Approaching Musical Intelligence in the Classroom (continued)

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There are a variety of musical materials available for use in the classroom. Instruments can be purchased, made by the children, or obtained through donations from local organizations and parents. Cassette tapes or CDs providing a variety of different types of music are important. Local musical groups may be willing to perform for the children, which will put the children in touch with how different cultures interpret musical intelligence. Many books offer musical games, rhymes, and interpretations. Puppets and dolls can also be used to encourage children to sing and experiment with different sounds. Puppets and dolls are especially helpful when a child is embarrassed about their voice or embarrassed to perform in front of others. Puppets are allowed (and are supposed) to sound different and funny.

The child’s environment is full of sounds. Play guessing games with the children and have them identify familiar sounds. Take the child outside to listen to nature’s music. Try to identify different animal and environment sounds. The child can try to imitate these sounds and create a melody with them. The natural world was man’s first music. Many of the instruments that exist today were inspired by natural sounds in the environment.

Teachers need to be aware of musical skills in order to facilitate them in children. It is recommended that a musical specialist be on staff or one can be consulted to provide in-service training for staff. A music specialist can also introduce specific musical skills to the children. Musicians can be invited into the classroom to demonstrate various types of music and musical instruments.

It is important to keep in mind all the musical interests of the classroom. It is also important to communicate that music is an integral part of daily life. Musical experiences can be incorporated into the housekeeping, block, manipulative, woodworking, science, and reading areas of the classroom. Music is everywhere and is not isolated from the rest of the world. Musical experiences bring people together. Each child and adult may interpret the meaning of a musical experience differently, but still appreciate and share it. Music should be an integral part of the classroom, and not limited to separate experiences that reflect limited awareness of, and appreciation for, the musical arts.

The comfort and language experience of music begins early in life and music is often an early source of comfort for an infant.