Young children don’t necessarily have the words to verbalize that they are excited to go back to music class, or that they are anxious to play those rhythm sticks again. However, we can feed their enthusiasm and musical independence by creating anchors in our lesson plans—predictable elements of our class sessions that elicit anticipation, enthusiasm, and willing participation. Children get excited knowing what is coming. The babe in arms might demonstrate anxious anticipation by kicking his feet during the song that always leads to playing rhythm sticks. The toddler might demonstrate his commanding awareness of what is to come by leaving the side of the parent to independently participate in the expected activity.

Predictable elements in our classes provide the familiar—the anchors, while music content continues to become more difficult and playing music expands. They increase the comfort level of the children, as they want to engage in what they know, encouraging greater musical independence. They know to expect anchors, bringing a bit of security, and making them more willing to move out of their comfort zone with new activities.

Anchors that serve children’s enthusiasm and independence also serve the engineering of children’s energy. Children’s responses to anchor activities are as predictable as are the activities.  We know that a particular song or activity will be met with enthusiastic participation, so we can place a more tenuous activity before the anchor and know that we can easily recharge energy with the anchor, or follow the anchor with something of fresh focus.  Well placed anchors within the class assist the teacher in managing children’s energy throughout the class, and can provide that extra boost at a time when the children might be wearing down, or assure instant calm when children are highly charged.

Recommended Anchors:

Signature Songs: An opening song that is used consistently to start the class becomes a “theme song,” of sorts, which in itself activates the anticipation of joy associated with the music class experience.  A similar closing song that is used consistently indicates that the class is over. An additional song that says good-bye before the closing song prepares the children for the end of class. Children are far more willing to let something go if they are prepared for its ending. [See Hello, Little Children! For opening and closing songs, and It’s Time to Say Goodbye]

Types of Songs: Some songs are high energy, some very calming. Using a particular type of song can serve as an anchor, even though the song changes weekly.  For example, before the goodbye song, a very high energy play song can leave all on a high, sorry to have to say goodbye, and anxious to come back next week—with the goodbye song reassuring order in the classroom. [Songs like Peek-a-Boo, I’m Gonna Git You, I’m Gonna Tickle You, and I’ll Race You serve well for a last shot of high energy before the goodbye song.]

Particular Props: Using rhythm sticks as an anchor weekly with beginners offers a highly anticipated activity that encourages energy, independence, cooperation, and  participation, though the meter can change weekly with the sticks.

Type of Activity: You might have one "slot” in your lesson plan that needs the energy of an active prop that requires full body movement, and another slot that needs settled energy. Whether the focus be rhythm or tonal might be dependent upon what comes before or after, or what the focus might have been the week before. You might include a regular place in the lesson for a type of activity, while changing the prop each week, with either rhythm or tonal.  For example, a highly active prop like hoops for rhythm activities draw a different kind of energy than hammers, yet both can serve rhythm, depending on the energy needs in any given lesson plan. Tonal is nicely served by standing, moving activity with scarves, or sitting activity with resting tone peek-a-boo.

Instrumental Presentations: Using the recorder to introduce tonalities and a hand drum to introduce meters offers a nice change of pace that invites children to listen rather than to overtly participate. Children are always enthralled by these instruments, so using them as anchors always assures even-tempered energy and focus. Using a guitar or autoharp for one song in each class can provide the intrigue of an instrumental anchor, while adding variety.

Functional Activities: Anchors can serve community, parent/child interaction, parent/child intimacy, and routine tasks. For example, the song, Round and Round, following the signature song opening, brings everybody together in community, establishing class togetherness, while I Can Be stimulates parent/child interaction.  I Have a Friend provides for parent/child intimacy. Merry-Go-Round might serve to excite children while passing out rhythm sticks, while the rhythm chant done with sticks continues while collecting all sticks.

Shape of your “seamless children’s play:” Each type of class you teach will require you to shape your seamless children’s play to meet the needs of the age or stage. The placement of anchors in one class may be different from that of another, depending upon the children’s age or musical development. For example, a lesson plan that manages the energy of beginners might be more predictable, whereas advanced students are ready for more difficult challenges.  Beginners thrive on predictable anchors, whereas advanced students might do well with just a predictable opening, closing, and activity in the middle of the class, and not so predictable activities in the rest of the class.