Music for Babies (birth to 18 months)- Saturday 9:15- 10:00 am

Music for Toddlers (18 months to 3 years)- Saturday 10:15- 11:00 am

Music for Babies and Toddlers (birth to 3 years)- Friday 9:15- 10:00 am

Little Music Makers (3 years to 4.5 years)- Saturday 10:15- 11:00 am

Music for Young Minds (4.5 years to 6 years)- Wednesday 5:00- 5:45 pm

Music Moves Class Piano I (6 years to 8 years)- Thursday 4:30- 5:30 pm

Music Moves Class Piano II (6 years to 8 years)- Tuesday 4:30- 5:30 pm

1) How are classes organized?

Classes are structured to meet the individual musical needs of your children. Our classes are organized by chronological age, however, the age requirement for each class is set purposefully. Certain musical responses are typical of children once they reach certain ages. Musical responses will become more definite, frequent, and more accurate as children grow older, therefore, classes are organized in a sequential manner to accommodate for musical development.

2) What musical responses might I expect to see from my child?

In typical Babies and Toddler class, children may be and are often perfectly content to sit and observe from your lap. Some children may not participate until around the end of the semester if at all. THIS IS OK AND QUITE NORMAL!! Vocalizations may include, utterances on neutral syllables such as 'bah,' 'bum,' 'dah,' 'hmmmm,' blowing raspberries, etc. Utterances may be one or more syllables and will most likely be rhythmically inaccurate. Tonally, children will be experimenting with their voices and how to use them. Children will most likely be tonally inaccurate. Children will play with props, not necessarily perform with props as you or I will do. Childrens' movements will be primarily gross motor (large) movements and quick. Children will probably not respond to tonal or rhythm patterns. If they do, children may simply smile and turn away.

In a typical Little Music Makers class, children may be more willing to participate voluntarily, although some children will still feel more comfortable simply observing and not participating. AGAIN, THIS IS OK AND NORMAL. Vocalizations may be more frequent and moving more towards accuracy both tonally and rhythmically, however, they may or may not be tonally or rhythmically accurate. Rhythmic accuracy will probably be the first to emerge as tonal accuracy takes much more time to develop. Children will begin to imitate tonal and rhythm patterns and some may venture out to create their own patterns. This will depend on your child's willingness and readiness. Children will begin to play on simple instruments which will help in developing fine motor skills. Children may or may not play rhythmically accurate on instruments.

In a typical Music For Young Minds class, children may be very willing participants in musical activities, however, some may be more shy than others. THIS IS OK AND NORMAL. Tonal and rhythmic accuracy may still be emerging (tonal more so than rhythmic), however, children tend to have a fairly good sense of pitch and keeping a steady beat (especially). Children experiment more with improvising and creating their own patterns and musical phrases (thoughts). Movements become more controlled and playing on instruments become slightly more challenging.

3) Consider the following:

Consider how we learn language. It is vital for children during the early years to hear and experiment with their language through dialog, conversation, and interaction with an adult in order to make sense of it. Through these interactions, children acquire the readiness for developing their reading and writing skills in school (formal instruction). The same applies to music. Children must be surrounded by music and must have opportunities to engage in music making activities with an adult in order to make sense of music. Only through these experiences in early childhood at home and perhaps other musical environments will children acquire the readiness to further develop their musical skills and profit from formal music instruction in school. Just as you are your child's most important teacher in language development, you are your child's most important teacher in musical development.