All About You! Let's find out about music and you before we look at the relationship beiween music and PSED. Note your answers to these six questions - a, b, c, d or e 1. Do you listen to a wide range of music? a) Radio, CDs, iPod, YouTube, I go to concerts, the family sings, I enjoy tv and film soundtracks. There's rarely a quiet moment and I'll listen to anything once. b) Yes, I listen to a range of musical styles like R&B, some classical, a bit of rock and roll (or substitute types of music you do like) c) I know what I like and that's what I listen to. d) I don't notice what I listen to - some radio maybe e) It's all a racket. I like peace and quiet. 2. Do you have a good range of musical instruments in your setting? a) Yes - Metal and wooden sound makers, scrapers, shakers, drums and some tuned instruments. Some are bought and some are home-made. All are well-maintained and we have a selection accessible to children at all times. b) Yes - a reasonable selection of tuned and untuned instruments occasionally brought out or generally available for use. c) A small selection that never varies located in a drawer. d) There are some here somewhere. e) Some noise makers that only get broken if they come out of the shed. 3. Do you play a musical instrument? a) Yes - at home and I play all the ones we have at the setting. I love singing and playing. b) Yes and I enjoy it c) Not really but I'll give anything a go once! d) No way and would rather wash out crusty paintpots e) No 4. Do you have a musical repertoire for all occasions? a) Usually yes, or I'll make one up on the spot b) Usually yes, or I'll look one up for next time c) Often yes d) Snack time and goodbye is enough e) No 5. Do you know what songs work and why? a) yes and yes b) I know what works and have an inkling about why c) It doesn't matter since we sing the same songs every day regardless d no and no e) I don't sing and I know why! 6. How often did you dance / move to music last week? a) Every day at least once b) three times or so c) once -ish (and got thrown out of Tescos) d) I didn't last week but I usually do e) I don't dance So how did you do? All these questions were inspired by the PSED section of the Statutory Framework so they're all things that we encourage our children to do. The potential answers were inspired by many early years professionals that I've met - thank you. Did you spot yourself? So question 1, "Do you listen to a wide range of music?" started life as "Continue to be interested, excited and motivated to learn". I was introduced to Monglian throat singing recently by a EY Professional (search YouTube for Hanggai) and I, in turn, introduced someone to Elvis Presley (his work, not him personally). "All shook up" is a great song for bouncing a soft toy on a sheet. "I want you to be my teddy bear" is another fab song for getting all ages dancing. There is music out there to suit all tastes and I find YouTube or iTunes really useful for trying out something new before buying or borrowing. Question 2 was inspired by "Select and use activities and resources independently". I was about to type that children can only select instruments that you've provided but I remembered that the home corner is festooned with resources for an impromptu drum kit. A child simply needs the motivation. But what about noise levels? Banish hard beaters. Cover the round end of your beaters with a circle of kapok-stuffed velour. Gather the velour and tie securely with a dab of glue if necessary. Drums will still work well and will be less intrusive. Frenzied beating seems to coincide with lack of exposure to an instrument on the reasonable assumption that "I know it'll be taken away soon, I'd better make the most of it". Question 3 had in mind "Demonstrate a sense of pride in own achievement". Often, professional musicians are modest about their ability because they are constantly striving to improve. So this is a tricky one. Do we say we're great musicians and get judged, or do we look at our toes and say we dabble a bit? I think the answer is to say that we love making music and be loud and proud about it. I've never met someone who can't play a maraca, a guiro, a drum or a jingle bells. Everyone I've met is really, really good at making music with instruments in early years settings - even the lady who always dashed off to wash out paintpots when the instruments came out. She joined in in the end and thoroughly enjoyed herself. Let's make a pact to be supportive of our colleagues' music making - always constructive, helpful and positive. Question 4 arises from "Work as part of a group or class, taking turns and sharing fairly, understanding that there needs to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously". I really like the "work together harmoniously" bit. So how can we stay harmonious? I know someone who has a song for all occasions and that's one approach. Having a tune for all occasions is another and you simply make the song up on the spot. It's amusing to make up a song about doing up coat buttons and be corrected - "no, it doesn't go like that it goes......". Job done. Question 5 came from the rather demanding "Understand what is right, what is wrong, and why". If I knew why music worked, and could explain why in a short paragraph, I'd be rich. What I do is try to commit a new song to memory by singing it through three times. If I can't then a four year old probably can't either. However, I know a four year old can sing all the way through most of "Mama Mia!" and the tracks on "Lips Number One Hits" that I've never heard of. I can't do that. If that four year old was to teach me a song then I'd need her to sing the song in my vocal range, not too high, not too low. I'd like her to realise that I'll learn the beginnings and the ends of the song first and I'd like it to be sung at a suitable pace so that I can keep up because words and a tune is a lot to learn together. I'd also like some actions too to utilise a spot of kinaesthetic learning. Finally, question 6 was suggested by "Be confident to try new activities, initiate ideas and speak in a familiar group". I was quite shocked when an illustrious music practitioner told me "It's completely unnatural for young children to sit and sing. It's totally abstract." And she's right. Movement can come from words (you put your whole self in, your whole self out...) or rhythm (boogie on down) or from somewhere else. It's very liberating and utterly infectious. Scarves might give you motivation as might ribbons on sticks or curtain rings. So now we have some handy hints to do what we expect daily of our children.....how did you do? Mostly a - Thank you for the music You're a walking iPod of musical ideas and styles and a credit to your setting. Keep listening and learning and remember to spread the love - don't let your colleagues make you do all the work. They'll value your support and encouragement. Mostly b - You've got the music in you. How exciting! You're good and getting better. A valuable member of the team with a positive outlook. Dust down the guitar in the attic or buy that second hand one in the charity shop. There are starter lessons on YouTube. Good luck Mostly c - A rocking score A solid score - well done. All you need now is confidence and then you'll enjoy this vital part of your job so much more. I'd suggest getting really good at a couple of musical games or songs - maybe a hand washing song or dancing with scarves. Bathe in the children's adoration and your colleagues' admiration and slowly expand your repertoire. Mostly d - Roll over Beethoven By any chance did someone at sometime say you couldn't sing or play music? They were wrong because you can. It's not a performance after which Simon Cowell will give you rude comment. It's a social skill, an opportunity to have fun and make some organised sounds together. Mostly e - You've got rhythm Feel your pulse or notice the click of your heels on the floor as you walk. You're musical too. You speak and are understood so you using pitch and intonation. Try spoken rhymes, be merciless in nicking musical ideas from colleagues or websites. Little steps, a song a day will help build your confidence and your personal, social and emotional development. Listening to music, making music and moving to music is the right thing to do for your personal, social and emotional development. Be confident and be prepared to constantly adjust your idea of what music "is". If it's currently "sitting and singing" have a go at moving with instruments. If it's samba rhythms and Senegalese songs then revisit some traditional rhymes with those rhythms and tonalities in mind. If you go stiff at the thought of dancing, have a go at throwing yourself into a dance. And you can even try any of these at your early years settings too! Alison Harmer has worked in Early Years music for thirteen years and is very keen to share ideas and good practice - hence the "Musical Ideas for Everyone" DVD which was sent off to all settings in Gloucestershire in 2008.
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