Is Your Music Program Cutting it?

Our music program is a fully adaptable program designed to provide an inclusive music education for toddlers through high school. At the program’s core is a highly interactive classroom-based program teaching instruments, rhythms, note-reading, composers and more. This core program allows students to learn about music in a fun, hands-on environment.

One on one instruction makes up the second component in the model. While students learn the fundamentals of music in their classrooms, private lessons allow students to dive into making music. In private lessons a student will explore the artistry involved in music, develop their coordination and build their self-confidence. Voice, Piano, Guitar and Violin are our most popular courses of study, but instruction is available in many different instruments.

Ensembles are the final component in the program. In one on one lessons students learn artistry, but ensembles require them to rely on others for artistry as well. Students learn how to participate in a group activity where everyone must contribute for the success for the whole. While many ensembles are possible, some of the most popular are choirs, guitar ensembles and chamber orchestras.

All components of our in-school program take place at your school – there is no need to transport your students to a remote location. This allows far more engagement and less down time during the day. While all three parts of the program are recommended, this program is adaptable to the unique needs of your school. We are excited to build a program that will work hand in hand with your existing programs.

Program Goals

  • Singing and Listening
    ◦ Students will sing and listen to traditional folk songs, children’s songs, nursery rhymes, classical music and music of different styles, cultures and time periods. These types of songs are fun and easy to learn while also expanding a child’s cultural knowledge.
    ◦ These musical exercises are not only fun for the child, but will also help facilitate skills in other areas such as language development and counting.
  • Movement
    ◦ Students will learn to move to music through natural movement. At the infant level the child is gently bounced and rocked to the beat. For Toddlers a choreographed movement to the songs and rhymes might have the child raise their arms up if the words have to do with something high or touch the ground for something low. As they grow and become more independent child learns how to march, twist among other gross and fine motor movement through song and dance. This helps them learn not only how to move their body, it also helps them expand their knowledge of a steady beat through practical application
  • Singing/ Listening
    ◦    Students will learn to use their singing voice through call and response group singing. They will also have the opportunity to perform for their teachers and classmates. Group singing promotes team work, while solo singing opportunities encourage confidence and independence.
    ◦    Students will also explore music through listening and examining songs. The teacher will guide students with questions about the music to further the students understanding.
  • Movement
    ◦    Students will learn how to move to music through a series of choreographed movements, increasing their sense of rhythm through practical application as well developing their fine and gross motor skills.
    ◦    Students will also have the chance to perform and lead the group in movement, promoting teamwork as well as leadership development.
    ◦    Students will begin to feel and notate music through movement, words and pictures. This gives the child a way to relate rhythm through thinking, feeling and physical learning.
  • Exploration of Instruments
    ◦ Students will learn to play musical instruments with instruments that are age and size appropriate. They will learn to play as a group and as an individual to simple songs and chants that are student lead and teacher directed.
  • Singing
    ◦    Students will learn to develop their singing voice through call and response singing of simple songs, concentrating on accurate pitch matching or singing what they hear. As their singing ability grows so will the complexity of the songs, changing from simple unison songs to 2 part songs and rounds.
    ◦    Students will also have the opportunity to sing by themselves for their teachers and classmates. Group singing promotes team work, while solo singing opportunities encourage confidence and independence.
    ◦    The students will also explore music through listening and examining songs. The teacher will guide students with questions about the music to further the students understanding.
     
  • Movement 
    ◦    Students will move to the music through choreographed dances. The dances promote the culture, style or time period of the music, increasing the student’s cultural knowledge.
    ◦    Students will learn to sing, play and read music through body signs, body percussion and movement. This movement promotes rhythm and allows the student to feel what they are singing or reading through their body.
  • Exploration of Instruments
    ◦    Students will learn about the instruments of the orchestra and their families. They will learn to recognize the instruments by how they look and sound.
    ◦    Students will be introduced to formal instrument playing with recorders and boomwhackers. These instruments are introduced through interactive games and individual and group playing. This allows the student to start developing a multi skill discipline that has them working on their fine motor, listening and reading skills at one time.
  • Group Singing
    ◦    Students will learn to sing in a formalized choir atmosphere. They will learn how to exercise their voice properly and start to sing more complex 2 to 3 part songs.
    ◦    Students will learn a variety of vocal warm-ups focusing on proper posture, breath support, and vowel structures. Each warm-up will be demonstrated by the instructor and explained in depth before student participation.
  • Solo Singing
    ◦    Students will perform in a safe, positive environment singing a variety of vocal repertoire in both English and foreign languages.
    ◦    Students will learn the basics of stage presence and performance practices while learning to adjust to positive and constructive criticism.
  • Analyzing
    ◦    Students will listen to various composers and determine the speed, tempo,  and the different musical terminology.
    ◦    Students will discuss the musical differences of dynamics through kinesthetic activities, rhythm games and group performances.
  • Rhythms
  • ◦    Students will learn the basics of music notation including staff, clefs, note values and rhythmic patterns.
    ◦    Students will also learn to compose music in one to two part patterns in individual and group settings.
    ◦    Students will learn the beginnings of complex rhythms and mixed meters.  
  • Instruments
    ◦    There are a wide variety of musical instruments of all shapes and sizes from all over the world. Students will learn to recognize groups or families or musical instruments by how they sound and look.
    ◦    Students will also have the opportunity to collaborate with their fellow students by performing in groups with various instruments.
     
  • Movement
    ◦    Students will learn how to move to music through a series of choreographed movements, developing their knowledge of rhythm through practical application as well as learning about movement to music in other cultures and time periods.
  • Singing
    ◦    Fundamentals of Vocal Techniques
        ▪    Posture: Students will learn proper singing posture in choral and solo vocal singing.
        ▪    Breathing: Students will learn proper diaphragmatic breathing and the structures of the voice mechanism.
        ▪    Vocal Placement: Students will learn the differences between classical technique and contemporary music placements.
        ▪    Vowel structure: Students will use vocal warm-ups to correlate proper choral vowels into daily repertoire including foreign language pieces.
        ▪   Ear training: Students will use solfege, vocal warm-ups and sight-reading activities to develop a well trained ear to for whole step and half step intervals.
    ◦    Choral and Solo performing
        ▪    Students will learn to sing in a formalized choir atmosphere. They will learn how to exercise their voice properly and start to sing more complex 3 to 4 part music.
        ▪    Students will learn a variety of vocal warm-ups focusing on proper posture, breath support, and vowel structures. Each warm-up will be demonstrated by the instructor and explained in depth before student participation.       
  • Rhythm
    ◦    Students will learn and understand complex, mixed meters. These meters will correlate Math equations into the music classroom.
    ◦    Students will sight-read music using solfege syllables in simple and mixed meters, rhythm values up to sixteenth notes.
    ◦    Students will write music in simple and mixed meters, using rhythms up to sixteenth notes, and in major/minor key signatures.  
  • Instruments
    ◦    There are a wide variety of musical instruments of all shapes and sizes from all over the world. Students will learn to recognize groups or families or musical instruments by how they sound and look.
    ◦    Students will also have the opportunity to collaborate with their fellow students by performing in groups with various instruments.
    ◦    Students will perform in individual and small groups on a variety of musical instruments. Students will also perform composition pieces on these instruments for the teacher and the class.