Music learning progresses through ongoing immersion and interactivity with rhythm and tonal content of increasing difficulty. Activities designed for immersion often draw interaction. Activities designed for interactivity serve immersion as well as interaction. The timing and pacing of the progression through immersion and interactivity is dependent upon the context, the readiness of the children, the ages and mix of ages of the children, the musical response of the children, the readiness of the teacher, and the amount of class time with the children per day, week, and term. Activities can float back and forth through immersion and interactivity, while rhythm and tonal content pace forward progression, offering many options in curriculum design.
For example, the online teacher course, Come Children, Sing! includes Rhythm Dialogue, Resting Tone Activities, Macro/Micro Beat Activities, Tonal Dialogue, Art Songs and Gem Songs within 10 weeks [Curriculum Model in Miniature], whereas the Come Children, Sing! Online Music Classes for young children and parents spread the experience over time through 10-week classes. Each serves well the many variables that influence curriculum design. Both, however, immerse children in a variety of meters and tonalities and then invite response through Rhythm Dialogue, Resting Tone Activities, Macro/Micro Beat Activities, and Tonal Dialogue. Both increase rhythm and tonal difficulty through time, and both engage children in Play Songs, then Art Songs, and then Gem Songs. The time frames are different in each, as is content, but both essentially follow this curriculum overview of the online children’s classes—levels 1 & 2. When children are ready for levels 3 or 4, just as with level 2, the new level of activities will begin with the easiest rhythm and tonal content and progress in difficulty.
CCS Curriculum Overview
Level 1—
Level 1 Rhythm and Tonal Activities provide the foundation for all music learning. Activities engage parents and children in listening, singing, moving, and playing, while saturating a variety of meters and tonalities. Play Songs provide delightful songs for day-to-day activities. Level 1 Activities are introduced in Class 1, and continue thereafter with content of increasing difficulty.
Level 2—
Level 2 builds on Level 1 Activities, introducing playful activities with Rhythm Dialogue, Resting Tone, Macro/Micro beats, Tonal Dialogue and increasing movement. New dimensions and music content invite active participation while developing music learning. Art Songs are introduced in Level 2, offering more sophisticated song literature that complements the delightful Play Songs. Level 2 Activities are introduced in CCS Classes 2, 3, 4, 5 and 6, and continue thereafter with more difficult content.
Level 3—
Level 3 builds on previous levels, introducing Rhythm and Tonal Syllables and Rhythm and Tonal Discrimination Activities. Adding Rhythm and Tonal Syllables to the playful Rhythm and Tonal Activities of Level 2 takes children into a higher level of music learning, setting the stage for the more difficult Discrimination Activities. Art Songs, Play Songs, and Gem Songs provide rich song literature for this stage of development. Level 3 Activities are introduced in CCS Classes 6, 7, 8, and 9 and continue thereafter with more difficult content.
Level 4—
Level 4 builds on previous levels, introducing reading music to children, much as we read storybooks to children. Music reading is done with Rhythm and Tonal Syllables presented in Level 3 Activities, taking children into a higher level of music learning. Reading music to children develops the readiness for music reading, just as reading storybooks to children develops pre-reading skills. Art Songs, Play Songs and Gem Songs continue to provide music to grow on. Level 4 Activities are introduced in Classes 10, 11, and 12, and continue thereafter with content of increasing difficulty.
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