Dear Preschool Parents/Guardians

“You simply cannot study music and the arts without feeling joy, happiness, sorrow, humor,

and so on, and when we allow these emotions to be a part of the learning process, our educa-

tion becomes richer, more meaningful, longer lasting, and has greater impact in our lives.”*

Children up to the age of 7 are experimenting with combinations of sensory skills. In our

Musiq4Juniors classes we explore seeing and reading, hearing and "writing", singing and playing,

performing in ensemble and solo, and we learn to listen with greater perception.

It is important to remember that music development for little children should be process based and

not performance based. Each child will learn and cope with their skills in his or her own time and

unique way.

During the first half of Term 1 our Dolphin and Penguin classes discussed the sounds and

rhythms from North America and Africa. They learnt about percussion instruments while playing a

variety of African drums (djembe, dun-dun, sansa, shekere and conga). We created homemade in-

struments and I also encouraged the children to make instruments from items they find at home

(such as tin drums, bottle shakers etc). We also introduced music and stories from “The City We Live

In’’, “the Rainbow and its pot of gold’’. We worked on auditory discrimination, playing rhythmic pat-

terns and graphic music notation. The children played theatrical games and imitated characters

whilst listening to stories or songs. We also scat sang and danced to a great variety of genres like

jazz music, Irish folk music and opera (magic flute – Mozart). The children enjoyed identifying low

and high sounds, finding a leprechaun in a picture and

if the sounds they identify from various vehicles and

animals were glissando or staccato. They all loved the

story of the magic flute and how Pappageno lost his

tail feathers. When we sang and danced to the parrot

song they gladly added their own tail feathers while

flapping their arms – ready for another musical

take-off!

06 March 2020

The Bees and Hedgehogs did not stand still for a moment as we ex-

plored songs and movements of “Things that move and in which we

can ride”. As we hopped onto a magical musical train using hoops chil-

dren felt part of a community and a group. A sense of belonging is vital

for the emotional development of little children and specially children

who are now in their most creative phase of development. Using hoops

as tunnels; and learning to skip with a hoop to the sound of a train

moving faster and slower brought a lot of smiles. Understanding musical concepts such as fast and

slow and keeping a steady beat is vital for musical development and aids in other facets of a child’s

learning such as keeping a rhythm when riding a bike or learning to read and write. The little children

loved imitating the sounds from horses, and playing bells while galloping to music. Other instruments

we explored were marraccas, cups, “drawing” the music (fast and slow). We used songs to label

movements and our bodies. What fun we had!

Researchers found that the auditory systems of children in music programs were maturing

faster and reflected greater neuroplasticity compared to children in other after school pro-

grams.

In our Fish and Bird class lessons, we focused on inhibitory control (stop and go games during

music), spatial awareness and we learnt songs, rhymes and dance. They listened to stories involving

games which can build self-esteem! The world they explore is new and we want to build confidence in

a safe and loving environment. We discussed how little things can grow and identified animals (hen

and her chicks, a tadpole and a frog, a filly and a horse and a lamb and a ewe). Understanding that we

belong and that we grow and learn creates a healthy sense of anticipation and confidence. The

children explored fast and slow music and had to identify auditory cues and know when to “fall down”

whilst they were walking, marching or running! They had a lot of fun

building a sense of self, community and friendships! Music is the

universal language of the mood, emotion and desire. Music

education accelerates brain development in young children

particularly in the areas of the brain responsible for processing

sound, language, speech and reading. These little children loved

moving with props and playing a variety of different shakers and

tambourines.

Our Bunnies, Squirrels and Owls love their weekly music lesson! How precious it is to see the

recognition and eagerness on their little faces when they know it is time to sing and dance. The

teachers in our baby class are exceptional and loving. Each little one is sure to be taken onto the

‘dance floor’ for a jig, a trot or a waltz. Movement to music is essential for your baby’s spatial and body

awareness as well as auditory development. When dancing with the babies the teachers follow audio

cues with the little ones that strengthens neural pathways, creating a sense of anticipation and routine.

Intentional touch is also incorporated as it is vital for sensory stimulation and moderates the production

of the hormone affecting the body’s reaction to stress. Harvard University Medical School

neurobiologists - see it as beyond question that there is specialization within the brain for the

processing of music. Harmony, melody and rhythm invoke

distinct patterns in the brain. Our other activities includes

playing with items that are mobile that your baby would

reach out to. This strengthens core muscles and moving

instruments around strengthens visual tracking and object

permanence. We played shakers and bells and incorporated

songs to self calm.

What you can do with your child:

As you and your child listen to various pieces of music, talk about them. Discuss distinctions and

preferences. Early exposure to a wide variety of music will ensure your child’s acceptance and

appreciation of music for a lifetime!

• To further the “beat experience”, turn on some music and invite your child to keep a steady

beat with rhythm sticks or on a container drum. Encourage creative ways to play their

instruments.

• At home, enjoy dancing together - both freely and with prescribed steps! Try dancing to

several styles of music. How do different types of music affect your movements?

“…All human beings are born musical and will respond to music. Because classical music, with its

complex repetitive patterns, has far-reaching effects on the child and his/her brain development, it is

the perfect experience.”

Written and submitted by Annette Shaw - Musiq4Juniors

We would like to offer our parents the option of an April

Holiday School from the 14th of April until the 24th of

April. In order for us to plan and cost accordingly we

need some feedback from our parents and guardians.

Please can you send an email to Heather on preschool@standrews.co.za with the sub-

ject “April Holiday School” by 13th March and let us know the following:

A. Are you interested?

B. Number of children to attend?

C. Dates of attendance.

We look forward to hearing from you.

I AM TRULY BLESSED

Happy Birthday to the following children and staff who celebrates their

SPECIAL day next week:

10 March Arizona Mnisi PR5

11 March Mikayla Thomas PR4 Megan Pinker Staff

St Andrew’s Preschool Johnson Road,

Bedfordview

Private Bag X79001, Bedfordview, 2008

e-mail: preschool@standrews.co.za

Website: www.standrews.co.za