“Come all, come and see, our class is about to begin! Music is everywhere, you just gotta know how to listen for it.” Verses like these, written by music teacher Vinícius Medrado, set a fun, natural and poetic tone, which help make music education in early childhood an organic, stimulating and pleasant experience. As Mr. Medrado’s song explains, music is spread around the world – it is found in the songs of birds, in the noise of rain, in the sound of the wind, and inside us, in the beat of the drum that is our heart.
If we pay attention, we will also find that all children, each in their own way, are naturally inclined to sing, dance, drum, try out different instruments and listen to new sounds. Music and movement are already built in, innate to humans. And without the blocks that we can develop by the time we reach adulthood, such as a fear of being criticized or the tendency to fit into certain molds, children are ready to enjoy a broad musical experience, in a light, creative and spontaneous manner.
Mr. Medrado says that the main goal for his classes is, precisely, to make sure that children have a pleasant contact with the musical world. “We work with an expanded concept of music, which basically revolves around four elements that complement and interact with each other: a playful element – which involves playing, games, having fun and being fascinated by music; the body – dancing, moving, touching and showing affection; the context – looking at different cultures, texts and stories; and music itself – with musical instruments, the parameters of sound, notes, melodies and rhythms”.
The teacher says that he usually works with a wide variety of instruments so that children can hear a wide variety of sounds, tones and melodies, from different cultures. “I bring different types of rattles, drums, a guitar, a violin, a harp, a sitar, drums, scrapes, kalimbas, xylophones, flutes… And whenever I introduce a new instrument, in addition to listening and taking in the sound, children are invited to experience what it is like to play that instrument: some they will shake, others they will hit, scrape, strum,” he explains.
It’s a collective learning model, which places a value on “being in a group”. Together, and driven by sounds, rhythms and melodies, the children sing, dance, play, experiment, create, listen and tell stories, and learn about different people and cultures.
Teacher Julia Brettas, who also teaches Early Childhood Education classes, talks about the importance of incorporating circle time activities and references from popular Brazilian culture, which enable children to travel to different regions of the country through their musical manifestations. “Their curiosity is piqued when we bring instruments they haven’t seen yet or when we introduce a new song or game. At the same time, they create a repertoire and begin to actively suggesting and participating, voicing their wishes and what their preferred instruments are,” she says.
Playing in this make-believe universe causes children to play their instruments lower or louder, faster or slower, which allows them to notice the different qualities of sound. We also use body percussion to focus on rhythmic experiences, and set aside some moments when each one of them are free to try out various instruments. Ms. Brettas believes Professor Julia believes that playful contact with music at this first stage of life allows children to explore, in a delightful manner, the fields of experience, sensitivity and self-expression. “The idea is to allow them to have contact with their instruments, to discover their own way of producing sounds and to have them develop a taste for singing, playing and expressing themselves in different ways, with enchantment and joy.”
The children’s response, according to both teachers, is always very positive. “As it is a playful and affectionate moment, the children’s reception to the music classes is generally very good! In fact, I really miss their warm welcome,” says Mr. Medrado.
Ms. Brettas believes that music can be a great ally for children in this time of quarantine, helping them stave off feelings such as loneliness, insecurity and boredom that can arise from being at home, away from friends and school. “I believe it is important for children to listen to music, to be able to create new instruments, build drums with buckets, make rattles, write lyrics, play with musical languages, play concerts, record the songs they came up with.”
Mr. Medrado emphasizes that, with or without social isolation, music is always a great companion. “Not the kind of music you play in the background just to fill the silence. Silence is also very important. The kind of music that can be a companion is that which helps us feel and express our feelings. You know that song you can’t ignore? That fills you with excitement or gets you dancing? I think a good idea for this period of social distancing is for parents to listen to music together with their children and to share with some of the songs that are special for them.”
So that is the heartfelt tip from the music teachers for our little ones at Early Childhood Education. Choose whichever music touches your heart, take the kids to the living room and press play!
