Every teacher in every setting has children of varying ages, maturity levels, and special needs. Every teacher has children whose development is delayed or precocious. Every teacher has children who consistently cooperate and those who can derail the whole group. Classroom management is the topic of many text books, college courses and workshops. Managing a diverse group of children is always a juggling act. Adding music activity into the mix can sometimes upset the applecart, as some children don’t know how to handle the freedom to be expressive, to engage in movement, and to use their voices and bodies.
Every child can be musical. Some have greater musical gifts than others, but children are wired for music learning just as they are for language. Rhythm and tonal speak to children in a way that words cannot, often bypassing limitations of age, maturity, or self control. You may find that some difficult children become utterly focused in either Rhythm or Tonal Activities, engaging in beautiful expressive movement rather than the fidgets. You may find that the musical gifts of children with special needs are unaffected by those special needs, opening new avenues for success and self expression. You may find that non-English speaking children, who might otherwise be reticent to respond, comfortably engage with Rhythm and Tonal Activities, which are not bound by language.
On the other hand, you may find that some child decides that “bah bah bah” isn’t “cool,” and influences others to balk or laugh rather than becoming involved. Moving a disruptive child to another area of the room can be helpful—a place where the child can continue to hear the aural stimulus without an audience for his antics. Keeping disruptive children “in ear shot” continues to provide the "aural environment” so they can grow musically with the rest of the group, without the distraction of group dynamics. Inviting cooperative children to engage in “Playing Music” with an attractive "musical instrument” is another helpful technique, inviting the not-so-cooperative to join the group when they can handle themselves.
Rhythm and tonal reach the musical mind directly, but distractions can prevent the aural from ever reaching the musical mind. A group of children cannot watch a video if the teacher or other children are walking in front of the screen. Nor can a group of children tune into the "aural environment" if the teacher or other children are interrupting the “aural screen.” Words—including teachers’ well-meaning instructions, reprimands, or even praise during a Rhythm or Tonal Activity—interrupts the musical imagination. Children’s loud singing or tapping or “EEEWWWW” from one child can “pollute the aural environment.” It is easy to conclude that “the children just don’t like Rhythm and Tonal Activities,” when really, the children haven’t begun to taste the rich aural feast.
A teacher might also want to conclude that the age of the children is a factor if children are not interested in the Activities. CCS Rhythm and Tonal Activities have been used successfully with every age from birth through college students, and mixed ages at all levels. The music content is right for your children. Rhythm and tonal are fundamental to musicality and children are wired to be musical. Your challenge is in tailoring “Playing Music” to suit the age, maturity, and personality of your children. “Playing Music” is what musicians do, whether very young children or professionals.
A teacher who is struggling with children who have not yet been moved by pure rhythm or tonal can hardly be moved by the aural herself. Efforts to engage unruly children and channel their energy become static to her own musical mind. A teacher may have to go on trust that children’s musical minds thrive on rhythm and tonal, until fully engaging the musical minds of the children. Ultimately, the children themselves will demonstrate first-hand the wonder of children’s musical brilliance.
Music has power over children. We just have to reach the musical mind to witness that power. Every child deserves the opportunity to be empowered by his own musicality, so that it can feed for a lifetime, provide avenues for success, and bring great joy.
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