Class room sets of instruments: Rhythm sticks, triangles, shakers, finger cymbals

For ages 1 year through 5 years, my experiences, old and new, convince me that-- rather than one-of-a-kind instruments-- class room sets of simple instruments are essential. If each child has exactly the same instrument as every other child, the impulse to choose a special instrument is controlled. For example, rhythm sticks (which are shorter than regulation claves), are the core of my "keep the beat" curriculum. I separate the babies' rhythm sticks from the others so that every single rhythm stick does not need disinfecting after every class. The babies' instruments almost always go directly into little mouths. I have a very small baby class this year and it is easy to keep up with who is using which rhythm sticks. I'm thinking of color coding the baby sticks next year. Sharing germs is NOT a good idea, and is of concern every second. I wipe down instruments regularly. I realized early on that every single child in the school shares the instruments in my classroom and passing on viruses is to be avoided at all costs. Other sets of instruments which are more economical to purchase than others are: triangles. My experience with triangles has led me to the following practices. Since the 'hangy' part of the triangle gets lost, breaks, falls off, or just gets old and ugly, I now incorporate the theme of recycling into my classes. I recycle thick rubber bands which come on my morning newspaper. The rubber bands work well for the 'hangy' part, they come in four of five colors (one item the children are allowed to choose which color they want), and the children love them. We count up how many things you need to play a triangle properly and the rubber band is one of the three. The second item is the triangle itself, and number three is the striker. Strikers get lost, they are not uniform in looks (if you accumulated them over the years as I have done) and can frequently lead to "I don't want that kind" or "I want that one!" I solved that issue by going to Lowe's and finding striker substitutes. I believe the striker substitutes are categorized as bolts; they are about 8 inches in length, are flat on one end, and have an obvious "handle' end. With the older classes we share ideas about how you take one thing and use it in a completely new way. The original strikers are packed away and now we use only the 'special' strikers. More later on about creating lesson plans for playing triangles. Shakers are another easy and inexpensive set of class room instruments. I made my own egg shakers with plastic eggs (available in quantity around Easter) by filling them with rice and gluing them shut with E600 craft glue. I have one shaker I can take out, open up, and show what's inside. They are all the same color--green. There are many kinds of shakers available in music supply catalogs. I do have three or four individual shakers made of wood and plastic and use them sometimes in special lesson plans. More later on creating lesson plans for shakers.

Setting up a Music Room for 1 yr through 5 yr

Ideally, a music room for children in the age range of 1 yr through kindergarten should provide wide open spaces. No chairs, no toys, nothing distracting for a child to explore. All exploration opportunities are provided by the teacher and all attention is to be focused toward the teacher. In my case, the school cleaned out a room which happened to have a full wall mirror. Even the mirror sometimes is a distraction. But since there is class for future dancers once or twice a week in the Music Room, so be it. I asked for shelves to my specifications, a colorful rug. There are some pictures here.

To lock away valuables I placed a 2-door cabinet and a 2-drawer file cabinet--both of which I brought from home. The shelves were mounted securely. The lowest shelf is frequently vacant since it is within reach of exploring hands and eyes. On occasion I plan for the children to explore that shelf.

At first there was a water station with attractive little cone cups; that station was removed at my request after a month. It was a very attractive nuisance.

Other nuisances were hooks placed low to hold my wooden hoops and a bag of bean bags. Wandering eyes and hands went straight for those items. Perhaps next year I'll get those hooks located higher up. Right now, the location where the hoops are is still too low, so maybe I'll drill that hole next week!

I believe it comes as a surprise when people see the music room for the first time. It looks so "bare", especially when compared to other classrooms in the school. Before they learn the rules, sometimes the children may see the room as a big place to run and scream. Care is taken to introduce them to songs which encourage them to 'stop' what they are doing so that they can listen for directions. (My all-time favorite song for re-directing their little brains is from the Musikgarten curriculum: "Oh well you walk and you walk and you walk and then you stop!" )

Why this blog

I have been thinking about writing something about my music classes, about the curriculum I have found works for me, about the way I have organized my room, how I have organized the music I use and other helpful tidbits for other pre-schools who may wish to begin an effective music program for their early childroom classes.

But I am also interested in reaching others like me who may be looking around for something like I am doing. I am extremely happy to be working in this field. I believe I have made this position into an effective outreach for music in the lives of young children, the children are attentive, active, responding. We all are having a good time.

As I begin my second year the curriculum I'm developing has expanded but the basic tenets remain. Provide as much variety as I can create for children to experience the beat. I employ more movement than listening, more singing and dancing than playing the Orff instruments, more experimentation with nonpitched instruments than with melody-making instruments.

I requested another wall of shelves in my room. I rearranged my schedule, but still just two mornings per week, for a total of six contact hours per week. I bought 16 kitten glove puppets I found at my favorite warehouse.

I decided to create this blog focusing specifically on early childhood music and movement because I'm having so much fun. For the first time in my entire musical life it feels great to be a music teacher. I think it is human nature to share good things. I enjoy working on my laptop for hours; sharing through this blog gives me a way to be productive.

There are those times after a music class after the children and their teacher have left my music room when I joyfully pump my arm and to myself whisper, "Yes!" Those classes, which I think of as 'text-book' , have been happening more often this second year of teaching at my pre-school. These successes happen most often with classes of children who were part of the music program last year.

Future entries will detail exactly how I progress. I surely do credit my teaching methodology to the training I received through the American Orff Schulwerk Association. Thanks, Judith, Liz, Paul and other helpers.

About Me

I am a music teacher in a private preschool for children ages 1 year through age 5. I teach twelve classes each week, six classes each on two mornings per week. The classes are divided by age into babies (up through 16 months), one class of 2 yr olds, two classes of early 3 yr olds, early 4 yr olds, two classes of older 4 yr olds, and two classes of 5-yr olds. The older 4's are pre-kindergarten and the 5's are kindergarten. I have room for twelve slots. Three of the age levels receive two classes per week, the rest each receive just one class. Scheduling of the classes is one thing I am very happy to have no responsibility for.

My early interests in music were learning to play guitar and singing folk music. I lived and worked in Austin, Texas in the 1960's, sang a little professionally in folk clubs and did a lot of volunteer work with educable mentally challenged young people using music as a tool to reach them.

How I came to be teaching early childhood music and movement evolved over twenty years of teaching private school (all age levels), public school (middle and high school), private studio lessons, my own franchise where I taught exclusively babies through age 5. I taught private guitar lessons as a stay-at-home mom from 1968 through 1971. During the years from 1986 through 1992, I completed my degree in music and earned about 20 additional credits as I worked toward certification to teach in the public school. Public school music turned out to not be where I wanted to be and I discontinued work toward certification.

Instead, I refocused my attention of early childhood music. I formed a partnership with another music teacher and we designed our own early music program. Out of that I learned about Orff Schulwerk. I am a member with a Level II certificate of the American Orff Schulwerk Association since 1991 and I've had my Musikgarten franchise for four years. I regularly attend continuing education classes through these organizations and others. I have also taught workshops in my specialties.

When the director of the preschool where I am now teaching contacted me to inquire about hiring me to get a music program up and running, it was unexpected. I had been running my own music program for four years. Several of the families sig