Recordings are provided for all music learning activities and can be used in the classroom. They can be played directly from the computer, with options for looping or playing successive activities, or they can be downloaded to a CD or MP3 player. Downloading
The recordings provide a model and support for you and the children. Your skills are likely stronger either rhythmically or tonally, so you may need the recordings more for either rhythm or tonal activities. You may feel that you cannot carry a tune but that you can cut a rug dancing. You may feel that you have two left feet but sing tunefully. If you are strong rhythmically, you might choose to lead some of the rhythm activities without the recordings. If you are strong tonally, you might choose to lead some of the tonal activities and songs without recordings. You may feel that you can lead the children tunefully or rhythmically as long as you can hear the recording. You may feel that you are not tuneful or rhythmic even with the recordings. Use the recordings to meet your own needs as well as the children’s. Support yourself with the recordings or turn up the volume so the children can hear a rhythmic model that maintains meter and tempo, and a tonal model that maintains tonality and pitch.
Some of the activities provide immersion in the various meters and tonalities and some invite interactivity. Recordings that deliberately stimulate solo or group interaction are designed much as a parent might invite “Peek-a-boo” with a babe in arms, offering a cue and leaving space for the child’s part of the game. You may interact with the recordings just as the children do, or lead the interaction with the children, depending upon your own skills. You may do better leading the interaction with either rhythm or tonal than with the other. Whatever your skill level, you can use a hand microphone or other prop to encourage children’s solo and group response. As with “Peek-a-boo,” even babies get the idea that it is their turn, and the musical content will play again in their musical minds during the silence, serving immersion.
However you might choose to use the recordings with your children, you will encounter children’s spontaneous initiation of rhythm or tonal activities when you least expect it. A spontaneous “bah bah” invites you to rhythm dialogue, ready or not. Try to respond in like kind. You will better understand the child's intent as you experience the activities and accompanying pedagogical materials. If you are totally dependent upon the recordings, then respond to the child’s music babble with your own music babble, so that you are at least reinforcing the child’s attempts. You can then follow up later with the recordings.
Feel free to play the recordings regularly for the children in addition to the time allotted for music learning activities. The more repetition, the better. The options for downloading, looping, and playing successive activities can provide for ongoing “background music” during quiet play. Children are happy to be immersed in the extended recordings while playing with blocks or other toys. The recordings provide a “sound environment” for music learning at any time.
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