Article by Jennifer Stevens-Ballenger, MEd.

SCENARIO 2:  A musical milestone

Abigail

Abigail is approaching her third birthday, and has been regularly attending music classes with her mum since she was 8-months-old. She has grown quite comfortable with her teacher and peers, and over the past year or so, has grown to the point where she frequently participates in the music activities; singing, moving, responding and playing instruments. However, her mum has noticed that, lately, she appears to just “stare into space” mid-activity, especially during activities where the children play instruments only during certain sections of the music and/or when they take it in turns to play. Mum is confused by this, and wonders if Abigail is developing a problem with learning, or perhaps even with her hearing.

What does this mean?

Does this behaviour indicate that Abigail has a learning or hearing disability? Absolutely not!!!* Abigail is just busy processing an enormous amount of information. Just as babies understand language before they can speak it, so too do children internalise music before they can play it.

After a number of years participating in music class, Abigail has experienced and mastered the concepts inherent in playing music tutti (all together at once). However, activities where young children play music only during a section of music, especially when asked to do this individually or in a small group (i.e. in parts), are very sophisticated indeed. There are many new concepts for Abigail to process: the motor skills required for playing a particular instrument; sharing and (often) passing of instruments amongst peers; watching for social cues to indicate when it is time to play; aurally processing the sections of the music to indicate when it is time to play; playing the given rhythm and/or melody accurately; watching and aurally processing the musical sections to know when to stop playing; and maintaining attention throughout the activity, sometimes for up to 5 minutes or more. Wow! Is it any wonder that Abigail needs time to think about and experience these activities many times, before mastering them?

How do I know that Abigail is learning?

Even if Abigail appears to be blankly staring into space, during activities where the children play instruments only during certain sections of the music and/or when they take it in turns to play, there are a number of ways that her mum can be sure that learning is taking place:

• Abigail participates to some degree in the activity. Perhaps she passes the instrument to another peer (social learning), sings certain sections of the song (musical learning about pitch, rhythm and structure, and language learning), or plays her instrument at some time during, before or after the activity (kinaesthetic learning);
• Abigail watches the teacher or her peers participating in the activity (social learning and musical learning about structure);
• Abigail simply listens to the teacher and her peers sing and play (musical learning, language learning, and the development of neural pathways in the brain).

As weeks go by, if mum watches closely, she might even begin to see some external evidence that learning is taking place:

• Perhaps she will see Abigail nodding or moving rhythmically, as the teacher and/or her peers are having their turn;
• Perhaps she might observe Abigail playing during another child’s part, showing that she is developing her motor skills and her musical understanding;
• She may notice that Abigail’s eyes are following the action around the music circle, as the different musical parts enter and exit, showing that she is learning that music is made up of different sections.

Remember, if you cannot see any external evidence that learning is taking place with your child, do not be concerned! Often a child will internalise many of these concepts before they will display them in the music class. Moving on from playing tutti is quite a developmental milestone. The ability to play only certain sections of a piece of music is something that will develop slowly over time, and always at a pace set by each individual child.

* If your child shows other signs of a learning or hearing problem, please discuss your concern with your doctor or local Maternal and Child Health professional.

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October, 2010

Article by Jennifer Stevens-Ballenger, MEd.

SCENARIO 1: The independence-dependence conflict

Michael

Young Michael likes to sit quietly in Mummy’s lap during toddler group music sessions. He is reluctant to ‘perform’ when it is his turn to play/sing/respond. He often buries his head in Mummy’s lap, and likes to be picked up during movement activities. Sometimes he cries if this request is not met.

Mummy feels confused. She knows Michael knows the answers. He sings and dances to the songs at home, and is very musical. He is also incredibly independent in other settings, and has a large expressive vocabulary.

So, what is going on here?

Michael is exhibiting very ‘normal’ and appropriate behaviour. At this stage of development, young children may experience an independence-dependence conflict. On one hand, their awareness of themselves, as separate from their caregiver, is rapidly developing. They may exhibit a strong  desire to “do it myself!” When comfortable or familiar with a situation, they wander further from their parent and may play unaccompanied for short periods of time. However, toddlers are not entirely self-sufficient. Biologically, they are not yet ready to break from the herd! They are dependent on parents for survival (food, shelter, protection) and for emotional nurturing and social guidance.

Michael is not misbehaving. He is clearly showing Mummy that he relies on her for guidance in this social situation. It is ok for Mummy to comfort and protect Michael in the music session. She can model the social behaviour that she feels is appropriate for Michael to develop. As he moves through this stage of development, or becomes more comfortable with the environment, his independence will become more apparent and he will rely less on his caregiver for assurance.

* Please note: The independence-dependence conflict can also be seen in children who wander from parents during music class and/or throw tantrums!

Is Michael actually learning anything?

YES!!! Young children primarily learn music through listening. Neuro-musical research shows that children who are regularly exposed to music from an early age develop pathways in their brain for music, mathematics and literacy. Interestingly, the affect on the brain is not as prominent in children only exposed to recorded music. Live singing (or playing) to young children is by far the most affective approach. Therefore, we know that just by attending the regular music session, Michael is learning a great deal about music.  His understanding of the musical elements – duration, pitch, dynamics, tone-colour, and structure – will become more externally evident as his development allows (ie. when his motor-skills and independence catch up to his internal knowing). Furthermore, from Mummy’s behavioural modelling, and from observing the other children and adults, Michael is also learning about social conventions and expectations.

and

ALLANS MUSIC SCHOOL

CHRISTMAS CONCERT

DATE: Saturday 3rd December, 2011

TIME: 3.00pm – 4.30pm

VENUE: James Tatoulis Auditorium

Methodist Ladies College, 207 Barkers Rd, Kew

This is the final concert of the year. All students are invited to perform in ensemble items led by their teacher.

The concert provides a wonderful opportunity to see and hear the various students of Moving Into Music and Allans Music School in action…on pianos and keyboards…on electric, bass and acoustic guitars… on drums … as well as the pre-schoolers.

Preparation for this concert will take place over Term 4 during lessons. Accompaniment CDs to assist with home practice will be issued where appropriate.

The concert is always a lot of fun for both the performers and the audience. It is a great chance for families to support the efforts of our students and to round off the year together elevated by the spirit of Christmas.

Please Note:  Notices regarding ticketing and directions will be issued mid-term 4.

If we have missed a question then please do get in touch and will add it to the list!

Why should I choose Moving Into Music?

The length, breadth and depth of our experience coupled with the high qualifications of our teachers sets us apart from other programs. Our classes deliver best teaching practice. They are underpinned by what is most current and relevant theoretically.

We know and understand how children learn. We know how to bring music into their lives. We know that we can give your child the gift of music.

When can I join a class … do I have to wait for the next term?

You can join a class at any time providing we have vacancy. We limit our class size to ten to guarantee your child individual attention.

Is there a trial class?

You can come to visit us for a trial lesson in any of the weeks of our teaching term. You will be charged for a single class.

How much does it cost?

We charge on a term by term basis. If you join us once term has started we calculate the cost on a pro-rata basis for the remaining weeks of the term.

Are there any extra costs?

• For Musical Parenting – we provide notes to accompany our classes.
• At our Beginnings level we offer for sale Preludes – a Child’s Song Booklet – for each semester of the year.
• At the Pre-School level children make their own Song Books

Do I need to stay with my pre-schooler in the class?

Yes. All levels of our pre-schooler programs are designed for shared parent – child participation. We want you with us to share and contribute to the magic of the music group as well as to enhance your child’s musical education.

My husband would like to bring our child. He’s worried it’s only for mothers … would he fit in?

We have many fathers who bring their child to the music group. This can be a very special part of a father’s parenting. Some dads come on a regular basis … others make a special visit. We also often have grandparents who take on the music group as a special activity with a grandchild.

My two year old is very active. What if he can’t sit still?

Toddlers are active. The value of the music class is helping them to learn to find focus and become a member of a group activity. Participating, sharing, watching, waiting and listening when and where appropriate are what we teach these children. It is important that they learn these things. Music class will help them.

My child is very shy. What if she won’t join in?

Assisting a reticent child to participate in the music group will aid this child’s social development. The music class is an excellent preparation for formal learning and school.

I also have a baby. Can I bring the baby along with us to the class?

When baby is young and in a capsule or when a toddler is in a pusher this is not a problem. A mother can quickly attend to the baby/toddler needs without interrupting the class or compromising her child’s involvement in the group.

What if my child is sick and I miss a class … is there provision for this?

If you miss a class you can take a make-up lesson at any of our other venues.

How can I get started?

Navigate to our Contact Us page of this website and we will get in touch with you immediately. You can always ring us on 9836 2686 to speak to us direct.

Age:

Structure: 10 -12 weekly of 30 mins duration per school term

Levels: All levels: beginner – advanced

Student Materials: Tutor Workbooks chosen by the teacher from reputable courses

Venues: Allans Music School Studios in Allans Music-Kew, City

Teachers: Simon Watt, Nathan Slater, Genaaron Diamente, Lachlan Barratt, Delaney Stewart, Edward Lacey

We can build playing techniques while giving you a preliminary understanding of music theory – reading notation, learning the treble clef, positions and names of notes, understanding rhythm elements and time values. We can lead you to further study and prepare you to take music exams to VCE level. We can teach you guitar to accompany ‘killer’ vocals or so that the strings do all the work.

Our guitar tuition is geared towards the individual or we can offer tuition for pairs. We can cater for any level of learner and at any stage from six year olds to adults. Tuition can be given on acoustic, electric or bass guitar.

Age:

Structure: 10 -12 weekly of 30 mins duration per school term

Levels: All levels: beginner – advanced

Student Materials: Tutor Workbooks chosen by the teacher from reputable courses

Venues: Allans Music School Studios in Allans Music-Kew, City

Teachers: Elyan Fernova

Whether you want to learn for fun or to achieve a serious skill level we have the drum/percussion option to suit you. We teach across all styles: popular, jazz, rock, reggae, classical, blues, Latin, fusion, folk and metal…most importantly, your style!

We will teach you to read drum music and drum charts, improve your stick techniques, co-ordination and control. We can give you all you will need for all aspects of drumming from basic technique and rudiments to sophisticated time-keeping and rhythm section playing. You do not need a full drum set of drums to take lessons.

Students can start by using a practice pad set which includes the pad, a stand and a set of sticks.

We offer music tuition for all ages.  Here are some popular starting points that might interest you:

- Overview of what we do
- Early Childhood Classes
- Instrumental Tuition
- Staff Profiles

Early Childhood Classes

We can develop a child’s musical foundations with our early childhood classes . These  classes offer fun and learning for pre-schoolers and their parents.  Learn more.

Instrumental Tuition

For students in primary and secondary school years, we teach music appreciation, for:

• Piano and keyboard
• Acoustic, electric and bass guitar
• Drums and percussion
• Theory and musicianship
• Musical Examinations

We also teach tertiary students and older adults who may be complete beginners or wishing to build on skills developed earlier in life.

Our Staff

Our staff are highly qualified and experienced…hand-picked for their excellence as teachers. Our founder and Principal is Lauris Hing who holds a Master of Education with first class honours from Melbourne University, awarded for work on the development of music curriculum. This academic background combined with Lauris’ wide ranging teaching experience both in Australia and overseas, has ensured the quality and success of Moving Into Music programs and earned our recognition and acclaim in the professional music education community.

Training/Consultancy

Our experience extends beyond tuition, with training and consultancy services in the following areas:

• Early Childhood Centres
• Teacher Training Programs
• Conference and Seminar Presentations

Our Partnerships

• Allans Music School Instrumental tuition is offered under the banner of the Allans Music School at the Allans Music stores in Kew and Bourke St. city.
• Selected Kindergartens in Melbourne The Pre-Schooler programs are located in Toorak, Hawthorn, Camberwell, Ivanhoe and East Melbourne. Outreach pre-schooler programs operate in selected kindergartens in Melbourne.

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Lauris has many years teaching experience in Australia and overseas.

She has taught in primary school and at pre-school level, in special education and in parent guidance clinics.

She has addressed national conferences and delivered lectures in the fields of early childhood, special education and music education.

She has trained many teachers through in-service and professional development seminars and courses for all the major organizations including,

the Lady Gowrie Child Centre-Melbourne, the Suzuki Talent Education Association of Australia, the Orff-Schulwerk Association of Australia and the Kodaly Education Institute of Australia, the Australian Music Examinations Board, Melbourne Youth Music as well as the School of Early Childhood Studies in the University of Melbourne.

Lauris’ Masters Thesis was awarded first class honours and focussed on the development of music curriculum. This, combined with her wide range teaching experience has ensured the quality and success of the Moving Into Music program and earned its recognition and acclaim in the professional music education community.

Over the past 20 years, Lauris has built Moving Into Music into a premier music program, which offers musical parenting courses, children’s group classes (pre-school to primary school years) and instrumental tuition in piano and keyboard, acoustic, electric and bass guitar, theory and musicianship. Moving Into Music employs highly qualified and experienced staff and operates in the inner and eastern suburbs of Melbourne where it enjoys a fine reputation.

Lauris and her staff also teach the Moving Into Music program in kindergartens and private schools.

After establishing and successfully operating music studios for instrumental tuition in collaboration, Lauris was approached in 2008 to lead the formation of the Allans Music School. This music school now operates nationally. In Victoria Lauris’ staff currently offer instrumental tuition to adults, tertiary and secondary students as well as to children in studios situated within the Allans Music stores at Kew and Bourke St, City.

The concerts are valuable to students for motivation, to experience their first public appearances and as rehearsals prior to taking an exam.

They can provide preparation for playing under pressure. They offer the opportunity for teachers and family to support and encourage students – to show appreciation for effort – and to give public accolade for achievement.

M.Ed (Early Childhood), M.Ed (Music Education), Australian Kodaly Certificate in Music Education (Early Childhood), Orff Schulwerk Music and Movement Teacher Certification Course (Level 3), Dalcroze Eurhythmics (Foundation Level – Rhythmics, Theory)

Ginette Aitchison is highly qualified. She holds a Master’s Degree in Early Childhood Education plus a Master’s Degree in Music Education – both from Monash University in Melbourne. She is an early childhood music specialist with extensive music teaching experience in kindergartens, child care centres and music schools in Singapore and Australia.

Ginette is passionate about the need to bring music to young children and is dedicated to improving the standard of music education amongst teachers of young children. She has extensively studied the pedagogies of Kodály, Orff Schulwerk and Dalcroze and strongly advocates their relevance in early childhood settings today. She conducts regular workshops and professional development sessions for preschool and music teachers who teach music to young children. She also lectures the “Music and Movement” module for preschool teacher training at tertiary institutes in Singapore. Ginette has presented workshops at Music and Early Childhood Conferences, in Victoria and overseas. She is a committee member of the Victorian Orff Schulwerk Association and a member of the Kodály Music Education Institute of Australia.

Ginette is involved in curriculum development and has co-written kindergarten music programmes for music schools in Singapore.

She is a keen musician and plays the organ, piano and drums. She enjoys new challenges and recently took up African djembe drumming. She also enjoys choral singing and sings with the Royal Melbourne Philharmonic Choir and the Australian Music Events “Opera in the Alps” and “Opera in the Market” series. Apart from teaching and music commitments, Ginette takes great joy of introducing her young grandson to music.