Pitch is essentially the highness or lowness of tones from the voice, an instrument, or natural sounds. It is important for children to learn the sometimes subtle difference between high and low sounds. Children often MISTAKE ‘loud and soft’, or even ‘big and little’ for ‘high and low’. There is a natural correlation, however, as many BIG things make LOW sounds (daddies, bears, tubas, large bell, etc.) and LITTLE things tend to make HIGH sounds (babies, mice, flutes, small bell, etc.). Encourage children to explore the range of their own voice. Add movement by reaching up high for high sounds and crouching down low for low sounds.
Once students have a good base for distinguishing between high and low, we begin exploring Melodic Direction. Here, we emphasize the movement of music - either moving up, moving down, or staying the same. Relating this to things in our world that move each way (hot air balloon, waterfall, train) help children visualize & comprehend what they hear in music that move the same way. Again, you can move your bodies - or just certain body parts - gradually higher or lower as the pitch changes too!
We invite all parents to learn a little about their child's music teacher. Since we teach during the school-day, many parents may never meet the Kidstunes instructor. Please click on the link below to read more about the instructor at your child's school.
Lara Davis(Burlington), Emma Burnham (Hickory), Sarah Catherine Carter (Durham/Raleigh), Tiffaney Coleman (Burlington/Mebane), Tanya Perkins (Winston-Salem/Kernersville), Delise Germond (Raleigh/Clayton), Lou Anne Hicks (Greensboro/High Point), Erica Jackson (Raleigh/Cary/Apex), Ebony Jenkins (Durham/Chapel Hill), Emily Killgo (Burlington)
Congratulations to Zoe Dunn from Church Childcare in Walkertown for winning the First Day of School Photo Contest! She received $15.00 off her tuition! Thank you all for participating.
Melodic Direction with Jack & Jill
Recite this famous nursery rhyme using voice inflections to match the vocabulary. Elongate the vowel sounds of the words “UP” and “DOWN” while sliding the voice up high on “UP” and down low on “DOWN”. Use appropriate motions to each word. You can expand on this by moving your body up and down with the words.
Jack and Jill went “uuuuup” the hill
To fetch a pail of water.
Jack fell “doooooown”
And broke his crown.
And Jill came tumbling after.
If you have a piano, resonator bells, xylophone, etc. you can sing the song moving your voice up the scale as they go up the hill and then back down as they fall down the hill.
C D E F
Jack and Jill went up the hill to
G A B C
Fetch a pail of water.
Jack fell down and
Broke his crown and
F E D C
Jill came tumbling after
Last month our focus was RHYTHM - combining long & short tones ~ as well as moments of silence (rests) ~ to form patterns. We learned to recognize various music symbols & notes, and many students began reading simple written music notation! We transferred this new knowledge to singing, clapping, moving, and even playing rhythms on instruments with relative ease. Exploring rhythm games using both music and poetry served as a fun way to expand this area with our bodies, voices, and even some non-traditional music materials (scarves, cups, bean bags, smooth stones, etc.)!
Naturally, we will be celebrating the holiday excitement through music & movement this month. We will also begin our next content area - Pitch (high & low sounds) and Melodic Direction. Help your child recognize pitch differences in your everyday world (bird chirping high, dryer running low, fire engine whirring up & down). Also, expand your “natural” vocal range when singing and when playing, humming, or just talking… how high/low can YOUR voice go?!