Levinowitz, Ph.D., “The early childhood years are crucial for using the body to respond as a musical instrument in many ways to many different kinds of music. However, what in particular about musical instruments makes it an asset to learning? According to Lili M. It has been proven that this exposure helps them do better in areas such as reading and math, helps them gain better control of their bodies, aids in focusing, promotes higher self-esteem and emphasizes teamwork. Children who are consistently exposed to musical experiences gain neural connections that help with brain development and cognitive thinking. The benefits that music provides have been thoroughly researched and proven via the Mozart Effect. They will have the opportunity to master a variety of skills while moving and grooving to the music at the same time. It can involve the arts, offering a tactile and multi-sensory experience for this age group. Playing no longer has to only involve puppets, make-believe and toys. ![]() ![]() Sad music, happy music.While many preschoolers learn the most through play and hands-on activities, using preschool musical instruments will also make a difference in the way that they learn. PRESENTER: Music that is fast, music that is slow. Remember after each cymbal clap three times with the music. PRESENTER: Listen again, when you hear the cymbals this time, clap three claps with the music like this… Put your hand high in the air every time you hear a cymbal, and then put it down again. PRESENTER: Listen again, this time the music has more cymbals. Listen to this music, put your hand high in the air when you hear the cymbal and then put it down again – ready? PRESENTER: Let’s give those clapping hands a rest – listen. This time the music is going to stop and we’re going to keep clapping, ready? PRESENTER: Keep clapping along with me… Clap with the music again. PRESENTER: Clap along with me – this time I’m going to stop clapping and you’re going to clap along without me – ready. PRESENTER: And stop clapping now! Listen to this music… PRESENTER: That’s happier faster music, listen again and clap along with me, ready? Keep clapping with me… PRESENTER: And stop clapping now – listen, what can you hear?ĬHILDREN: Faster music, the music sounds happy. PRESENTER: Scary music! Listen again and clap along with me to the slow music. PRESENTER: Phew! That music is slow, then fast, then slow, then fast, then slow and then fast again till the end! Listen what can you hear?ĬHILDREN: Slow music, the music sounds scary. ![]() Put your hand in the air when the music is fast and bring it down again when the music is slower – listen carefully. PRESENTER: The music is fast at the start and then it slows down. Listen again, what can you say about the speed of this music?ĬHILDREN: Its fast, it’s slow, it’s fast again! PRESENTER: Slow at the start and then faster. Listen again, is this music fast or slow?ĬHILDREN: It was slow but then it got faster. PRESENTER: That slower music is played on the flute. PRESENTER: That fast music was played on the guitar. PRESENTER: Music, Was the music fast or slow? Listen again.
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