held either in each classroom or in an alternative location (i.e. auditorium or spare classroom). Instruments and visual aides
would be provided by the music therapist as necessary for the music experiences. Based on instrument availability, a school’s
musical instruments could be incorporated, as well.
How often should a student have the opportunity to participate in music at school?
- Offering music once a week or more will:
- ♪ Provide children with a creative outlet for expression
- ♪ Aide in familiarity and comfort with the music therapist
- ♪ Work steadily toward developing skills required by the California State Standards
- ♪ Provide a supplement to class instruction
- Offering music therapy bi-monthly or monthly will:
- ♪ Provide children with a creative outlet for expression
- ♪ Aim to work toward improvement of certain goals or California State Standards
Example of a Music Activity: Parade of Colors
- Suggested Grade: Kindergarten
- State Standards:
- 2.2 Sing age-appropriate songs from memory.
- 2.3 Play instruments and move or verbalize to demonstrate awareness of beat, tempo, dynamics, and melodic direction.
- Additional Goals:
- To improve following of directions, listening skills, and labeling of objects
- Description:
- Children are each handed various color scarves. They begin by marching around the room with the
scarves to the steady beat of the music. According to the directions in the song, they sit down or stand up depending upon the
color they have. This music experience can be adapted to include other concepts, such as, shapes, numbers or letters. As
children participate in this activity, they will be encouraged to sing-along at the chorus.
Group Instrumental Instruction for the Recorder
The purpose of a music enrichment program in instrumental instruction for the recorder is to provide children with the
opportunity to explore their musical interests and creativity. While the program can be classified as enrichment, participation
in the program will enable the children to meet and possibly even exceed the California State Standards in the content area of
music.
Goals for participating students
- ♪ To develop a musical understanding, such as, comprehension of musical terminology, ability to read musical
notation, and knowledge of fingerings on the recorder
- ♪ To develop a sense of musicality by increasing awareness of rhythm and melody
Other benefits of participation
- ♪ Improved ability in tracking, which directly effects reading
- ♪ Increased focus of attention for improved concentration
- ♪ Increased breath control
- ♪ Development of appropriate and constructive use of leisure time
Structure of the class
- Each class begins with a rhythmic game, allowing the children to experience the concept of rhythm with their entire bodies
and release energy. Breathing activities prepare the students to play the recorder, a wind instrument and provide a transition
from the active aspects of the rhythmic game. Now that the children are ready to play, the class will review material from the
prior week, including fingerings and songs. New material will depend upon the class’s success with the previously learned
material. During class, students will have the opportunity to practice independently and have the teacher check their
individual progress. The class will come to a close with the students having the opportunity to play a song as a solo or with a
friend or two.
Logistical Aspects of the Program
- A class in instrumental instruction runs for approximately forty-five minutes to one hour in length. The class should meet
at least once a week for a minimum of eight consecutive weeks to provide a secure foundation of learning and understanding of
the recorder.
Location
- Instrumental instruction is best taught inside to eliminate distractions and increase awareness of the sounds being
created. Therefore, the most suitable location is often a classroom or auditorium.
Age Range
- The simplicity of the recorder allows it to be learned by children even at a young age. Learning the recorder requires
concentration and fine motor skills. Since both of these areas generally increase with developmental growth, it is important
to separate elementary school children into two groups: kindergarten though second grade and third through fifth grade. Separate
classes will provide the students the opportunity to learn the recorder in a developmentally appropriate manner.
Class Size
- Learning to play an instrument in a group setting requires a balance between class size for social interaction and
modeling verses time for individual attention. An ideal class size would be approximately ten students; however, the class
could be as small as three students or as large as twenty.
Materials
- In order to participate in this class, students will need to have their own soprano recorder and the required book. This
fee is approximately $10 to $15 per student. These items should be purchased directly from Magical Musical Moments to ensure
that all students have the correct materials. In most circumstances, the students pay this fee directly on the first day of
class when they receive their materials.