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Jen, could I get the words you were using for your initial "I am a little bit tired" chant? I forget the part you said once you woke up. I think my Kinders would LOVE this. Thanks!

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Do you have tips to adjust your lesson to different ages, levels and audiation levels?

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Do you have tips to adjust your lesson to different ages, levels and audiation levels?

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I'm teaching my own kids (twins nearly 3 and little brother of 1,5). My daughter does some dialogue like you're showing in the demos, but the boys don't respond that much musically yet. Time is not an issue in this class :). Best regards, Zlata (violin teacher in Holland)

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This is my son, Miles, at about 3 mos. old. Please note, his limbs are very free, so I am moving for him. The minute there is resistance, I stop moving for him.

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This is son, Miles, at 5 years old who is just playing in the music room before school. This is not a song we learned in class - it was just a spontaneous improvisation!

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My son spontaneously playing musically. We’ve made “soup” in music class, but the song he sings in this video is completely improvised by him.

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Music Learning Theory Inspired Early Childhood Music Class

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When you observe the different responses (rhythm, tonal, movement..) of children you said you created a template in order to collect this information, but... do you share this with parents? Or this is just for your own knowledge in order to know and help in a better way your children? Thanks!

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Jen - Yesterday you mentioned that you document all responses kiddos give you. Do you (or does anyone else here) have a form you use for this? Or a specific checklist so you can make notes quickly during/after classes?

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So may take aways today - but really loved the discussion around heavy vs. strong movements.

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After covid I have a few kids that haven't been in large groups so they are socializing in music class. Do you have certain songs or games that you use to get the group "going"? - Caroline

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Preparatory Audiation Tonal vs. Rhythmic

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Preparatory Audiation Tonal vs. Rhythmic

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Can a child be in different preparatory audiation stages tonally and rhythmically? For example, they could be in the process of shedding egocentricity tonally, but then purposefully responding (both not within the meter) with rhythmic babble? - From Lara L.

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Loved just the idea of using quick/sustained instead of fast/slow. Also the idea of Free flow vs Bound Flow and "is it easy for you to come to a stop or is it abrupt"

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Hearing various narratives for movement that you, Natasha and Jen, use is really helpful. Getting my high school students and adult church choir members to move is an ongoing challenge, and I look forward to trying some of your imagery with them. ~Bobby

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Hearing various narratives for movement that you, Natasha and Jen, use is really helpful. Getting my high school students and adult church choir members to move is an ongoing challenge, and I look forward to trying some of your imagery with them. ~Bobby

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I would love to see an example of how you structure your lessons, even if it's very loose.  I really appreciate the idea of going where the kids take you, but I'm also curious as to what your thought process is like when you are preparing for your instruction.

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I love how this course has thus far reminded me to remain playful during instruction with younger musicians! I become so sucked into the kiddos who willingly respond, that I forget to continue playing with those who, visually, aren't as playful! Thank you for those continued examples!

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a question inspired by Monday's discussion

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a question inspired by Monday's discussion

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How does one structure activities to see if one is documenting/observing aptitude, as opposed to achievement? How do I know that what I am asking for are not actually achievement tasks?

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Sometimes I struggle with my 3 - 4 year olds to get them to respond to patterns.  Could you maybe model in a next session how you work with this age group? - Caroline

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I loved the examples today, it's very inspiring!

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I loved the examples today, it's very inspiring!

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Being new to MLT I would love to hear some of the "why" behind why we are doing certain activities/songs/modes ect. Would be super helpful for me when looking/creating ideas and activities to understand whats appropriate in terms of age/development. Hope that makes sense!

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I am struggling with listening in my 2/3 and 3/4 year old classes. Are there any songs that can help get their attention?

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Hello :) I'm new with musical modes. I would love to learn about them. Thank you very much.

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I enjoyed the discussion on how to include parents/guardians into the class activities as a way for them to be actively engaged and almost co-facilitators/teachers at home. Powerful stuff to help build community!!

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I believe we can see purposeful responses

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I believe we can see purposeful responses

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Hi Natasha and Jen, I'm wondering if you would be able to share a few of your favorite materials/resources for lesson planning (sites, books, patreon pages, facebook groups...) for K-5 general music. Thank you! Erin L.

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When we are doing patterns, should we do  stepwise patterns or outline functions? When I first started doing early childhood music, we did stepwise patterns (plus V-I)

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Hello! I was wondering if you do any follow up to the hello song. Do you sing it and move with the children or do they sing hello to someone during like an interlude of sorts? I am always looking for new hello songs! :)

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Has there been any further discussion of changing the titles of Acculturation, Imitation, or Assimilation?

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There is no such thing as "no response" in acculturation.

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There is no such thing as "no response" in acculturation.

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What are some strategies for helping teens and adults who are in acculturation but surrounded by advanced peers to calm their nerves and feel safe babbling out loud in front of the group? ~Bobby

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Do you always sing a capella in acculturation or do you accompany yourself sometimes on guitar or handdrum or something else? If not, is it ok to do it or is it better to sing a capella at these young children?

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Do you always sing a capella in acculturation or do you accompany yourself sometimes on guitar or handdrum or something else? If not, is it ok to do it or is it better to sing a capella at these young children?

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I would like to know your thoughts about using recorded music from time to time for this stage. Thanks!

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I would like to see more examples of how children and babies react, and how the teacher can use their reactions to improvise and interact, and what are the differences between working with babies, toddlers, and young children.

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How do you go about introducing all the modes and reviewing them enough that the children become familiar? I'm assuming that in order for a child to become comfortable with a mode they would have to hear and interact with it many many times. I'm just trying to figure out how this would be achieved in a class that meets once a week for a limited time.

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Hi Jennifer, I was wondering if you would be okay with sharing your pamphlet of expectations you made for parents to follow during your classes?

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Do you repeat the same songs in the next classes? Or is it new songs every class? Can you talk more about it?

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I read in Gordon's book that the sooner personal pitches and tempos are reinforced by a parent/teacher, the better prepared the child will be to enter the imitation type of preparatory audiation. In your own experience did you noticed some trends about it? (Like children seem to be more engaged, interested in triple than duple, slow/fast tempos...) Do you know a research about this? Thanks! Ana.

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At what point do you begin grouping students by ability and what does that look like (might be elementary gm question, not early childhood)? Looking forward to checking out your differentiated recorder materials, Jen!

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Do you do acculturation with jazz scales - eg blues scale, pentatonic major and minor scales, as well? If not, why not?  

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Do you do acculturation with jazz scales - eg blues scale, pentatonic major and minor scales, as well? If not, why not?  