Perspectives in Pedagogy
Kathleen Murray, Editor
In this issue
two people involved in early childhood music programs talk about
the many advantages of early childhood classes for students later
involved in instrumental or vocal music lessons. First, Ken Guilmartin
shares his own perspectives as well as enthusiastic quotes from
several of his colleagues. Then Michael Rivers shares his ideas
as a teacher of both piano and early childhood music. Ken and
Michael agree that students coming out of successful early childhood
music programs bring a wonderful sense of joy to their later music
studies.
from Kenneth K. Guilmartin's article
What is the purpose of an early childhood music program?
This is such an important question for teachers to consider and understand as deeply as possible. When children's early music learning goes well, they can experience more joy, deeper satisfaction and a higher level of achievement in whatever they decide to do in music. Conversely, I believe most of the learning and motivation difficulties that students and their teachers and parents face in music lessons are due to poor early childhood music development.
Early childhood music is still a very new field, and an exciting one because I think we are working to recreate the cultural condition in which everyone can "speak" the language of their native music by singing, dancing and playing simple instruments. Underlying this vision is the fact that these abilities are perfectly normal for humans, that everyone has musical intelligence they can develop to at least a basic level, and that it is beneficial to do so. We know that if conditions are right, most children can be as fluent "speaking" music as they are speaking their native language at age three or four. . .
Kenneth K. Guilmartin conceived and led the development of the innovative Music Together® early childhood music and movement program for the Center for Music and Young Children® which he founded in 1985. Active as a composer, author, teacher and trainer, he is a leading advocate of developmentally appropriate practice and adult inclusion in early childhood music.
from Michael Rivers' article
Options for early childhood music programs
When I was five years old, my parents bought a piano. My mother had taken piano lessons as a child and still played for pleasure. I couldn't wait to start lessons myself. When my mother contacted the best piano teacher in our area, she recommended that we wait until I started first grade to begin piano lessons. While that was probably a wise idea, it left me with banging on pots and pans, singing along to my favorite albums dozens of times, and playing "Heart and Soul" on the piano as my early childhood music activities. Fortunately, today's preschoolers have a variety of music classes available to them, ranging from singing and movement classes to classes that incorporate keyboard training as well.
My first experience with early childhood music programs came as a graduate student at Northwestern University. For my work-study position, my pedagogy professor assigned me to assist with two classes: Pre-Piano and Kindermusik. I had no idea what to expect. . .
Michael Rivers holds a Bachelor's degree in Piano Performance from DePaul University and a Master's Degree in Piano Performance and Pedagogy from Northwestern University. He currently teaches piano at the Academy of Music at Lawrence University and early childhood music at Montessori Adventure in Appleton, WI. He lives with his wife and four cats.
For the other Samplers from this issue
