How Did First Graders Learn Voice Singing

Music is everywhere and has been a part of human existence for eons (Dinham, 2014, p. 265). Music has been a part of Australian schools for the last hundred of years, over the last fifteen years the application of music has seen a drastic change with the appearance of the internet and increase of accessibility. In spit of this the elements of music has not changed and forms the basis of music. When teachers or children sing they use those elements automatically (Dinham, 2014, p. 270). The curriculum has an expectation that children will learn to listen to music, compose and make music (ACARA, July, 2013, p. 93). There is a range of music that can be used to teach children; explore music concepts, by singing, playing instruments, by listening, composing songs or music, dancing or moving on music. Children, through participation and appreciation will discover about themselves form bonds with other children and become more aware of different cultures (Dinham, 2014, p. 266). Teacher’s participation, regardless of status, need to ensure that children are getting an education in music. The opportunities and experiences, to create, perform and record given to us as pre services teachers will be of a great help when facing the task of teaching children music in schools. Art education depends on how to motivated and support children, scaffolding their learning, and build on their enthusiasm to join the praxis of

Music can help students in many different ways varying from how theses students will succeed in society to the way music can help build these children's imagination and intellectual curiosity. She also brings up the counter arguments that teachers or parents may agree with. Which is how do you teach a student who can't hear? Darrow claims through Active learning and participation. She states many different strategies including Listening to music, Singing, Reading and reading music.

As a group the children are being offered the chance to learn to express ideas with confidence, empathize with their friends, and feel at home in their own skin. Song, music and dance can help children become more imaginative, self-aware and improve their social skills in a fun and enjoyable fashion. According to Aistear’s theme of communicating Aim 1: Children will use non-verbal communication skills. In partnership with the adult, children will (4) understand and respect that some people will rely on non-verbal communications as their main way of interacting with others. (Aistear: the Early Childhood Curriculum Framework) Pg. 35.

Music was my entrance into the world of writing. When I didn’t have access to books, listening to songs such as Beyoncé’s “Irreplaceable” and Raven-Symone’s “This Is My Time” helped me get through the many days in middle school where I was bullied and isolated myself from everyone. My social isolation led to my first bout with depression. As I kept to myself, I wrote my own songs, pouring my heart into each and every word. However, fully perfecting the craft was difficult because I did not know how to perform the music I created. Fortunately, there are organizations that enable children to learn how to play instruments, and one of those organizations is Hungry For Music.

As the article progresses Mrs. Smith begins to tell us stories of other classrooms where children as young as elementary school are learning to compose rhythms and progressively add notes pleasing to the ear. Middle schoolers learning to add dynamics to their piece of music! I certainly believe these children are ahead of the game and will be extremely successful if they decide to pursue music.

| Between the ages 2-3 the child will be able to put words into sentences, ask questions like what? and why? etc., for a well-known song they will begin to sing along with it and are also able to use over hundreds and hundreds or words by age 3.

The curriculum emphasizes phonemic awareness, systematic phonics, oral reading fluency, requires the use of small groups, frequent performance feedback, and uses engaging arts- based interaction with students. In the beginning, students in experimental and control groups had similar reading levels. By the end of the Kindergarten, the program had a positive effect on phonemic awareness and systematic phonics. Between the groups, oral reading fluency had similar gains (Rose & Magnotta, 2012). Denac (2008), looked at the way in which preschool teachers show interest in musical instructional activities. Most of the teachers in his research preferred to use compact disk players to expose students to music. The sample of students were questioned concerning their music preference, data showed greater interest in listening to popular and folk music. Denac noted that the compact disk music used was not mainstreamed popular or folk music and that preschool teachers should pay attention to encouraging the interests of students (Denac, 2008). In a town near Bogotá, Colombia, mainstream music was used as a strategy to develop oral communication in a group of first grade English language learners. The six and seven year old students enjoyed the lesson and appeared to be singing along with the music. Upon further investigation, the students were not making meaningful

There are quite a few pedagogical reasons why Rachel and I have decided to combine both choirs. Below are just a few.

In “Perceived Best Friend Delinquency Moderates the Link between Contextual Risk Factors and Juvenile Delinquency”, researchers examine the effects of risk factors and perceived best friend delinquency and how it correlates the juvenile delinquency. Researchers found that individuals who begin engaging in delinquent behavior during childhood often face harsher outcomes than those who begin in late adolescence. Results show that “high levels of perceived best friend delinquency, negative life events, and neighborhood problems were each moderately to highly associated with high levels of child self-reported delinquency”(Paula, et al 753). According to the results, the best friend delinquency risk factor strongly affects juvenile delinquency

We help the children develop these skills by interaction with each other, singing songs, reading and sharing books as well as talking with them and

Therefore, prioritizing healthy, accurate singing by the end of grade five might be productive toward positive attitudes in the next grades, as well as promoting the skills that students use also in instrumental studies. Some studies have shown that the negative attitudes, especially in boys, are directed toward school choral singing, not necessarily to singing in general, suggesting that a broader variety of singing activities could usefully be offered, such as smaller groups or individual singing lessons, and inclusion of musical theater or popular music (Welch et al.,

I. Plato, a Greek philosopher once said “I would teach children music, physics, and philosophy; but most importantly music, for the patterns in music and all the arts are the keys to learning.”

Sing songs to children is crucial for facilitates children’s literacy and numeracy development (Touhill, 2013). Research has found that the acquisition of early literacy skills and development are associated with singing nursery songs, as sing song to children promote children to discriminate sounds or rhythm, and it can also foster children’s concentration skill, auditory discrimination skill (listening skill) and speaking skills, which is the foundation of literacy development (Connor, 2011a; Fellowes & Oakley, 2014).

Graziano, Matthew Peterson, and Gordon L. Shaw a group of children were given piano lessons and math training for a certain amount of time, while a control group received only the math training. At the end of the experiment the children were all given a math test; the children who had been given piano lessons scored fifteen percent higher on their math tests than the ones who received only the math training. (Deasy 110) According to Chorus America’s Chorus Impact Study, “parents with children singing in choruses report their children get significantly better grades than children who’ve never been part if one.” This fact is proven in their research that states that sixty four percent of chorus students reported that their language arts skills had improved, fifty seven percent reported that they improved in math, and sixty one percent reported an overall increase in their academic skill levels since joining fine arts. From those statistics, it is almost impossible to imagine that anyone would consider removing fine arts from public schools.

Another thing I found interesting is number twelve that some children and adults can sing better than they can speak. I never thought that some children might respond better if you sing to them. I believe that this is one very helpful tip that should be