The Tuneables is an award-winning children's music education DVD and CD series designed to teach the key building blocks of music at a critical time in a child's development. Sponsored by the Music Intelligence Project, this fun, interactive program engages children in songs and activities that provide a foundation of music understanding and growth in intellectual development. Ages 3-8.
Buy your copy today at: www.thetuneables.com/the-music-shop/
Voice flexibility is fundamental to developing a young child's singing voice. The young singer who is still learning to control the voice usually can benefit from exercises and song experiences that extend the singing range upward. Imitating small animal sounds, like birds or mice, or singing on a high note, like C or D an octave above middle C, can be helpful in getting the children to use the upper range of their singing voice.
Voice flexibility expands as singing exercises move the voice gradually down from the higher range to the lower range. For most young children, the lowest pitch of the lower voice range is around D just above middle C. To best develop voice flexibility, young children should have many singing experiences starting in their high range and moving down through the lower range before engaging in singing experiences starting in the low range and moving through the high range.
Some young children, with limited singing experience, tend to sing songs using the "talking" range of their voice and sing tones that we would say are "off key." Most of these children have not yet developed the necessary muscular flexibility and control required for "in-tune" singing. Occasionally, some children may not be able to learn to control their voice in singing, but in most cases, with proper experiences and encouragement, most children learn to sing in tune.
The fundamental rhythmic understanding in music is the beat. And, the fundamental way to gain understanding of the beat is through movement. Children are usually successful performing the beats in music when the movement and the tempo (speed of the music) are appropriate for their developmental level.
Parents often ask, "What recordings should I have my children listen to?" High on the list of recommendations are compositions by Mozart and his contemporary, Haydn. Among the many reasons given for choosing these two composers, and others like them, is that their music is highly suited to stimulate brain development in young children as well as providing an excellent foundation upon which to develop basic concepts of music.
Singing in tune and performing with rhythmic accuracy are usually learned by children as they imitate a demonstration or model. The level of skill achieved depends on the accuracy of the model. If the model is accurate, that is, if the singing is in tune and the beats and rhythms are properly timed, then the child tends to imitate that performance. However, if the model is inaccurate, the child's imitation will likely be inaccurate, a well. The models that we provide can teach the whole world to sing in tune— or out of tune!
All human performance of music involves movement. We move our vocal mechanisms; expand and contract our lungs; manipulate instruments with hands, arms, lips, tongue, etc.; dance with our feet; jump, spin, sway, and bend with our bodies—all in connection with rhythms and tones of music. In addition, all movements must be precisely timed and executed for a successful music performance. The human capacity to learn and execute a large number of complex movements with split-second accuracy enables 100 musicians to perform together in a symphony orchestra, or an individual to recreate a performance of a solo piece of music over and over.
Many young children experience music informally through such means as singing games, hearing songs sung on television, music time at preschool, and interacting with parents who feel comfortable providing music experiences for their children. Such informal encounters with music are valuable as pleasurable moments and as readiness experiences for sequential music learning.
An important aspect of any music learning is training the ear to know the sounds of music, or what some call the "content" of music. The two basic content areas are *tonal* (the pitches or tones that we sing and play) and* rhythm* (the place in time that we place pitches and other sounds).
As the developing child hears its native language, responds to it, and receives reinforcement for those responses, the brain forms connections, or becomes "wired," to recognize and give meaning to words and phrases in a language and to process those sounds as cognitive thought. This "wiring" of the brain is the process of developing intelligence. The more interconnections that are formed the more active the brain becomes and the better we can think.
Engaging young children in music experiences can have a strongly positive influence on their intellectual development. But you have to be smart about choosing what experiences produce the best result. The key consideration is to make sure the children are actively involved—focused listening, singing, moving rhythmically, playing simple instruments, and forming musical concepts—all with the aim of producing a musical result and knowing that it happened.
active aural music learning beat accuracy benefits of music brain development children development developmental effect early music educations, early music learning holiday gifts for young children instruction intelligence learning music skills listening to background music movement music activities musical gifts music and language music education music for kids music for young children music instruction in brain development music intelligence music learning music playlist for kids playlist for kids research rhythm singing singing in tune smart song list for children stages of music learning stimulate brain development substantive music learning teaching young children music the tuneables tonality tonal patterns top children's songs top classical songs for kids voice flexibility young children