We all know how to capture the imagination of a group of young children and hold it in the palm of our hand. All we need is a good narrative. We can also capture the musical imagination of a group of young children and hold it in the palm of our hand. Meters and tonalities spin the “narratives” that capture the musical imagination—not in words or imagery, but in rhythm and tonal. The musical narratives enchant the young child’s musical mind. Words interrupt the rhythm or tonal “story.” They break the spell. They put the thinking mind in charge. The musical mind does not process words. The mother-tongue of the musical mind is rhythm and tonal.
Our rich heritage of children’s songs and nursery rhymes nurtures the very essence of childhood, but the words speak to the thinking mind rather than the musical mind. Words limit developing musicianship. It may be easier to learn many things when words are set to music, but it is not easier to learn music.
Rhythm, alone, is basic to music learning, and it is most accessible to the young child. Nursery rhymes present a layer of words on top of rhythm, making it more difficult for a child to comprehend the rhythm. Traditional songs layer melody on top of rhythm and words, making it even harder for the young child to understand the rhythm. Additional layers of accompaniments and video images make it still more difficult for the young child to access the rhythm.
It is unadorned meter or tonality that grabs the attention of the musical mind and holds it captive. Musical narrative transports the young child’s musical imagination to the wonder of his own musical mind.
