Music and Movement are a very important part of early childhood education. At the Brick Church School, children go to music every week to sing, play, dance, listen, and explore.
The music and movement program at The Brick Church School aims to give children the groundwork for a lifetime of joyful music making, relying upon foundational music skills and positive musical associations in their earliest years. The skills-based goals of the music and movement program at Brick are:
1) to enable the children to find their singing voice – called the head voice
2) to enable the children to match pitch; and
3) to enable the children to hear and produce a steady beat.
As a means to achieve these goals, the children are guided to participate in many songs, games and activities. The Kodály, Orff, and Dalcroze methods of music education comprise the foundation of the music curriculum, created by the School’s music teacher. Parts of the Music Together curriculum for young children are also used in the curriculum. Additionally, the curriculum is influenced by the Reggio Emilia project approach to early childhood education. The children participate in activities that include vocal exploration, chants, songs, singing games, musical stories, instrument play, listening activities, and movement exploration. Music activities inspired by the Reggio Emilia approach include light and shadow play, song composition, and video documentation. In an effort to reinforce classroom learning in the music and movement class, phonemic awareness songs and activities are also used.
Singing is also a part of the daily classroom routine and the weekly Chapel services, where the songs learned are based on Judeo-Christian values of friendship and faith in God.
An additional movement teacher works with our afternoon 3’s classes as well as with our 4’s and 5’s classes during extended day. These afternoon movement classes provide an opportunity for children to explore their imaginations and physicality through many genres of music and through movement stories. They can pretend to be anything from ballerinas to gymnasts to martial artists to animals, or act out flying like an airplane, being the wind or rolling like a tumbleweed. The spirit of the movement class is flexibility, approached with an “anything can happen” attitude, so that children’s spontaneity and creativity is encouraged and developed.
Joy in making music is of primary importance, and the teacher strives to have children participate in all activities with confidence and enthusiasm.
A class of three-year-olds experiences a phonemic manipulation activity using a favorite song, “Skinamarinkadink”. They substitute onset consonants in a joyful and engaging way.Phonemic Awareness – the awareness that many sounds make up words, and the ability to hear and manipulate those sounds – is an important pre-reading skill.