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My main music experiences have been a mix of formal and informal instruction, as well as regular exposure to music in the home, at school, and in church.

Every instrument I have learned has mostly been through formal instruction. I started with violin at the ripe age of 5, adding piano a year later. Violin slowly became more informal as I began playing with family and we all had fun with trying new things and pieces together. Piano continued to be formal until around that same time, about age 11, where I lost my piano teacher and started independent exploration. Classroom instruments such as recorder were more formally taught. Then, I added oboe through relatively independent means, where I was part of the school band but otherwise self taught. All the instruments I have learned since have been self-taught and thus more informal. However, when considering the music listening or actual repertoire, much of it has been learned through a more enculturative means. For me, this included hearing siblings practice their classical music, listening to classical music as a family, and generally being exposed to much in the classical sense and not a lot of popular or modern music.

In terms of voice, it is about the same experience. I have sung my whole life, as many children do, and have been in choir since the age of 9. I never took formal voice lessons until this year, similarly to my restart of my formal lessons in piano and oboe. Much of the music I learned with voice was either choir music or church hymns, both of which I still listen to on a regular basis. I learned choir music in choir but also by being around family members singing, listening with the family, and attending concerts. As a family, we have several musical traditions that have stuck with me. I have listened to many oratorios with my family, especially around Christmas time, and we also listen to Nine Lessons and Carols every season. Classical MPR was the radio station we listened to aside from church CDs, and that consistent exposure with musical commentary from my dad encouraged active listening and enjoyment. I consider myself a classical music lover, and honestly don’t listen to much else.

With church, I learned most of the 600+ hymns just by being in church, hearing the congregation sing, and participating in children’s programs and choirs. I wanted to keep learning piano not just for classical music, but also so I could play our hymns on the piano and organ.

With all the music I grew up with, I continue to return to it as my home base of music. I don’t find myself enjoying popular music styles, since they are unfamiliar to me. For me, classical music, choral music, hymns, and other music along those lines feels like home. When I hear the word “music”, that is what I think of. My music learning now is still a similar mix of formal and informal, as I learn new things every day from both my teachers, friends, family, classmates, and listening experiences. After 7 years of band, 9+ years of choir, and many years of individual music exploration, I rarely find myself straying from the music I love.

The best-case scenario for teaching music to children is connection in both formal and informal settings. For example, when thinking about the children who learn music in a more complete sense, they have both formal instruction as well as informal exposure on a regular basis. Thus, as a teacher, the best-case scenario would include seeing the students for longer periods of time quite often, as well as having parents be involved in teaching their children informally. For example, being able to give access to good music and instrument exploration in the home. However, since that is not always possible, the second best would be to use the time with the kids in class to explore different music and have each student find an instrument or style they can connect with. This is difficult to do with each student when time is limited, so I feel either daily instruction or longer periods of time every other day would be ideal. Additionally, I would want to have one-on-one time or small group time with students to encourage learning instruments or improving their voice.

With an unlimited budget, I would purchase time and unlimited qualified instructors. Or at least, high quality instruments and spaces for music exploration. This could include classroom pianos or keyboards, a wide variety of percussion instruments, basic classroom instruments like recorders and ukuleles, and practice rooms or large spaces so that the children can explore independently more frequently.

Objective-wise, I would want students to be able to both read and play music notes and rhythms, but also be able to create and analyze music in a general sense. For example, be able to compose simple melodies on an instrument or voice, as well as recognize musical qualities in a variety of music. These objectives would be carried into intermediate grades with a continued emphasis on music exploration and listening.

Now, though I made a sort of list of what would be ideal, I think each program needs something different. For example, not all kids will love to explore or analyze music. Just enjoying it is enough. Regardless of all the different things that would be ideal, the real best-case scenario would be to have kids who enjoy music and a teacher who can connect with those music students, regardless of budget, abilities of students, and time constraints. Music is for everyone!

Music is something that every child has in themselves without even trying. In fact, people as a whole have a natural rhythm. It is a tale as old as time; music is a part of humanity. Every culture has some sort of music, whether it involve complex rhythms and instruments or just simple voicing. Aside from notes, everything from our steps to our breathing to our heartbeat is has an innate rhythm. This rhythm translates to children with their musical play.

Often, we hear young children singing and playing in a carefree manner. Children as young as two can sing in tune with words and correct rhythms. I have seen this often with younger siblings and other young children. In fact, just yesterday I observed a two year old singing along to a Finnish children’s song with great rhythm and pitch accuracy! We as a class also observed a variety of young children singing together and practicing such things, with varying degrees of success. Regardless of things such as note accuracy, children of all ages love to sing and dance freely. This is also true of childlike people, such as those with down syndrome or other disabilities. It is so special to see those with developmental disabilities to love music in all it’s forms.

Music has been around since the beginning of time and will never cease to amaze me with it’s versatility. There are no words to describe the sweetness of a little child’s voice or the beauty of a children’s choir (especially when they’re in tune!). Regardless, the sweetness and innocence of natural music in children is something quite special.

Parents and Guardians,

Does your child sing, play an instrument, or want to learn how? I am inviting your child to join our music program! Here we have a place for every child to explore, learn, and grow as a person and a musician.

Research shows that children who participate in music grow in more ways than one. For example, involvement in music helps develop the brain, provide an emotional outlet, and improve academic performance in children. Every child has natural musical tendencies just waiting to be put to good use.

As famous musician and teacher Shinichi Suzuki (1898-1998) once said, “If a child hears good music from the day of his birth, and learns to play it himself, he develops sensitivity, discipline and endurance. He gets a beautiful heart.” Here we introduce good music of all sorts and develop all of those traits in every child. Composer Aaron Copland (1900-1990) encouraged listening of all types of music in an intelligent and unbiased way in order to understand music. We have a variety of opportunities for all types of music, including choral, jazz, band, and everything in between. Here in our music program we also give music as a valuable tool your child can use their whole life to express themselves. Finally, as famous jazz musician Duke Ellington (1899-1974) said about complex emotions: “You’ve got to find some way of saying it without saying it, and that’s where music comes in.”

With the opportunities we have to learn to sing, play any instrument, and make music a lifelong tool, every child has a place to flourish and grow. Most importantly, YOUR child has a place here. We invite your child to sign up for our choirs, bands, orchestras, musicals, and music lessons!

Sincerely,

The Copland High School Music Department

For more information, call (708)224-2811 or email dukesuzuki@gmail.com