Where have we been?
The author’s children at the Leesburg Halloween Parade 2024.
If you’re reading this, can you believe it’s already November 1st?! The fall is flying by, Halloween is over, and Mariah Carey is defrosting…but how did we get here? And where has Everyday Musicians been since summer?
We had an amazing summer filled with FULL Miniature Musicians classes, lots of travel, Compass Band Camp, and tons of family time. August came, and my kids started new schools, my husband went back to work, I started a new job, and the Compass Homeschool Band hit the gas! It’s been an incredible few months, but Miniature Musicians took the backseat while we adjusted to our new routines.
Miniature Musicians - Summer 2024
Compass Homeschool Band is off to an awesome start. My best band buddy, Les, and I have been working hard to get the kiddos playing. They’ll be performing a mini-concert in December alongside some of the members of the Loudoun Community Band! We are already planning for a fun spring semester, and we are excited to see how the program continues to blossom.
Some of the Compass Band Students rehearse in Fall 2024
Last week, Miniature Musicians resumed at the lovely Creative Gardens in Ashburn. It’s been wonderful to see the smiling faces of so many excited students!
We have a few Winter-Themed pop-up classes in December (classes are selling fast - so make sure to reserve your space ASAP) and in early 2025, but session-based classes will not resume until late spring. If you are looking for a fun caregiver-child class for the winter, we love Zumbini with Katherine! She offers exciting movement-based class sessions in Ashburn for babies and toddlers.
Pop-up classes enrolling now!
I am excited to continue to share music with the children and families in Northern Virginia. Stay tuned for updates throughout the year!
Happy Halloween & Happy Diwali!
BAND!
The author and her husband (circa 2007) in The Carolina Band
Hi. I’m Jess. I am a band kid. I joined the band in 6th grade and never looked back. When it was time to apply for college, becoming a music major just made sense.
It’s been 25 years since I first stepped into a band room. I can confidently say that it has positively impacted every aspect of my life. I even met my husband in band!
I am so excited to be building a band program for homeschooled students in Northern Virginia. It’s an amazing opportunity to bring the joy of music education to a new population of families. If you are a homeschool parent reading this article - sign your child up for band! Why, you ask?
Lucky for you - I made a list!
1. Studying music impacts the brain.
Playing a musical instrument uniquely engages the brain. Multiple cognitive functions must coincide to play an instrument effectively. Research indicates that musician’s brains show increased plasticity, anatomical differences in the auditory and motor cortices, and increased gray matter throughout the brain (Miendlarzewska and Trost, 2014). Similarly, studying in music in childhood has proven to enhance non-musical transfer skills such as listening ability, fine motor skills, and temporal processing and orienting of attention in time (Miendlarzewska and Trost, 2014).
2. Playing music together increases social connections.
Music is innately human. Nearly every culture in the world utilizes music as a social activity. Music is part of cultural rituals, milestones, and celebrations. It is foundational to the human experience.
Research shows that engaging in music-making increases social bonding (Tarr, Launay, and Dunbar, 2014). Students who participate in band at the secondary level report a sense of belonging and increased social-emotional well-being (Siegal, 2023).
3. It’s FUN!
This one speaks for itself! Band is FUN. Learning an instrument leads to many possibilities - college ensembles, community groups, and a general understanding and appreciation for the arts.
Band is social. Band is musical. BAND IS FUN!
So, what are you waiting for?! Sign up today!
References
Miendlarzewska, E. A., & Trost, W. J. (2014). How musical training affects cognitive development: Rhythm, reward and other modulating variables. Frontiers in Neuroscience, 7. https://doi.org/10.3389/fnins.2013.00279
Public Broadcasting Service. (2012, May 7). The benefits of Music Education. PBS. https://www.pbs.org/parents/thrive/the-benefits-of-music-education
Siegal, C. R. (2023). Situational belonging in High School Band Ensembles and high schools. Psychology of Music. https://doi.org/10.1177/03057356231214499
Tarr, B., Launay, J., & Dunbar, R. I. (2014). Music and social bonding: “self-other” merging and neurohormonal mechanisms. Frontiers in Psychology, 5. https://doi.org/10.3389/fpsyg.2014.01096
Music in the Garden
The author’s daughter checking out the new equipment for Music in the Garden
Music in the Garden starts this Saturday! I am so excited for some family music-making in the beautiful spring weather. Here’s a quick reference for what to bring!
What to bring:
Blanket or towel: There are no chairs available for class. I recommend bringing a blanket or towel to lay on the ground, so you have a comfortable place to sit.
Sun Protection: Bring hats, glasses, sunscreen - whatever you’ll need to be safe and comfortable in the sunshine!
Bug Spray: We will be co-existing with the garden residents. I recommend bringing bug spray to keep them away from you and your littles!
Water: You’ll want to stay hydrated - especially in the sun.
Jacket/Sweatshirt: Spring weather is unpredictable. Make sure you are covered in case of a cool spring breeze!
Music in the Garden will operate just like Miniature Musicians classes! Please check out my blog post Audiate This: A Guide to Your First Miniature Musicians Class to learn more.
I can’t wait to see you in the garden!
Benefits of Early Childhood Music Classes
The author’s daughter exploring instruments at 17 months old
Every so often, a caregiver approaches me and says, “We can’t wait to sign our child up for music class when they are older!” As a mom, I get it! There are so many expenses involved in raising a child, so why should someone pay for another class? After all, we listen to music at home! And my child won’t remember anyway…right?
It’s hard for caregivers to see the benefits of enrolling in an early childhood music class…especially in the first 3 years of life. However, research shows that early childhood music experiences are critical in the development of music aptitude (one’s potential to achieve in music). When children have a variety of musical interactions and experiences in the early years, they are more likely to be ready for formal music instruction later in childhood, achieve in music as an adult, and understand and appreciate music throughout their lives (Gordon, 2001).
Music Aptitude
Everyone has a music aptitude and the ability to achieve in music. Music aptitude, one’s potential to achieve in music, stabilizes around age 9 and is most fluid in the first five years of life. Because of the fluidity in the early years, early music experiences are vital in the development of music aptitude (Gordon 2001). This is not to say that children who have limited early childhood music experiences will not achieve musically. Aptitude is a measure of potential, not achievement. Early childhood music experiences are key to maximizing a child’s potential!
Connection
Studies show that parents who engage musically with their children report stronger parent-child relationships and increased confidence in their parenting abilities. Mothers who sing to their babies report feeling more aligned with their mental health and maternal role (Holliday-Bembridge, 2022). We also know that musical engagement in families and peer groups plays an important role in family cohesion, increased mental well-being (for children and families), and positive emotional and social development (Boer and Abubkar, 2014). Music improves mental health, familial bonding, and increases connections between family members and peer groups. As Bill Nye would say, “it’s science!”
Music’s impact on the developing brain
Did you know that hearing develops around 16-18 weeks gestation? Studies show that the developing fetus can interact with sounds as early as the 25th week of pregnancy and by the 32nd week there is a distinct response to sound in the developing brain (Poćwierz-Marciniak and Harciarek, 2021). Babies who are regularly exposed to music during prenatal life are able to recognize familiar tunes after birth (Hepper, 2012)!
Music evokes connections in the brain, impacts our ability to form connections, and is part of our everyday life. Exposing young infants to a rich variety of musical experiences can aid in the development of the brain socially, academically, and musically. Even very young babies can benefit from musical experiences. It’s never too early to start music classes!
So…when is the ideal time to start music classes? As famous ethnomusicologist and composer Zoltán Kodály once said, “nine months before the birth of the mother.”
Want to check out an early childhood music class based in research and child development? Click here and enter promo code TRYFREE!
References
Baltagi , I. (n.d.). How music affects your baby’s brain: Mini Parenting Master Class. Www.unicef.org. https://www.unicef.org/parenting/child-development/how-music-affects-your-babys-brain-class
Boer, D., & Abubakar, A. (2014). Music listening in families and peer groups: benefits for young people’s social cohesion and emotional well-being across four cultures. Frontiers in Psychology, 5(392). https://doi.org/10.3389/fpsyg.2014.00392
Early Childhood. (2012, May 24). GIML - the Gordon Institute for Music Learning. https://giml.org/mlt/earlychildhood/
Hepper, P. G. (1991). An Examination of Fetal Learning Before and After Birth. The Irish Journal of Psychology, 12(2), 95–107. https://doi.org/10.1080/03033910.1991.10557830
Holliday-Bembridge, A. (2022). Mamas and Music: A Qualitative Study of Music’s Impact on a Mother’s Mental Health and the Developing Parent-Child Relationship [Review of Mamas and Music: A Qualitative Study of Music’s Impact on a Mother’s Mental Health and the Developing Parent-Child Relationship]. ProQuest.
Mullen, A. (n.d.). Early Childhood Music According to Gordon. The Improving Musician. Retrieved January 7, 2024, from https://theimprovingmusician.com/early-childhood-music-new/#:~:text=Songs%20Without%20Words&text=It
Music Aptitude. (2012, May 25). GIML - the Gordon Institute for Music Learning. https://giml.org/mlt/aptitude/
Poćwierz-Marciniak, I., & Harciarek, M. (2021). The Effect of Musical Stimulation and Mother’s Voice on the Early Development of Musical Abilities: A Neuropsychological Perspective. International Journal of Environmental Research and Public Health, 18(16), 8467. https://doi.org/10.3390/ijerph18168467
The Kodály Concept. (n.d.). Kodalyhub.com. Retrieved January 28, 2024, from https://kodalyhub.com/main-principles-of-kodaly-s-music-pedagogy/29-the-kodaly-concept#:~:text=Once%20when%20Kod%C3%A1ly%20was%20asked
Audiate This: A Guide to Your First Miniature Musicians Class!
Let’s make music together!
Our first Miniature Musicians class is just one week away! As I plan for our first class together, I wanted to take a moment to give you a glimpse of what to expect.
Miniature Musicians is a research-based caregiver/child music class. While we will experience elements from several different methods and theories, the primary approach to our music making will be inspired by Gordon’s Music Learning Theory.
So…what’s Music Learning Theory? According to the Gordon Institute for Music Learning’s website, “Music Learning Theory is an explanation of how we learn when we learn music” (Gordon Institute for Music Learning, 2024). The theory centers on audiation. Audiation is the ability to hear and comprehend music in one’s mind when sound is not physically present (Gordon Institute for Music Learning, 2024). Think of any song you know. Can you hear it in your mind? That is the beginning of audiaiton. During Miniature Musicians, we will play, sing, and move with the intention of developing our children’s tonal and rhythm audiation.
In the early years of music instruction, we do not expect specific responses from children. Exposure is the most important aspect of early childhood music education. Is your child in the corner eating a snack? Totally fine! Are they coloring a picture and sitting in your lap? Not a problem! They are still being fully immersed in a musical environment!
Classes will include (in no particular order)...
Hello Song
This is our chance to set the tone for music making and welcome everyone to class! We will use this as a “warm up” and greeting.
Songs & Chants
We will learn songs and chants in various tonalities and meters (more on this another time). Many of our songs and chants will not have words. We will work with a balance of familiarity and variety! Check this out for more information (scroll down to find the “Songs Without Words” heading) - CLICK HERE
Pattern instruction
In short, pattern instruction allows children the opportunity to respond purposefully. Think of it as the “sight words” of learning music (Bailey, 2017).
Short purposeful silences
Silence can make us uncomfortable! However, it’s important to give purposeful silences to allow children an opportunity to respond musically. Check on more information on this here - CLICK HERE.
Movement
Movement in Music-Learning-Theory-inspired lessons focuses on time, weight, space, and flow (The Laban Efforts). Movement helps children understand and comprehend music as it relates to space and time (Bailey, 2017). This is integral in developing audiation!
Exposure to instruments and props
We use instruments and props to add to the musical experience and environment! Plus, it’s fun!
Goodbye Song
We will always end our class with a Goodbye Song, followed by a few moments for free-play with the instruments and props.
I am looking forward to making music with you and your tiny musicians! See you soon!
Works Cited
Bailey, Jennifer. “The MLT Classroom.” SingtoKids, 13 Apr. 2017, singtokids.com/the-mlt-classroom/. Accessed 7 Jan. 2024.
“Early Childhood.” GIML - the Gordon Institute for Music Learning, 24 May 2012, giml.org/mlt/earlychildhood/.
Holliday-Bembridge, Amanda. “Space to Grow: Silence Promotes Vocabulary Development | NAEYC.” Www.naeyc.org, www.naeyc.org/our-work/families/silence-promotes-vocabulary-development.
Mullen, Andy. “Early Childhood Music according to Gordon.” The Improving Musician, theimprovingmusician.com/early-childhood-music-new/#:~:text=Songs%20Without%20Words&text=It. Accessed 7 Jan. 2024.
“Music Aptitude.” GIML - the Gordon Institute for Music Learning, 25 May 2012, giml.org/mlt/aptitude/.