Hello Lucy Moses Summer Intensive 2013 participants, and anyone else interested teaching music to young children!<\/p>\n
As requested, here is an outline of the structure I use for my classes for young children. Though I do follow this basic plan for most of my classes, this represents only what works for me \u2013 there are many possible ways a lesson can go. However, I have found that not having to think about what kind of activity is needed (floor work, movement in space, improvisation) allows me to more easily fine tune what we are doing to the ways the kids happen to be responding.<\/p>\n
Floor work\/body warm-up<\/b><\/p>\n
This is an opportunity to bring the group together. Kids enter the class in many different physical and emotional states and they seem to benefit from a sensitive transition period from ‘out there’ to ‘in here’. We start in a circle on the floor with simple body warm-ups that might introduce a musical focus point for the day, often through a new song.<\/p>\n
Movement in place<\/b><\/p>\n
Standing in once place for long periods of time is not something that comes naturally to many children (though there are exceptions!). Whenever possible, I like to find ways to engage the children musically as they ground themselves in one spot \u2013 another way to experience the day’s musical focus. Arm swings, body shapes and sculptures requiring quick reaction, waiting and watching as soloists move can all build this ability which will be required of many of them if they begin the study an instrument such as the violin.<\/p>\n
Movement in space<\/b><\/p>\n
Once the children get to know my routine, they know that they will soon be moving around the room with abandon (though always with a listening ear!). The transition to moving in space looms large as they are standing still. I include many kinds of locomotor opportunities, taking suggestions and cues from them as often as possible. After a month, most can recognize and respond appropriately to music that walks, runs, skips and all the rest. I may use images here to focus or inspire movement (trains, horses, taxis, a previous weeks story..). As the year unfolds, I find ways to have them move in different size groups \u2013 solo, duos, trios and full ensemble. I often build the movement to a high point, and then invite a rest and relaxation transition.<\/p>\n
Story<\/b><\/p>\n
The story is often the heart of the class. It is hard not to take advantage of the children’s hunger (well \u2013 all right, and my own) for image, story and drama. With the right chemistry of elements, they fully invest themselves in the action. Many musical subjects can be explored this way: meter, phrasing, duration, dynamics, tempo…<\/p>\n
Cool down\/relax<\/b><\/p>\n
Another relaxation period follows. I usually play a full piece during this time without speaking. I have used short pieces by Schuman, Chopin, Ravel Debussy. If they are especially restless, we might do some quiet relaxing movements on the floor (snow angels, limbs slowly up and down, quiet singing).<\/p>\n
Different seated activity<\/b><\/p>\n
After the story, I try take advantage of the quiet focus that comes after a lot of physical activity and a good rest. I might use symbol work on the board, drawing, a ball passing experience, or the exploration of an unfamiliar instrument to attempt to tie our experiences to whatever musical concept or element has been the focus of the class.<\/p>\n
Improvisation<\/b><\/p>\n
Every class of mine includes some kind of improvisation \u2013 to say nothing of all of the improvised movement that has gone on up to now \u2013 using percussion, voice, xylophone or tone bells. This is a time for us all to observe and learn from each others’ musical responses and ways of playing. I rarely have all of the children playing the same instrument. Through individual musical interaction with me, I sometimes encourage children to discover new ways of playing, or attempt to steer them toward a desired musical goal. (I always hope that it emerges unbidden, however!) Often, I find myself affirming something I have heard in their playing by reflecting it in my own musical response. It is a time to see how our experiences are influencing musical development.<\/p>\n
Songs<\/b><\/p>\n
Though I do not use goodbye or hello songs, I do like to end the class singing. I often ask, \u201cWhat should we sing?\u201d or \u201cWho’s got a song?\u201d. If no one pipes up, I’ll offer one that we’ve done in the class, sometimes playing just the rhythm on a percussion instrument to see if they can recognize it. (A variation on the Mystery Tune, see Farber, Anne for more details!) I often try to adapt favorite class songs to the day’s musical focus.<\/p>\n
And then, \u201cSee you next week!\u201d<\/p>\n
I hope that answers a few questions, and doesn’t raise to many new ones. If it does, feel free to ask! Also, I’d love to hear about your own basic class plans. I’m sure there’s lots of variation! Feel free to comment here on the blog, or in person at our next meeting.<\/p>\n
Michael Joviala<\/p>\n","protected":false},"excerpt":{"rendered":"
Hello Lucy Moses Summer Intensive 2013 participants, and anyone else interested teaching music to young children! As requested, here is an outline of the structure I use for my classes for young children. Though I do follow this basic plan for most of my classes, this represents only what works for me \u2013 there are […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_coblocks_attr":"","_coblocks_dimensions":"","_coblocks_responsive_height":"","_coblocks_accordion_ie_support":"","jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[128],"tags":[113,94,130,132],"class_list":["post-418","post","type-post","status-publish","format-standard","hentry","category-dalcroze-reference","tag-children","tag-early-childhood","tag-for-parents-families","tag-parents"],"jetpack_featured_media_url":"","jetpack_shortlink":"https:\/\/wp.me\/p9ohMj-6K","jetpack-related-posts":[{"id":447,"url":"https:\/\/joviala.com\/jovialaworks\/infrequently-asked-questions-about-early-childhood-dalcroze-classes\/","url_meta":{"origin":418,"position":0},"title":"Infrequently Asked Questions About Early Childhood Dalcroze Classes","author":"Michael Joviala","date":"July 25, 2015","format":false,"excerpt":"Aside from one or two perennials, I don't get asked too many questions during my Dalcroze classes for young children. With busy toddlers demanding attention, there just isn't a lot of time for chatting. (There are one or two questions I am commonly asked. See if you can guess what\u2026","rel":"","context":"In "Dalcroze Reference"","block_context":{"text":"Dalcroze Reference","link":"https:\/\/joviala.com\/jovialaworks\/category\/dalcroze-reference\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":19151,"url":"https:\/\/joviala.com\/jovialaworks\/first-instrument\/","url_meta":{"origin":418,"position":1},"title":"First Instrument","author":"Michael Joviala","date":"November 12, 2025","format":false,"excerpt":"I am always pleased when the old standards come out in my early childhood child\/adult groups. I\u2019m not talking Gershwin or Berlin here (though that would be great, too), I mean chestnuts like \u201cThe Eensy Weensy Spider\u201d or \u201cThe Wheels on the Bus\u201d\u2014even if the adults seem somewhat embarrassed to\u2026","rel":"","context":"In "Dalcroze Reference"","block_context":{"text":"Dalcroze Reference","link":"https:\/\/joviala.com\/jovialaworks\/category\/dalcroze-reference\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":8875,"url":"https:\/\/joviala.com\/jovialaworks\/letter-to-1st-and-2nd-grade-families\/","url_meta":{"origin":418,"position":2},"title":"Letter to 1st and 2nd Grade Families","author":"Michael Joviala","date":"June 1, 2022","format":false,"excerpt":"note: here's an end-of-the-year summary for the families of my 1st and 2nd grade Dalcroze classes. I refer to a list of skills and experiences. It's a bit long for a post, but if you are intersested, I'm happy to send you a copy. Dear 1st and 2nd grade families,\u2026","rel":"","context":"In "Dalcroze Reference"","block_context":{"text":"Dalcroze Reference","link":"https:\/\/joviala.com\/jovialaworks\/category\/dalcroze-reference\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":362,"url":"https:\/\/joviala.com\/jovialaworks\/what-were-working-on\/","url_meta":{"origin":418,"position":3},"title":"For Parents: Classes for 4-5 year-olds","author":"Michael Joviala","date":"October 8, 2012","format":false,"excerpt":"Parent: \"What did you do in class today?\"Child: \"I was a cat.\"Parent: \"Oh.\" It is difficult for young children to express exactly what they are 'learning' in a Dalcroze classroom. What happens in the room after we take off our socks and shoes and close the door? Of course, in\u2026","rel":"","context":"In "Dalcroze Reference"","block_context":{"text":"Dalcroze Reference","link":"https:\/\/joviala.com\/jovialaworks\/category\/dalcroze-reference\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":435,"url":"https:\/\/joviala.com\/jovialaworks\/drawing-music\/","url_meta":{"origin":418,"position":4},"title":"Drawing Music","author":"Michael Joviala","date":"March 11, 2014","format":false,"excerpt":"For the past few weeks, you may have noticed your children leaving the classes clutching drawings. In the spring of the year, I usually begin to focus the children\u2019s attention on ways that musical events and phenomenon can be visually represented. However, the longer I teach, the more I find\u2026","rel":"","context":"In "Dalcroze Reference"","block_context":{"text":"Dalcroze Reference","link":"https:\/\/joviala.com\/jovialaworks\/category\/dalcroze-reference\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":161,"url":"https:\/\/joviala.com\/jovialaworks\/reinforcing-the-classwork-at-home\/","url_meta":{"origin":418,"position":5},"title":"Reinforcing the Classwork at Home","author":"Michael Joviala","date":"November 14, 2010","format":false,"excerpt":"The Dalcroze classes are now in full swing (ok, pun intended), and the kids have heard and experienced music with a variety of tempos, rhythms, and dynamics. They\u00a0 have been encouraged to express those changes in movement. Children naturally learn in many different ways. Some like to watch in class\u2026","rel":"","context":"In "Dalcroze Reference"","block_context":{"text":"Dalcroze Reference","link":"https:\/\/joviala.com\/jovialaworks\/category\/dalcroze-reference\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/joviala.com\/jovialaworks\/wp-content\/uploads\/2010\/11\/swan1.jpg?resize=350%2C200","width":350,"height":200},"classes":[]}],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/joviala.com\/jovialaworks\/wp-json\/wp\/v2\/posts\/418","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/joviala.com\/jovialaworks\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/joviala.com\/jovialaworks\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/joviala.com\/jovialaworks\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/joviala.com\/jovialaworks\/wp-json\/wp\/v2\/comments?post=418"}],"version-history":[{"count":2,"href":"https:\/\/joviala.com\/jovialaworks\/wp-json\/wp\/v2\/posts\/418\/revisions"}],"predecessor-version":[{"id":420,"href":"https:\/\/joviala.com\/jovialaworks\/wp-json\/wp\/v2\/posts\/418\/revisions\/420"}],"wp:attachment":[{"href":"https:\/\/joviala.com\/jovialaworks\/wp-json\/wp\/v2\/media?parent=418"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/joviala.com\/jovialaworks\/wp-json\/wp\/v2\/categories?post=418"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/joviala.com\/jovialaworks\/wp-json\/wp\/v2\/tags?post=418"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}