The purpose of Rhythm and Tonal Activities, whether at the levels of Sound, Syllables, or Symbols, is to develop skill that can be applied to making exciting music. The stronger the rhythm and tonal skills in each of the “three S’s,” the greater the ability of the children to make exciting music. A well-planned program for music learning includes sufficient time for Rhythm and Tonal Activities, plus ample time for making exciting music—singing songs worthy of the developing artistry of children.

Singing through a few folk songs or an occasional Gem Song is not making exciting music. Rather, “rehearsing” Art Songs and Gem Songs so that children “become each song” is making exciting music—bringing the artistry of the children and the artistry of the song together into one expression. Making exciting music activates the musical mind and body, with all the rhythm and tonal skills it has developed. Children five and older, at this level of development, navigating rhythm and tonal syllables and Discrimination Activities, are capable of delivering songs artistically, with driving rhythms, defined meters, appropriate weight on macro beats, ongoing momentum, tuneful singing, expression of the Energy of the Line, breath support, and lovely sound.

Children are artists, and the skills developed through Rhythm and Tonal Activities deserve to be applied to making exciting music with songs worthy of their artistry. Every group of children, whether in the classroom or chorus, can become a community of artists making exciting music, with a teacher that makes the music come alive, compelling children through sheer musicality and movement to be artists, and songs worthy of children’s artistry. The Voice of Children’s Artistry