Children’s Music – Why Bother?

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Dorian has a simple CD player in his room and a case filled with CDs. Like many, I rarely use CDs anymore, but I’m keen for him to have the freedom to listen to music without help or supervision. Tangible discs seem to make more sense to him, anyway. Whenever he and I search playlists on the computer, he always wants the albums without artwork or else makes completely random requests. Flipping through his CD holder, he can link the color and design of each disc with his memory of its musical content and make a choice. At bedtime, choosing and listening to music is as much a part of Dorian’s nightime ritual as brushing teeth or haggling over the number of books to be read. He will often choose the same CD for days, even weeks, on end, and I have learnt not to interfere. Dorian’s tastes are somewhat eclectic and somewhat random – a function of being comprised of Kelly’s favorites growing up and my acquisitions in the seven years since moving to the US. Somehow he’s been drawn to Bob Dylan’s Love and Theft; an album from Celtic band, Anam; the soundtrack to The Phantom of the Opera; “Daddy’s Band”; A Morrissey offering from the late ’90s; Debussy; and an untitled Thelonious Monk CD (left in my brother-in-law’s car by joyriders when they fled, along with Celine Dion and The Best of the Village People. Oakland is many things, but predictable is not one of them). When he chooses a single song, it’s invariable XTC’s “Senses Working Overtime” or “Pumped Up Kids”, a four-year-old’s interpretation of “Pumped Up Kicks” by Foster the People. Lurking amid his collection – which I now realize needs more thought – are several CDs aimed squarely at children…

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Bathtime!

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Music is everywhere, yet listening is often overlooked. It forms wallpaper to our everyday lives; an unnoticed covering for silence as we work, eat, shop, cook, drive, exercise and play. It fills the background for movies, TV shows and video games yet, although we would surely notice its absence, we rarely consider its presence. Everyone loves and identifies with their music, but how often do we really listen, undistracted and attentive? If you’re like me, the answer is ‘not often enough’.

Try a little musical appreciation by taking a ‘sound bath’ together with your child, immersing yourselves in the music. At a convenient time, ask if your youngster wants to hear something ‘new’ or ‘cool’ or ‘special’. Keep the question vague and only elaborate if interest is shown; you can always try again later. So, what is this mysterious music? Anything you like! Or better still: anything you love. Whether it’s jazz, rock, pop, opera, hip-hop or Javanese gamelan, pass on your passion using your own CD collection or playlists. Before pressing play, say a little about the music: why you like it, how it makes you feel, what it means to you, or what memories it evokes. Maybe the music was played at your wedding, or it reminds you of your schooldays. Maybe the song always makes you feel excited and energetic. Whatever you choose, by adding broader meaning you’ll make this music stand out and help foster closer listening. I would suggest avoiding musical extremes; anything too long, complex, dense, distorted, unstructured, atonal, or harmonically unpredictable will be difficult for inexperienced ears to process. For most parents, this won’t be an issue, but fans of Schoenberg, Sepultura and John Coltrane might need to ease their children in at first.  Close the doors, dim the lights, remove distractions (phones as well as toys) and make the music loud enough to dominate the room. Try to create a listening event. It’s unimportant whether the music inspires quiet contemplation, dancing, singing, laughing or whatever (what a wonderfully versatile art form it is!), so long as the music itself is center stage. Play the entire track, even if interest wanes, then attempt discussing what you heard before moving on to other music or activities. Don’t be disappointed if your favorite piece is ignored or disliked; developing a personal sense of taste is part of the goal. Try something different next time. As in life, frequent bathing is recommended so enjoy the opportunity to reconnect with your favorite tunes and even try discovering something new together.

Spot the Difference

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If you haven’t already, I suggest you first read Reading, Writing and A Rhythmic Trick.

Below are some audio examples of a volume wave. I’m sure you will recognize Twinkle, Twinkle, Little Star (or The Alphabet Song; the tune is the same for both), but notice how each version is dramatically different.

What’s more, they share more than the melody; except for drums, all accompaniment parts are the same, too! There are, in fact, only two differences: the choice of sounds (instrumentation) and the placement of notes (rhythm and tempo). Children can hear how slide guitar, upright bass and harmonica create a completely different musical universe from a string quartet or rock band, even when playing the same notes. While tempo has an obvious effect on the perceived excitement and energy of a piece, rhythmic variation is more subtle (and beyond most kids. I include it here for your interest); notes repeated or played earlier and later than expected help place music in a genre. For example: Latin-inspired music creates momentum by playing ahead of the beat, whereas Western classical music is steadier and on-the-beat (more often using harmony to provide its movement). Electronica often cuts a single note into many for an excited, stuttering effect while slurring from one note to another (as the slide guitar does in the country version) is more gentle and laid-back.

There is a lot you can do with these mp3s. Read through the following lists and try to match the activity to your child’s mood and be as flexible as you can. Dependent on interest and attention, you might need to spread these out over a period of several days. Continue reading “Spot the Difference” »

“A one-legged dragon in a colorful shirt…

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…with sharp nails hopping from a hair-cutting place to his birthday party where there’s a cake with six candles because he’s six.” Dorian and I made a volume wave puppet show (see previous post) which I share because a) it proves there’s no need for logic (why bother with a fireman driving to a fire when you can have dragons eating chocolate cake? I realize now I have no imagination) and b) because I’m a proud parent; my contributions were merely cutting around the dragon and cake and, at Dorian’s request, writing the sign at the barber shop.   Continue to the photo gallery

Reading, Writing And A Rhythmic Trick

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Ava's music - Ava Schiraga (age 5)Expanding upon the ideas in Making Waves, the following activity uses shape to represent sound. This symbolization is a precursor to reading music and composing.  Additionally, the shapes form a graph of volume against time, so there is also a simple math lesson here, too.

To start your child reading music, you are going to send a musical puppet on a journey over some magical hills. Much more fun than clefs, key signatures and beat division! The higher the puppet climbs, the louder it sings or plays. Before starting, decide on the identity of the puppet, a starting point and a goal. for example, you could choose: a pirate walking from his ship to a treasure chest; Cinderella being driven in a coach from her house to the ball; a firefighter rushing from the fire-station to a fire; a grandparent driving to your house; a bmx biker riding towards a trophy; a mouse scurrying from a hole to some cheese; and so on. There are countless possible scenarios and, if requested, don’t be afraid of the surreal. A puppet of your family dog flying from a cake into your ear might makes this activity memorable; silliness can be very engaging.  Importantly, ensure the character and journey are meaningful to your child and the direction of travel is obvious.

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Where’s the Snake?

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At Dorian’s pre-school today, I had the kids play a game which closely relates to my recent post, Making Waves.

  • The children sit in a circle;
  • One child is chosen to be the ‘snake-catcher’ and stands in the middle with eyes closed;
  • A small toy snake is given to a child in the circle who conceals it from sight;
  • With eyes now open, the snake-catcher walks around the edge of the circle;
  • All the other kids hiss, getting louder or quieter as the snake-catcher gets closer or further from the snake;
  • The snake-catcher judges when the sound is at its loudest and accuses the closest child.
  • The accused child reveals whether the snake-catcher was right or wrong.
  • Dependent on the age of the kids, the snake catcher might get one chance, several chances or (as was the case today) unlimited chances to find the snake.

I chose a snake to tie in with something else we were doing (and hissing is a fun sound to make!), but you could choose anything the kids can easily imitate: a car, another animal, a bell etc. In fact, you might try switching items and sounds between rounds.

This game can be easily adapted for just one child. Hide an item in the house and, as your child searches, make the noise yourself, getting louder and quieter (instead of saying the more traditional ‘hot’ and ‘cold’). As always, swap roles so you listen as your child gets to make noise.

Making Waves

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All of us used sound as our very first means of communication. Whether hungry, tired, dirty, cold, or bored, we cried out loud for a cure. This ability of sound to generate attention is never forgotten. Toddlers and kids increase the repertoire; adding screaming, whining, shouting, interrupting, and pestering as more advanced means of manipulating adults. And they’re very effective. Early on, we learn that if a particular method doesn’t meet our needs, try it again…louder. Soft whimpering won’t guarantee food, but ear-splitting screams will. It may take a while for parents to decipher the milk order, but if the screaming continues, eventually it will come. Older kids, bored of shopping, learn shouting loudly will possibly get them out of the store sooner rather than later. Volume is power.

Helping kids regulate loudness is an important first step in playing with purpose and it’s not just because it renders subsequent music bearable for anyone within earshot!  This activity explores the range of an instrument’s volume.  Like Remote Control, there are two roles: one developing self-discipline and attention and the other creativity and assertiveness.  If your child has played music with me before, you’ll certainly recognize aspects of what follows; it’s a great starting point. Be warned! The ideas should test the limits of volume, so it might get loud…

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Ever wish your kid had an off switch?

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Give a young child a recorder and there is usually one of two responses: a weak, breathy whisper or multiple, piercing, full-force blasts. Blasters revel in the reaction as adults frantically shush and cover their ears while other children excitedly join in or run scared. Whisperers tend not to play for too long, and, after a begrudging whistle or two, soon drop or push away the instrument.  Dependent on mood and temperament, each child can give either response; as if calling, “look at me!” or muttering, “leave me alone!” To play musical games, kids must be in a blasting frame of mind. A good time to play is when your child is already being noisy. Some might need to ‘perform’ and friends or siblings can provide an audience – willing or not.   Better still: have instruments easily available at all times, then, when one is picked up, suggest playing a new game…

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