Introduction
“A rich sensory environment”, that is the term most experts use to describe environments inundated with music and opportunities for children to move to the beat of what they hear (Lock, 2006). In fact it is this very type of environment that various studies show is conducive towards the development of a child’s mind resulting in smarter children.
As such the creation of such environments around children while they are still at an impressionable age is the goal of many instructors since early appreciation and joy in listening and creating the right kind of music early on in a person’s life actually has repercussions that extend all the way to adulthood.
Introducing Children to Music
When attempting to introduce children to music one fact must first be made clear, children absolutely love music! Even at a young age at some level they inherently understand the joys of music and attempt to express themselves either through awkward movements, humming or other such similar behaviors in their attempt to emulate what they hear through their limited capacity to express (Lock, 2006).
As such one of the early opportunities for children to use or be introduced to music is to help them understand concepts in relation to rhythm and melody. One of the inherent problems in children actively expressing themselves through music is the fact that while they can appreciate it at a young age they have little understanding as to how it is precisely made (Lock, 2006).
Based on this concept everyday items that can be found at home or in a classroom can be used to introduce children to the concept of rhythm. For example, the rubber end of a pencil and the edge of a desk can help to introduce children to rhythmic tapping.
By teaching them the basics of how music can be created in this manner they gain the understanding that all music follows some type of pattern that can be emulated. Furthermore this type of activity can be enhanced through the introduction of sessions where children learn to tap along with music that is playing.
Through this type of activity they learn to associate what they hear into a physical reaction resulting in a method of expression that better emulates the music that is being played. Other opportunities for introduction come in the form of introducing children to actual instruments. This can come in the form of simple instruments such as bells, triangles or tiny drums.
Such a method builds up on earlier lessons in relation to rhythm and helps to introduce children to the actual types of instruments used to make real music. An extension of this activity would be for children to listen to music and have them associate certain sounds with particular instruments they themselves have used.
It is assumed that through the actual use of instruments and knowing what they sound like children will be able to develop a greater degree of musical appreciation by knowing what type of instrument produced a particular type of sound (Lock, 2006).
Finally, after introducing children to the concept of rhythm and sound association, music can then be incorporated into various fun activities in order for children to continue to appreciate music. This can come in the form of activities such as the musical chairs, song identification or even children coming up in front of the class and playing along with a song using their own improvised instruments.
Conclusion
Based on the finds of this paper it can be seen that there are numerous methods of introducing children to music and getting them to actively participate along with the song. The most important aspect to remember in introducing children to music is the fact that they must enjoy be introduced to it in the first place.
By creating a conducive environment that encourages musical appreciation and activity children are able to appreciate music more and this directly translates into a positive effect as they grow into adults.
Reference
Lock, R. H. (2006). Use Music in the Classroom. Intervention in School & Clinic, 41(5), 307-309. Retrieved from EBSCOhost.