Child A has been engaging more with musical activites at home since attending my classes, for example the songs he chooses to sing are becoming more recognisable and this is due to his pitch awareness become more mature as he grows.
He was fairly sleepy when he arrived for class but soon got into the spirit of the class, especially as I had chosen to use regular repertoire that he would have learnt at the beginning of the academic year. These included ‘See-Saw’, which involves partnering up with the child’s adult and creating a rowing type action to the beat. This also emphasises the pitch pattern of which is two notes (So-Mi).
We also sang ‘Jack Be Nimble’, which is also a popular favourite which involved bouncing either an imaginary toy or the child can be bounced on their adult’s knees. The latter, Child A still enjoyed as he can be reluctant at times to move independently but this is slowly changing I have noticed week by week. So this week, the toddlers in the group were happy to jump proudly by themselves and to also be thrown/tossed in the air by their adult too developing a bond between them and trust. As the children get used to the regular attendess I hope within time they will be alve to pair up with their peers for these activities to enable social interaction as well as turn taking.
For the next song, we could focus on these issues with the song ‘Down Came Andrew’ which is a hide and seek game where the objects, a button and key are placed around the group. When the question is sung ‘Who has the….?’ the person with the object reveals it and shakes it to make a sound. Later on when the children are more able, they will be able to sing a response ‘I have the…’. Child A was familiar with the structure of the game but still doesn’t like to close his eyes while the objects area hidden and is keen to see what’s going on. As always, he is a very helpful child and enjoys contributing to the class in this case, by handing out the objects in secret with some help from his Childminder and also distributing instruments then collecting props at the end.
We also used the rhyme ‘Apple Tree’, which I made into a physical activity, repeating the actions standing as well as sitting. I also used puppets to indicate the types of voices used for this spoken rhyme e.g. Sooty the bear whispers and Sweep the dog squeaks. At this level of their musical development a child will be able to recreate sounds rather than be fully aware of what their singing voice is as such. So spoken rhymes are very beneficial to learn the difference between speaking and singing. Changing the types of voice will encourage pitch change plus the repetition of the rhyme enables speech skills to be enhanced.