Music development depends on the quality of musical content and how the child interacts with music.

When I had my first child, I was not confident that the years of education, research and teaching experiences adequately equipped me to provide the music foundation she needed during infancy and toddlerhood. By then, I had already participated in early childhood music research, obtained degrees and certificates, observed hundreds of music teachers and consistently participated in professional development. It was not until I observed a skilled Music Learning Theory practitioner that at long last, I had found what I was searching for. I enrolled my first child in a Music Play class and was blown away by the quality of the music and activities. I instantly observed the profound impact the music and activities made in both my older child and baby at the time.

Music Play was developed on the foundation of Dr. Edwin Gordon’s decades of research on the music development of children and the continued research and work of Music Learning Theory practitioners. While there are several wonderful music programs available, I have found that nothing comes close to the depth, breadth and careful sequencing of the learning and teaching models informed by Gordon’s extensive research of children’s music development and Music Learning Theory. It requires the teacher to have a very high level of musicianship, a thorough understanding of music developmental stages (like musical milestones) and the ability to interact musically with young children.

Strategic practices that best support children’s music development include:

• Singing songs in a variety of tonalities and often without words
• Chanting rhythms in multiple meters and without pitch on syllables such as “bah”
• Sequenced rhythm and tonal patterns that build musical vocabularies
• Movement level of flow rather than imposing steady beat (especially clapping) prematurely
• Strategic use of instruments and props with skillful application to engage rather than detract at the expense of music development
• Creating purposeful silence to encourage responses, allow for processing and spontaneous musical interaction (when and how the real magic occurs)

Because repetition and consistency are tantamount to learning and development, your child will benefit the most from participating in full sessions. However, we know that each family has different priorities and can only do so much, which is why purchasing class packs are available!

Drop-in classes are not recommended (unless visiting) because music learning is a complex and long-term process that also requires developing familiarity with music activities and a trusting relationship with the teacher.

Currently, families can try the first class for free with the understanding that it is only a snapshot of how I teach. However, music learning is a long-term process where student engagement and outward evidence often takes several months to occur from consistent participation and by developing a trusting relationship with the teacher. For children ages 0-2 years, while critical development and learning is taking place, it can take 1 to 2 years of acculturation before they begin to imitate tonal and rhythm content and coordinate movement.