Music education for young children
The Early Music Education (MFE ) is a teaching subject of the summarized under the musical elementary education subjects. These include: early music promotion, basic education and adult education and, more recently, senior education. The MFE includes the age of about 4 to about 6 years. It has established itself at German music schools for over 40 years and is regarded as a preparatory lesson for later instrumental or vocal lessons. One of the pioneers of the MFE in Germany was several times modified Yamaha syllabus for MFE. With the groundbreaking educational program curriculum MFE (1968 ) of the Association of German Music Schools ( VDM ) were the main teaching content of the MFE outlined: Sing, dance and movement, of instruments, listening to music, elementary instrumental playing ( here: chimes and Orff instruments ), elementary music theory and improvisation. As a result, there were many more teaching concepts with different teaching approaches and emphases.
Musicality is based on one hand on a special talent, and advanced also can not do without cognitive knowledge and skills. On the other hand, it is based in a wide range of abilities and skills in the psychomotor area. They can already be applied to the earliest stages of development to create or promote, and are also useful for other areas of life.
What success can be achieved in a musical environment embossed with such early immersion, indicate the extreme examples of child prodigies like Wolfgang Amadeus Mozart. Music may also perceive a therapeutic function for parents and children.
Music education in practice
In numerous music schools, music clubs and kindergartens, the children meet once a week for a lasting between 30 and 75 minutes of class hours to play and fun. There are songs sung, looked instruments and tried, executed dance moves, (classical ) music heard or experienced, and much more. The courses ( highly varying quality ) have an informal and playful nature in general and should be conducted ideally by specially trained graduate music teachers / teacher inside.
Main aspects and objects of MFE
Creation of a strong song repertoire, composed of well-known older and newer children's songs with the aim of singing together of generations and diverse children (groups) with each other; Development and maintenance of the child's voice singing experience of the world ( positive attitude both to the music and to life )
Preservation of the child's joy of movement ( for music), very physical experience of music and musical processes, learning dance basic patterns (eg, circle dances, dance stories, etc., but also: dance steps, movements ), space for dance improvisations and rhythmic elements
Information about sound, appearance, operation of the various instruments (some with a time interval ) can be learned by the early education (violin / viola, cello, double bass, recorder, flute, oboe, clarinet, saxophone, bassoon, trumpet, horn, trombone, accordion, guitar, piano, harp, and others) only through information a child can really find his favorite instrument. This photo CDs and replace only bad contact with the real pre- played instrument.
Focus on classical music, with the aim enjoyable reception of music from opera, classical concerts and ballet. The enthusiasm for classical music is great for younger children. If personal preferences of primary school age develop to be surviving contact with classical music more in the musical pop music, it is very difficult to then introduce adolescents to the classical music tradition.
Nothing beats the self -Tun. Are usual dealing with the Orff instruments for dedicated Tonabläufe handed chimes are now (even melodica ) and used in appropriate educational programs and keyboard instruments are used more rarely ( fine motor skills training combined with ear training. ): Recorders and other instruments
( Identifying sounds, high and low tones are different, etc.) After starting out really elementary ear training and awareness training should follow the ( first absolute ) solmization by Zoltán Kodály, which rarely occurs in practice as recommended by the curriculum of the VdM, since this method is a relatively high degree of abstraction inherent. Modern methods work eg with solfeggio and differ depending humanized (eg Re = Rena, Mi = Mira, Fa = Fabian etc) and relate the hand signs on properties of these characters. Supportive are appropriate illustrations and compositions. Important: The ability to form a hereditary absolute pitch scale, decreases significantly with increasing age of the children. The (frequent, even domestic ) dealing with fixed and notified later pitches ( from glockenspiel, piano, CD and others) in preschool has largest for training a perfect pitch meaning. A responsible MFE should not force, mainly but not thwart this development.
After beginning with a graphical notation can be the entry into the regular notation (assuming child-oriented methodology). In more recent methods notes are displayed in a note home, for example, about the collection of Solmisationscharaktere. Rhythmic differences of quarter, half and whole notes can be made by the transformation of a child's movements over icon images into notes. Elementary music theory should be combined with elemental instrumental playing and possibly with the elementary ear training ( Blattsingen! ) and its not a pure "painting ".
Without imagination no music! Receipt of a child's imagination and development of musical and creative imagination. Sound stories, theater experiments, instrumental improvisations, etc. are indispensable, but should never be used as a stopgap.
In addition to aspects of the MFE
In addition, shares aspects of teaching that run through the entire teaching almost vertical and almost all main aspects can be mapped.