Monday, April 20, 2009
Early Childhood Music Education
As early childhood education plays an increasingly prominent role in American school systems, music educators need to ensure preschool children are getting sufficient exposure to musical experiences. Researchers and professional music organizations have articulated this necessity.
Abeles, Hoffer, & Klotman (1995) state, “Young children [ages two to five] respond to music in a natural, uninhibited manner, which makes musical activities extremely important to a child’s development during these years” (p. 293). Supporting this claim is Edwin Gordon’s Music Learning Theory. According to Gordon (1987), musical aptitude stabilizes around age nine but is developmental before that age and is especially influenced during the most early, formative years. Gordon claims children “must have favorable early informal and formal experiences in music in order to maintain that level of potential” they are born with, and if they don’t have these experiences, “that level of music aptitude will never be realized in achievement” (p. 8). So, in order for children to achieve in music at a later age, even in elementary school primary grades, they must have musical exposure in early childhood.
The National Association of Music Education (MENC) has four recommendations regarding early childhood music education. First, all early childhood music programs should include music as an integral part of the curriculum. Second, at least 12 percent of an early childhood students’ “school day” should be devoted to music. Third, a music specialist should be present in every early childhood center. Finally, early childhood classrooms should have a music center or “corner” for students to play with music materials (Abeles et al., 1995).
Music educators in Illinois currently receive certification for grades K-12. As more and more early childhood centers open, it will be interesting to see if music specialists will be hired for these schools, and if so, if these teachers will be required to also have an early childhood degree or certification. In the meantime, music educators should be able to adapt existing music curricula to be developmentally appropriate for early childhood students.
Abeles, H. F., Hoffer, C. R., & Klotman, R. H. (1995). Foundations of music education (2nd ed.). Belmont, CA: Thomas Higher Education.
Gordon, E. E. (1987). The nature, description, measurement, and evaluation of music aptitudes. Chicago: G.I.A. Publications, Inc.
Abeles, Hoffer, & Klotman (1995) state, “Young children [ages two to five] respond to music in a natural, uninhibited manner, which makes musical activities extremely important to a child’s development during these years” (p. 293). Supporting this claim is Edwin Gordon’s Music Learning Theory. According to Gordon (1987), musical aptitude stabilizes around age nine but is developmental before that age and is especially influenced during the most early, formative years. Gordon claims children “must have favorable early informal and formal experiences in music in order to maintain that level of potential” they are born with, and if they don’t have these experiences, “that level of music aptitude will never be realized in achievement” (p. 8). So, in order for children to achieve in music at a later age, even in elementary school primary grades, they must have musical exposure in early childhood.
The National Association of Music Education (MENC) has four recommendations regarding early childhood music education. First, all early childhood music programs should include music as an integral part of the curriculum. Second, at least 12 percent of an early childhood students’ “school day” should be devoted to music. Third, a music specialist should be present in every early childhood center. Finally, early childhood classrooms should have a music center or “corner” for students to play with music materials (Abeles et al., 1995).
Music educators in Illinois currently receive certification for grades K-12. As more and more early childhood centers open, it will be interesting to see if music specialists will be hired for these schools, and if so, if these teachers will be required to also have an early childhood degree or certification. In the meantime, music educators should be able to adapt existing music curricula to be developmentally appropriate for early childhood students.
Abeles, H. F., Hoffer, C. R., & Klotman, R. H. (1995). Foundations of music education (2nd ed.). Belmont, CA: Thomas Higher Education.
Gordon, E. E. (1987). The nature, description, measurement, and evaluation of music aptitudes. Chicago: G.I.A. Publications, Inc.
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