Musically Montessori: Exploring the Orchestra with 3-Part Cards & More

WHAT CAN WE DO WITH OUR MONTESSORI "ALL ABOUT THE ORCHESTRA" 3-PART CARDS TODAY?

Okay...before we do anything with these 3-Part Cards, we want to listen to some orchestra music!

BEGIN WITH CONCRETE, HANDS-ON EXPERIENCES

One of the most important parts of the Montessori method that helps the child succeed in any activity, is beginning with concrete experiences that eventually move the child into a more abstract understanding of a concept.

From Dr Montessori:

"Education is a natural process carried out by the human individual, and is acquired not by listening to words but by experiences in the environment." 

In music education, that will most likely begin with hearing live music and making live music, then listening to high quality music recordings, and eventually analyzing what makes up that music.

GO TO A CONCERT!

If you are reading this article in the summer time in your area, then you are very fortunate! Many communities all over the world feature live outdoor orchestral concerts during warm weather, that are often free and fun for families to attend together.

If you are reading this article in the winter time in your area, then you are likely to be able to take your child to an indoor orchestral concert, such as "The Nutcracker Suite," or "The Magic Flute", or  even "Swan Lake" or "Peter & the Wolf." 

So, ideally, children can attend a child-friendly orchestral concert as a wonderful hands-on introduction to The Orchestra. Then, the children have had a real experience with the sounds and excitement of a live performance of an orchestra, before exploring all the things that make up that performance.

Photo from Adobe Stock

MAKE MUSIC!

After hearing an orchestra in person, it's time for the children to make some music of their own. 

Provide high-quality rhythm instruments that a child can easily manipulate and create her own live music. Most every young child will spontaneously tap, or shake, or scrape a rhythm instrument with great joy! I always play along side the children so that they can see how much I, too enjoy making music with them. 

Photo by JJ Idarius Photography

Some of my favorite rhythm instruments are:

• Rhythm Sticks
• Finger Cymbals
• Chiquitas (small maracas)
• Single Bells
• Castanets

LISTEN TO RECORDINGS

Listening to orchestra music can be very engaging for young children. 

First, choose pieces that are lively and world-renowned. Famous orchestra music is famous for a reason. People though out the ages love listening to it. And, it is very likely that the children have already heard some of the most famous orchestra music, such as Beethoven's fifth!

Prepare the children by showing them how to sensitize their ears for listening. Rubbing the ears gently around the edges helps the child to focus on listening to the music.

Photo from Adobe Stock

Then, make sure the recorded music is actually orchestra instruments playing rather than synthesized instruments. Recordings of live performances are great, as well as recordings from famous orchestra groups such as the London Philharmonic Orchestra. 

My final rule of thumb is: play short excerpts for the children of no longer than one minute long!

Later, you can also play the recording as a "play-along" activity with the children playing their rhythm instruments.

Some of my favorite recordings are:

• Carnival of Animals, by Camille Saint-Saens
• The Best of Tchaikovsky, by Classical Kids
• Maestro Classics with London Philharmonic Orchestra

 FOCUS ON A CONCEPT

IN THE MUSIC

Children gain more cognitive benefits from early music experiences when the concepts in music are introduced in a playful manner. 

It is fun to listen for the part in the music when the instruments are playing loudly ("Forte") or quietly ("Piano"), or fast ("Presto") and slow ("Largo"). 

Also fun is listening for the Trumpet, or the Violin, and of course, the drums. Kettle drums are especially dynamic and fun!

My groups over the years have so enjoyed learning about the four instrument families: Brass, Strings, Woodwind, and Percussion. And, in the Montessori environment, the children can explore these instrument families in follow-up shelf works that present the families with hands-on, manipulative activities.

MONTESSORI 3-PART CARDS

Recently, I have begun to produce a series of 3-Part Cards that present the Orchestra and the Instrument Families. These materials are derived from my Musically Montessori eCourse, "Instruments of the Orchestra," and I am now making the cards available at my Teachers Pay Teachers Store. The first in the series is the "Introduction to the Orchestra." 

CLICK HERE to check them out:

HOW TO ENGAGE CHILDREN WITH THE 3-PART CARDS FOR INTRODUCING THE ORCHESTRA

~ After children have had experiences with listening to authentic Orchestra music (I suggest selections from Tchaikovsky's Nutcracker Ballet), then you can invite them to play along with their rhythm instruments to some of the favorite selections. 

Some favorites are:

• "The Russian Dance" is very lively and fun.
• My children love the "Chinese Tea Dance" where the dancers pop out of the giant boxes of tea. 
• Another favorite is "The Spanish Chocolate Dance" with the exciting castanets! 

Photo from Adobe Stock

~ Next, during Group Time, you can show children pictures of an Orchestra, the Composer of the music, (example: Tchaikovsky) and other photos such as pictures of:

• A Musician from the Orchestra
• Sheet music
• Music Stand
• Someone composing music
• The Audience
• The Stage
• Performance of a ballet
• The Conductor
• The Conductor's baton
• The Orchestra Pit

~ From this experience, the children can then work with the 3-Part Cards that illustrate the ideas from the above exploration of The Orchestra.

~ After working with the 3-Part Cards, the children can make their own Montessori style Booklet: "My Orchestra Book," based on the pictures from the 3-Part Cards.

EXTENSIONS FOR 3-PART CARDS

1) Set up these as a "Memory Game" and play it with a small group of children

2) Use the 3-Part Cards to build the vocabulary words with the Moveable Alphabet

3) Match the cards over "long distance:" Lay out the set of control cards on the first table. Then place the working cards at another table across the room. Child fetches the matching working cards for each control card and completes the matching work at the first table.

4) Before the children enter the environment, hide the control cards around the room. Bring the children to Circle, and lay out the working cards on a rug and then find the labels and name each picture. Next, invite the children to go on a hunt to find the control cards that are hidden around the room and bring them over to match up with the working cards on the rug.

5) Play a matching game at Circle. Give each child either a Control card or a Working card. Then invite the children to find the person who has the card that matches theirs. 

Looking for more extension ideas to use Montessori 3-Part Cards?

I just received a lovely email from Katherine at "I Believe in Montessori" and she had more than a dozen ideas for having fun with 3-Part Cards.  

Join her email list here and you can check out her archive of posts, especially the one titled, "Are 3-part cards boring?"

You will find these 3-Part Cards and many more downloads along with dozens of Instructional videos in my eCourse, 

"Instruments of the Orchestra" 

In invite you to explore my suite of Musically Montessori eCourses 

at Trillium Montessori Courses

Did you know I have an eCourse for "Creating an Art Curriculum for Young Children"? At Trillium, of course!

Looking for more ideas for Montessori Music Activities? 

You can check out more of my Music Blog articles HERE.

Don't forget to check out my more than 30 free resources at my Subscribers Freebie Collection HERE!

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I am so happy to have you visit my Blog today! I hope you have gotten some ideas for lots of music fun with your group.

Advertising Disclosure: Magical Movement Company may be compensated in exchange for featured placement of certain sponsored products and services, or your clicking on links posted on this website. Thanks for your support! 

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Musically Montessori: One of My Secrets For A Successful Preschool Music Curriculum

IF YOU ARE A MONTESSORI EDUCATOR, THEN YOU KNOW THE IMPORTANCE OF THE MONTESSORI TECHNIQUE OF "ISOLATION OF DIFFICULTY." DID YOU KNOW IT WORKS REALLY WELL IN HELPING CHILDREN DEVELOP AN APPRECIATION OF MUSIC? 

"Focused Listening" in Music Circle: this is one of my very simple techniques that gives children lots of practice in auditory discrimination (the ability to recognize differences between sound) and a wonderful understanding of the basic concepts in music. These are the ingredients for children developing a true appreciation of music.

Read on to learn more about this secret ingredient of a well-planned Montessori Preschool Music Curriculum.

EARLY MUSIC EXPERIENCES HAVE IMPORTANT COGNITIVE BENEFITS FOR YOUNG CHILDREN

In the realm of child development, researchers and educators understand the important cognitive benefits that come to children through early music experiences. If you are looking for a solid rationale for offering an organized music curriculum for your preschool group, click here to learn more: Cognitive Benefits of Early Music. 

The Importance of Movement and Music

I do believe that "making music" is the most important ingredient in a Preschool Music Curriculum. "Making music" means that children are engaged in "hands-on" musical activities that involve creativity and movement. 

Movement of the whole body when stamping, clapping, marching to music that gives the children opportunity to produce sound that expresses steady beat and rhythmical pattern. 

Movement of the hands & fingers while playing rhythm instruments to create sounds that coordinate with others to show the melody and rhythmic structure of songs and rhymes.

What is so wonderful about children, movement and music is that children move spontaneously to music. The "fun" of music brings benefit to children without any effort at all.  So, you can see that providing an organized, sequential, and developmentally appropriate music curriculum for young children enhances cognitive skills through play. (Literally speaking, people "play" music...there is a reason why we use the word play!)

The Importance of Focused Listening and Music

An almost secret cognitive benefit of a well-planned Preschool Music Curriculum is the development of listening skills that are enhanced in the young child. 

Musical experiences are multi-sensory and this is one of the biggest reasons why children gain cognitively when they have early music experiences presented in their Preschool Curriculum. 

Not only, do we feel the tempo of the music, we also hear the melody, the words, the sounds and instruments in the music. This is when a well-planned Music Curriculum can help children build skills in auditory discrimination ability. That is, focusing on what is heard in the music: listening skills!

In every Music Circle that I conduct in more than 30 Montessori Preschools each week, we have a minute or two of what I call "focused listening." That means that I play a piece of music for the children and have them listen without speaking...just listening. 

In my Musically Montessori Preschool Music Curriculum, I play certain pieces of music with a certain goal in mind. The music the children listen to, will be emphasizing a particular concept in music, such as Quiet ("Piano") or Fast ("Presto"), or a particular rhythm pattern, such as "Ti-ti-Ta", or a prominent instrument or instrument family, such as flute and Woodwinds.  

In the world of Montessori, this is called "isolation of difficulty."

From Dr. Montessori:

 "Isolating the object: When a teacher gives   a lesson or wishes to assist a child in using the sense materials, she should be aware of the fact that the child's attention must be isolated from everything but the object of the lesson." The Discovery of the Child p. 153 

JUST WHAT "FOCUSED LISTENING" IN MUSIC CIRCLE IS ALL ABOUT

Start with a Movement Activity!

At Music Circle, my groups first have an opportunity to move to music, which not only gives the children a way to get their energy out and get their brains working, it also allows the child an opportunity to absorb the elements of the music through movement. 

Then, the children are ready to settle down for a Focused Listening Activity.

For a really effective Music Circle, I try my best to coordinate the Movement Activity with the music concept/s that I have planned for that day's lesson.

Likewise, the music I choose for the Focused Listening Activity should illustrate, even further, the main concept of the day's music lesson. That means that the music selection should noticeably emphasize Quiet or Fast, or a distinct rhythm pattern such as "Ti-ti Ta" or a particular instrument or instrument family, such as the flute. Just as was the more subtle focus of the Movement Activity that the children have just experienced.

Also, the music for Focused Listening should be no more than a minute long! 

And, I always include a little exercise for preparing the children for listening. We rub our ears gently around the edges so that we sensitize our ears for listening.

For years, I have so enjoyed the music and activities from a wonderful resource, "Classical Fun Singalongs" produced by  the Franki family and available in cd format at West Music.  

This CD and Activity packet is full of one-minute Classical Music selections that are appealing to young children along with engaging movement activities to go along with each music recording. 

I have been so fortunate to have an arrangement with the Franki's to include the exclusive Mp3 music downloads of this wonderful resource in my Musically Montessori eCourses.

Click here to Learn More 

I've created a set of short and engaging Movement and Focused Listening Activities in my newest teacher resource packet at my TpT Store: "Musically Montessori: 15 Minute Music" featuring 10 engaging music pieces from 10 famous classical music composers. 

You can buy individual packets focusing on one of the composers or you can purchase the Bundle with all ten packets.

Click here to learn more: 

Musically Montessori Activity Packets at TpT

I've also added new pins to my Preschool Music Boards on my Pinterest Site. 

I invite you to check it out HERE.

Thank you again for visiting my Blog today. I hope you have gotten some fun ideas for your Music Curriculum for your group!

Photos from:

Adobe Stock

Kiran's Montessori School

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Musically Montessori: Have You Tried the 3-Period Lesson in Your Montessori Music Circle?

HAVE YOU REALIZED THAT THE MONTESSORI 3-PERIOD LESSON IS ONE OF THE MOST EFFECTIVE TEACHING TOOLS WE HAVE AVAILABLE TO US...EVEN IN OUR MUSIC CURRICULUM?

Since I have been teaching the Montessori way for nearly 30 years, it just seems to come naturally that I would use the Montessori 3-Period Lesson in my Music Circle. 

Here is how I offer some basic music concepts in our singing activities!

From Dr. Montessori:

"The child must see for himself what he can do, and it is important to give him not only the means of education but also to supply him with indicators which tell him his mistakes……The child’s interest in doing better, and his own constant checking and testing, are so important to him that his progress is assured.  His very nature tends toward exactitude and the ways of obtaining it appeal to him." (The Absorbent Mind, p.  229)

THE MONTESSORI 3-PERIOD LESSON 

in a NUTSHELL

The classic Montessori 3-Period Lesson consists of three building blocks to learning that are implemented by the teacher and then absorbed by the child herself, after playful games and practice  with the concept to be learned.

In A Nutshell:

Teacher begins with 2 or 3 objects or concepts (ex: circle & triangle)

First Period: "This is..." (ex: "a triangle.")

Second Period: "Show me..." ("the triangle.")

Third Period: "What is this called?" (pointing to the triangle.)

MUSICALLY SPEAKING 

Nowadays, after decades of being a classroom Montessori teacher, I am working with children as a music specialist and so I am focusing on one area of the early childhood curriculum: music education.

And, at a subconscious level, my teaching style reflects the techniques from the Montessori method that I have used for years! You may be experiencing this same sort of automatic way of implementing the Montessori method yourself as you educate your children daily in this manner. It becomes second-nature. 

As an AMS instructor in my local area, and also when I am creating my on-line Musically Montessori eCourses, I find that I am explaining to my adult students not only what I am doing with the children, but also what the underlying Montessori principle is that I am implementing. This helps my students understand what is effective in my techniques and also gives them the reassurance that their studies of the Montessori method work in all areas of teaching.

In music, I often introduce children to new ideas, such as the concept of slow and fast in music. That is called "tempo," and I teach the children the music terminology of "Largo" and "Presto," through the 3-Period Lesson right at our music circle.

Here is a quick example:

First period: 

• "Let's  make the Ahh sound in a slow way. Like this." 
• I demonstrate singing "Ahh" slowly. 
• Then, I say: "Slow in music is called 'Largo'."  
• Next I say: "Can you say Largo with me in a slow way?... L-a-r-g-o."
• " Finally I say: "Now, Let's sing, 'Ahh' together in a Largo way." 
• And, we all proceed to do that!

I go on to say:"Now let's make the Ahh sound in a fast way. Like this." (I demonstrate singing "Ahh" quickly) Then, I say: "Fast in music is called 'Presto'." 

So we proceed to go through the above sequence and this time singing the "Presto" way, with everything sung quickly. 

Second Period:

• On another day, I say: "We are going to sing 'Ahh' the Largo way. Is that going to be fast or is that going to be slow? 
• The children will probably answer "slow." (However, if they don't seem to have that idea yet, I go back to the first period and say, "Largo means slow in music." (I say this in a slow way to help the children make further connections)
• Likewise, I go on to say: "Now, we are going to sing 'Ahh' the Presto way. Is that going to be slow again, or is that going to be fast?" etc...

Third Period:

• After the children have had lots of practice with the second period of this lesson (see above), then I say: "Who remembers what the word for slow is in music?"
• There will probably be children who answer 'Largo'. However, if not...then simply go back to the first & second periods and keep reinforcing the concepts! That is the beauty of the 3-Period Lesson.

EXTENSION: At a later date, you can introduce cards with the words "Largo" and "Presto" written on them (I add a picture of a rabbit for presto and a turtle for the largo sign.)

You can find more Presto and Largo Activities in my TpT shop.

At this link: "Musically Montessori: Is It Presto or Is It Largo?"

Here is another one of my TpT Activity Packs.

At this Link: "Musically Montessori: Presto & Largo with Music from Rimsky-Korsakov and Beethoven"

You can get these Activities (above) and much more for your Montessori Music Curriculum when you enroll in my "Musically Montessori eCourse, First Twelve Weeks." 

USE this COUPON CODE for 30% off the regular enrollment price!

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CLICK HERE to LEARN MORE

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Musically speaking, the 3-Period Lesson is one of my all-time favorite techniques to use at Music Circle. Do you agree?

Photos from Adobe Stock, Depositphotos, and Magical Movement Company Archives.

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