Monday, December 27, 2010
No lessons today!
We are not opening the studio today due to the weather. We will reschedule makeups as soon as possible. Let it snow! Ms. Sandie says go make snow angels and snow men instead of practice JUST For today.
Saturday, December 25, 2010
Merry Christmas from Ms. Sandie
May love ♥ & music ♫ fill your hearts this Christmas or any holiday or precious time you spend & share with your family & friends. ♥ ♫
…………(¯`O´¯)…………
*./ \ .*
……………………..*♫*.…………..………,
• ‘*♥* ‘ • ,
………...……. ‘*• ♫♫♫•*’…….... ….. ‘ *,
• ‘♫ ‘ • ,
* ‘…..….’ * • ♫*♥*♫• * ‘….… * ,
• Merry’ • ,
* ‘….* ‘ •♫♫*♥*♫♫ • ‘ * ‘.…’
‘ • Christmas .
• ‘ ‘ ‘…‘ ‘ • ♫♫♫*♥*♫♫♫• *
‘ ‘…………..x♥x…………..
………….♥…………….
Saturday, December 18, 2010
Miss Sandie is excited about her upcoming Village Class
Village is all about bonding. Helping your child strengthen their listening skills, fine and gross motor skills and strengthening their bodies too!
During our 12 week session we will massage our babies, help them move to the rhythm and steady beat of music (and their own heartbeats!) Share special rocking and dancing time with them.
Explore age appropriate instruments and make new friends (both parents and babies!)
Below is a description of the 12 week sessions themes and activities. All this (including materials!) for just $20.00 a week. (payable in one sum) New Families can also use the discount code "NewFamily" to save $10.00! at http://january2011kindermusikwithsandie.eventbrite.com/
In Hickory, Dickory, Tickle and Bounce, you will enjoy exposing your little one to the sounds of language and modelling and encouraging expressive use of the voice with verses such as ‘Baa Baa Black Sheep’, ‘Cackle, Cackle’, ‘The Duke of York’, and ‘Dickery Dickery Dare’. Hickory, Dickory, Tickle and Bounce, draws on several traditions and includes English rhymes and songs, a lullaby each from Sweden and Italy, the Mexican favourite ‘La Cucaracha’ and both a nursery song and a dance medley from China.
The Rhythm of My Day How many ways can Baby Zoom? Hop in the Zoom Buggy! And find out. Through a variety of songs, chants and instrumental selections you will discover that Baby can enjoy rumbling, squeaking, chugging, bumping, vrooming, swooshing and more. What baby sees from the buggy is important. Familiar tunes and old favourites such as Little Red Caboose, Lightly Row and Canoe Song are joined together with new and less familiar songs (soon to become favourites, I suspect!) – all used in activities designed to help Baby move down that fascinating road of development. 2 CD's, 2 books, 2 age appropriate accessories 12 week semester.
During our 12 week session we will massage our babies, help them move to the rhythm and steady beat of music (and their own heartbeats!) Share special rocking and dancing time with them.
Explore age appropriate instruments and make new friends (both parents and babies!)
Below is a description of the 12 week sessions themes and activities. All this (including materials!) for just $20.00 a week. (payable in one sum) New Families can also use the discount code "NewFamily" to save $10.00! at http://january2011kindermusikwithsandie.eventbrite.com/
In Hickory, Dickory, Tickle and Bounce, you will enjoy exposing your little one to the sounds of language and modelling and encouraging expressive use of the voice with verses such as ‘Baa Baa Black Sheep’, ‘Cackle, Cackle’, ‘The Duke of York’, and ‘Dickery Dickery Dare’. Hickory, Dickory, Tickle and Bounce, draws on several traditions and includes English rhymes and songs, a lullaby each from Sweden and Italy, the Mexican favourite ‘La Cucaracha’ and both a nursery song and a dance medley from China.
The Rhythm of My Day How many ways can Baby Zoom? Hop in the Zoom Buggy! And find out. Through a variety of songs, chants and instrumental selections you will discover that Baby can enjoy rumbling, squeaking, chugging, bumping, vrooming, swooshing and more. What baby sees from the buggy is important. Familiar tunes and old favourites such as Little Red Caboose, Lightly Row and Canoe Song are joined together with new and less familiar songs (soon to become favourites, I suspect!) – all used in activities designed to help Baby move down that fascinating road of development. 2 CD's, 2 books, 2 age appropriate accessories 12 week semester.
Thursday, December 16, 2010
Friday, November 19, 2010
Gingerbread Workshops for two different age groups on Sunday December 12th
A great day to help YOU get ready for the holidays. Our Gingerbread workshop is always a fun event. Have Mom, Dad or even Grandma or Grandpa come with your younger child or children to our toddler/preschooler event from 10 - Noon. In those two hours they will enjoy one on one time in a Kindermusik type holiday class with instruments, singing and dance. Make a simple holiday craft and decorate a gingerbread cookie that Ms. Sandie baked herself! Enjoy some cider and sweets too.
For your older child ages 5 and up you can do the drop off class from 12:30 to 2:30. Finish up your shopping, wrapping or take some time for yourself! All of the same activities but designed for the older child. Holiday Songs, instrument play and dancing. Let's turn into a snowman! Do a holiday craft and decorate a gingerbread cookie that Miss Sandie baked herself! Enjoy some cider and sweets too.
Each event just $21.49 and includes all that is in description. To register onlinehttp://www.eventbrite.com/event/1046739827
For your older child ages 5 and up you can do the drop off class from 12:30 to 2:30. Finish up your shopping, wrapping or take some time for yourself! All of the same activities but designed for the older child. Holiday Songs, instrument play and dancing. Let's turn into a snowman! Do a holiday craft and decorate a gingerbread cookie that Miss Sandie baked herself! Enjoy some cider and sweets too.
Each event just $21.49 and includes all that is in description. To register onlinehttp://www.eventbrite.com/event/1046739827
Friday, September 24, 2010
Kindermusik and Special Needs Children
We can’t get enough of the amazing “firsts” that occur in ABC Music & Me among children with special needs. The first time a child speaks. The first time a child sings. The first time a child taps a drum without hand-over-hand assistance. A child finishing your sentence as you recite a poem.
It’s a rare program that can engage and educate a child with an Autism Spectrum Disorder, a child with a hearing impairment, a fully non-verbal child, and a child with developmental delays . . . all in one room, and all with quantifiable impact.
In observing the impact of music on so many children with so many unique learning profiles, we realize that music truly is universal. The research is catching up with what teachers have known for ages: music's impact on cognition and skills-development is indisputable.
It’s a rare program that can engage and educate a child with an Autism Spectrum Disorder, a child with a hearing impairment, a fully non-verbal child, and a child with developmental delays . . . all in one room, and all with quantifiable impact.
In observing the impact of music on so many children with so many unique learning profiles, we realize that music truly is universal. The research is catching up with what teachers have known for ages: music's impact on cognition and skills-development is indisputable.
Listening Skills are Critical to School Success
Listening Skills are Critical to School Success
“Learning to listen is a prerequisite to listening to learn,”stresses researcher Mayesky (1986).Listening is the first language mode that children acquire, and it provides a foundation for all aspects of language and reading development. Despite the frequency of listening activity in classrooms, listening skills are not frequently taught explicitly (Hyslop & Tone, 1988; Newton, 1990). As a result, many children do not acquire the listening skills necessary to acquire new knowledge and information.
Why don’t we teach children how to listen?
Too often listening is thought to be a natural skill that develops automatically, but in fact developing good listening skills requires explicit instruction.
Why is it necessary?
Listening is a very large part of school learning, with students spending an estimated 50 to 75 percent of classroom time listening to the teacher, to other students, or to media (Smith, 1992). “Most teachers teach, assuming that because they are talking, their students are listening” (Swanson, 1996).
What does “teaching listening” look like?
Direct instruction in listening skills should include “lessons designed to specifically teach and model the skills necessary for active listening” (Matheson, Moon & Winiecki, 2000).
How does music teach listening?
Musical activities are cited by researchers as effective experiences for building listening skills in the classroom (Hirt-Mannheimer, 1995; Wolf, 1992), including in inclusive classrooms for children with disabilities (Humpal & Wolf, 2003). An experimental study with young English language learners showed that focused listening instruction can benefit listening comprehension for children learning a second language as well (Goh & Taib, 2006).
In fact, recent brain research (Flohr et al, 1996) shows that music training changes and improves brain functioning related to listening. An experimental study with children ages 4 to 6 provided music training for 25 minutes for 7 weeks, and then measured brain activity. Those children who had received musical training produced EEG frequencies associated with increased cognitive processing and greater relaxation.
Flohr, J. et al (1996). Children’s electrophysiological responses to music. Paper presented at the International Society for Music Education World Conference, Amsterdam; Goh, C. & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT Journal, 60(3), 222-232; Hirt-Mannheimer, J. (1995). Music Big for Little Folks. Teaching Music, 3(2), 38-39; Humpal, M.E. & Wolf, J. (2003). Music in the Inclusive Classroom. Young Children, 58(2), 103-107; Hyslop, N. & Tone, B. (1988). Listening: Are we teaching it, and if so, how? ERIC Digest 3. (ERIC Document No. 295132), ERIC Clearinghouse on Reading and Communication Skills, Bloomington, IN; Mayesky, M. (1986). Creative activities for children in the early primary grades. Albany, NY: Delmar Publishers; Newton, T. (1990). Improving students’ listening skills. Idea paper No. 23. Kansas State University, Manhattan Center for Faculty Evaluation and Development in Higher Education. Manhattan, KS; Smith, C. (1992). How can parents model good listening skills? ACCESS ERIC. (ERIC Document No. RI890120, ERIC Clearinghouse on Reading and Communication Skills; Swanson, C. (1996). Who’s listening in the classroom? A research paradigm. Paper presented at the Annual Convention of the International Listening Association, Sacramento, CA.
“Learning to listen is a prerequisite to listening to learn,”stresses researcher Mayesky (1986).Listening is the first language mode that children acquire, and it provides a foundation for all aspects of language and reading development. Despite the frequency of listening activity in classrooms, listening skills are not frequently taught explicitly (Hyslop & Tone, 1988; Newton, 1990). As a result, many children do not acquire the listening skills necessary to acquire new knowledge and information.
Why don’t we teach children how to listen?
Too often listening is thought to be a natural skill that develops automatically, but in fact developing good listening skills requires explicit instruction.
Why is it necessary?
Listening is a very large part of school learning, with students spending an estimated 50 to 75 percent of classroom time listening to the teacher, to other students, or to media (Smith, 1992). “Most teachers teach, assuming that because they are talking, their students are listening” (Swanson, 1996).
What does “teaching listening” look like?
Direct instruction in listening skills should include “lessons designed to specifically teach and model the skills necessary for active listening” (Matheson, Moon & Winiecki, 2000).
How does music teach listening?
Musical activities are cited by researchers as effective experiences for building listening skills in the classroom (Hirt-Mannheimer, 1995; Wolf, 1992), including in inclusive classrooms for children with disabilities (Humpal & Wolf, 2003). An experimental study with young English language learners showed that focused listening instruction can benefit listening comprehension for children learning a second language as well (Goh & Taib, 2006).
In fact, recent brain research (Flohr et al, 1996) shows that music training changes and improves brain functioning related to listening. An experimental study with children ages 4 to 6 provided music training for 25 minutes for 7 weeks, and then measured brain activity. Those children who had received musical training produced EEG frequencies associated with increased cognitive processing and greater relaxation.
Flohr, J. et al (1996). Children’s electrophysiological responses to music. Paper presented at the International Society for Music Education World Conference, Amsterdam; Goh, C. & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT Journal, 60(3), 222-232; Hirt-Mannheimer, J. (1995). Music Big for Little Folks. Teaching Music, 3(2), 38-39; Humpal, M.E. & Wolf, J. (2003). Music in the Inclusive Classroom. Young Children, 58(2), 103-107; Hyslop, N. & Tone, B. (1988). Listening: Are we teaching it, and if so, how? ERIC Digest 3. (ERIC Document No. 295132), ERIC Clearinghouse on Reading and Communication Skills, Bloomington, IN; Mayesky, M. (1986). Creative activities for children in the early primary grades. Albany, NY: Delmar Publishers; Newton, T. (1990). Improving students’ listening skills. Idea paper No. 23. Kansas State University, Manhattan Center for Faculty Evaluation and Development in Higher Education. Manhattan, KS; Smith, C. (1992). How can parents model good listening skills? ACCESS ERIC. (ERIC Document No. RI890120, ERIC Clearinghouse on Reading and Communication Skills; Swanson, C. (1996). Who’s listening in the classroom? A research paradigm. Paper presented at the Annual Convention of the International Listening Association, Sacramento, CA.
Wednesday, September 15, 2010
Kindermusik classes have started with a shake, a rattle, a scarf and a bang!
Wow, what a great first week of classes! We started off with Imagine That on Friday September 10th. We discussed how music can be found in our homes, in things we do every day and in the weather. The new week had all of our Toddler Milk and Cookie classes. What fun! We did an ostinato pattern with the word Dust Dust Dust (rest) and then dusted with scarves (not really.............just for fun!) We also got to try our brand new stir xylophones and take them home! Then we had more Imagine That classes with new friends. Always a pleasure to make new friends!
Our Signing and ABC Kindermusik Time to Make Music classes will start in October. Don't miss out!
Our Signing and ABC Kindermusik Time to Make Music classes will start in October. Don't miss out!
Sunday, September 5, 2010
Music for children with Autism and Special Needs
This article is borrowed from several newspaper articles which are quoted at the end. I post this as one of my greatest joys is working with children on the Spectrum as well as other special needs children in both Kindermusik AND private lessons on piano AND violin. I have had nonverbal children who won't make eye contact learn how to read music. To share these joyful experiences with families of special needs children (and young adults) is one of the reasons I continue to work on my own skills and learning.
While most everyone is aware of the fact that autism brings many challenges and obstacles to the lives of those affected by the disorder, there are many facests of autism that people are not aware of.
One such characteristic of autism is the fact that most autistic children have little to no impairment in musical ability. This is largely due to the fact that most people who have autism are more severely affected in the left hemisphere of their brains. The left hemisphere is the more verbally inclined part of the brain, while the right hemisphere is responsible for functions employed in such areas as art, music, and abstract mathematics.
Children with autism often have a great deal of difficulty recognizing the emotional tone in verbal speech, yet almost all of them can easily tell the difference between “happy” and “sad” music. (1) They often have a high degree of enjoyment for music because it is easier for them to relate to and decode music than it is for them to take part in verbal dialogues. They often display a great aptitude for remembering song lyrics and are more likely to initiate a conversation through singing than through speech. Additionally, greater motivation and attention, as well as a higher level of emotional engagement when taking part in musical activities is often seen in children with autism.
Recent studies have revealed that there is an area within the right hemisphere of the brain that mirrors the part of the left brain responsible for interpreting letters and words. This part is responsible for understanding musical notes and passages of notes. (1) Some ability of transfer has been seen by which the right hemisphere can assist in verbal functions when the left is incapacitated. This is evidenced by the fact that some people with severe stutters resulting from brain damage or otherwise are able to sing unimpeded, such as the famous country music star Mel Tillis. Medical professionals say that these cases indicate that musical training can be highly beneficial in enabling the right hemisphere of the brain to acquire left hemisphere abilities. Such activities as playing/singing music to a young child or having them do the singing themselves (as well as dancing or taking part in other rhythmic activities ) could very well aid in developing the neurological structures needed for the learning of language.
Piano lessons have proven very helpful for both high functioning autistic children as well as people who are not mentally impaired in improving verbal and communication abilities. Many areas of cognitive function are improved such as auditory processing, memory, bilateral coordination, and fine motor skills. (1)
The Economic and Social Research Council (ESRC) of the United Kingdom completed an analysis of autistic children’s musical abilities which helped them to discover that the majority of children with autism have an excellent level of proficiency in tone recognition. Dr Pamela Heaton of the ESRC was quoted as saying, “A lot of work has been done on musical autistic savants with exceptional musical memory and rarely found absolute perfect pitch ability. However, our research shows that even non savant autistic children without these special talents and no musical training can have highly developed musical ‘splinter skills’. If we could develop effective non verbal musical training methods, we might be able to understand more about the way these children learn and process other information.” (2)
During the same investigation, a group of juveniles with autism and a group of non autistic juveniles were tested with a series of musically related tasks. One such test consisted of the subjects using a touch screen laptop to identify notes by moving an image of a child up and down a flight of stairs. The autistic children were especially interested in this and they were able to complete the test with 89% accuracy as compared to the 30% accuracy achieved by the control group. (2)
This further points out the advanced attention to detail and analytical listening abilities possessed by many autistic children which can be honed further through immersion in music and musical training.
While children with autism have time and again been proven to benefit from involvement with music, the positive change that music can bring into lives is not only limited to those with autism. A 2009 article in the Chicago Tribune details the strides made by two young women through musical training. One of these young women has Down Syndrome and the other is afffected by attention deficit-hyperactivity disorder (ADHD).
In addition, the article points out the fact that more and more students with disabilities are being signed up for music lessons, both for instruments and voice than ever before. This is partially due to the ability of music to engage and challenge the auditory, motor, and visual function of the brain through listening, reading, notes, and manually playing musical instruments. Listening to music has also been proven to stimulate the areas of the brain in responsible for paying attention, making predictions, and updating memory, according to Vinod Menon, associate professor of psychiatry, behavioral science, and neurosciences at Stanford University. He continues to state that making music is a good way to “engage multiple networks in the brain”.(3)
With all of the benefits of musical training being discovered by medical professionals and by private citizens for those with disabilities, it is no wonder that enrollment for people with special needs is increasing exponentially. Much work and research remains to be done, but it seems that right now we are only beginning to scratch the surface of the wonders that music and music lessons can work for people with special needs.
Bennet, Sue “Gifted and Disabled” Autism Coach www.autismcoach.com/gifted_with_learning_disabilitie.htm
Economic and Social Research Council. “Autistic Children Show Outstanding Musical Skills”. May 27, 2004
Music Therapy: Teachers Strike and Emotional Chord With Disabled Students. Chicago Tribune. December 21,2009
While most everyone is aware of the fact that autism brings many challenges and obstacles to the lives of those affected by the disorder, there are many facests of autism that people are not aware of.
One such characteristic of autism is the fact that most autistic children have little to no impairment in musical ability. This is largely due to the fact that most people who have autism are more severely affected in the left hemisphere of their brains. The left hemisphere is the more verbally inclined part of the brain, while the right hemisphere is responsible for functions employed in such areas as art, music, and abstract mathematics.
Children with autism often have a great deal of difficulty recognizing the emotional tone in verbal speech, yet almost all of them can easily tell the difference between “happy” and “sad” music. (1) They often have a high degree of enjoyment for music because it is easier for them to relate to and decode music than it is for them to take part in verbal dialogues. They often display a great aptitude for remembering song lyrics and are more likely to initiate a conversation through singing than through speech. Additionally, greater motivation and attention, as well as a higher level of emotional engagement when taking part in musical activities is often seen in children with autism.
Recent studies have revealed that there is an area within the right hemisphere of the brain that mirrors the part of the left brain responsible for interpreting letters and words. This part is responsible for understanding musical notes and passages of notes. (1) Some ability of transfer has been seen by which the right hemisphere can assist in verbal functions when the left is incapacitated. This is evidenced by the fact that some people with severe stutters resulting from brain damage or otherwise are able to sing unimpeded, such as the famous country music star Mel Tillis. Medical professionals say that these cases indicate that musical training can be highly beneficial in enabling the right hemisphere of the brain to acquire left hemisphere abilities. Such activities as playing/singing music to a young child or having them do the singing themselves (as well as dancing or taking part in other rhythmic activities ) could very well aid in developing the neurological structures needed for the learning of language.
Piano lessons have proven very helpful for both high functioning autistic children as well as people who are not mentally impaired in improving verbal and communication abilities. Many areas of cognitive function are improved such as auditory processing, memory, bilateral coordination, and fine motor skills. (1)
The Economic and Social Research Council (ESRC) of the United Kingdom completed an analysis of autistic children’s musical abilities which helped them to discover that the majority of children with autism have an excellent level of proficiency in tone recognition. Dr Pamela Heaton of the ESRC was quoted as saying, “A lot of work has been done on musical autistic savants with exceptional musical memory and rarely found absolute perfect pitch ability. However, our research shows that even non savant autistic children without these special talents and no musical training can have highly developed musical ‘splinter skills’. If we could develop effective non verbal musical training methods, we might be able to understand more about the way these children learn and process other information.” (2)
During the same investigation, a group of juveniles with autism and a group of non autistic juveniles were tested with a series of musically related tasks. One such test consisted of the subjects using a touch screen laptop to identify notes by moving an image of a child up and down a flight of stairs. The autistic children were especially interested in this and they were able to complete the test with 89% accuracy as compared to the 30% accuracy achieved by the control group. (2)
This further points out the advanced attention to detail and analytical listening abilities possessed by many autistic children which can be honed further through immersion in music and musical training.
While children with autism have time and again been proven to benefit from involvement with music, the positive change that music can bring into lives is not only limited to those with autism. A 2009 article in the Chicago Tribune details the strides made by two young women through musical training. One of these young women has Down Syndrome and the other is afffected by attention deficit-hyperactivity disorder (ADHD).
In addition, the article points out the fact that more and more students with disabilities are being signed up for music lessons, both for instruments and voice than ever before. This is partially due to the ability of music to engage and challenge the auditory, motor, and visual function of the brain through listening, reading, notes, and manually playing musical instruments. Listening to music has also been proven to stimulate the areas of the brain in responsible for paying attention, making predictions, and updating memory, according to Vinod Menon, associate professor of psychiatry, behavioral science, and neurosciences at Stanford University. He continues to state that making music is a good way to “engage multiple networks in the brain”.(3)
With all of the benefits of musical training being discovered by medical professionals and by private citizens for those with disabilities, it is no wonder that enrollment for people with special needs is increasing exponentially. Much work and research remains to be done, but it seems that right now we are only beginning to scratch the surface of the wonders that music and music lessons can work for people with special needs.
Bennet, Sue “Gifted and Disabled” Autism Coach www.autismcoach.com/gifted_with_learning_disabilitie.htm
Economic and Social Research Council. “Autistic Children Show Outstanding Musical Skills”. May 27, 2004
Music Therapy: Teachers Strike and Emotional Chord With Disabled Students. Chicago Tribune. December 21,2009
Thursday, August 26, 2010
Wednesday, August 25, 2010
Kindermusik Works by getting Children ready for the future!
Get your little ones ready for the future.
You've probably heard that exposing your child to music is good for his or her development. It's true, and the research proves it.
But how can you be sure your child is getting the right exposure to music? Well, a child who participates in Kindermusik:
-scores higher on reading comprehension tests
improves spatial-temporal reasoning scores (like sequencing and visualization) by three times
-experiences a two-fold increase in self-control, which is crucial to future learning -- children who wait their turn, listen to direction, and allow others to speak have a considerable advantage heading into a school setting.
Kindermusik is based on careful research and proven methods. It really works. Give us a try and see for yourself.
Research proves that Kindermusik works! Check out the research for yourself at our Benefits of Kindermusik page. There you'll find research summaries and full white papers on how Kindermusik can benefit your child.
You've probably heard that exposing your child to music is good for his or her development. It's true, and the research proves it.
But how can you be sure your child is getting the right exposure to music? Well, a child who participates in Kindermusik:
-scores higher on reading comprehension tests
improves spatial-temporal reasoning scores (like sequencing and visualization) by three times
-experiences a two-fold increase in self-control, which is crucial to future learning -- children who wait their turn, listen to direction, and allow others to speak have a considerable advantage heading into a school setting.
Kindermusik is based on careful research and proven methods. It really works. Give us a try and see for yourself.
Research proves that Kindermusik works! Check out the research for yourself at our Benefits of Kindermusik page. There you'll find research summaries and full white papers on how Kindermusik can benefit your child.
Kindermusik Helps you Raise Great Children!
Musical Solutions to parenting dilemmas
Many parents first consider Kindermusik because of the developmental and educational benefits to their child. In class, they quickly see that Kindermusik offers something for the grownups, too.
Kindermusik helps to make parenting a little bit easier through in-class tips, child development insights and activities in our weekly emails, not to mention the community of other parents and caregivers who attend class together.
We invite you to join in the conversation yourself. See how other parents use Kindermusik to help with potty training, toddler tantrums, getting a preschooler out of bed in the morning, and more on the Kindermusik Facebook page:
http://www.facebook.com/pages/Kindermusik/24135466916
For 30 years, Kindermusik has remained constant as the single best choice you can make for your child today.
Many parents first consider Kindermusik because of the developmental and educational benefits to their child. In class, they quickly see that Kindermusik offers something for the grownups, too.
Kindermusik helps to make parenting a little bit easier through in-class tips, child development insights and activities in our weekly emails, not to mention the community of other parents and caregivers who attend class together.
We invite you to join in the conversation yourself. See how other parents use Kindermusik to help with potty training, toddler tantrums, getting a preschooler out of bed in the morning, and more on the Kindermusik Facebook page:
http://www.facebook.com/pages/Kindermusik/24135466916
For 30 years, Kindermusik has remained constant as the single best choice you can make for your child today.
Tuesday, August 24, 2010
New Program that incorporates Music and Floortime for Special Needs
Wonderkids, a new program that combines music and floortime for families with all developmental issues.
• Dedicated to Children With Relating & Communicating Challenges
• Learn Strategies to Strengthen Your Connection With Your Child
• Understand Why They Do What They Do
• Use Play & Music to Enhance Your Child’s Overall Development
• Discover Help in a Relaxed & Enjoyable Atmosphere
• Very Small Class Size
- Includes Parent Coaching to Support You Through -
The Challenging Moments
Where All Children are welcomed with
Open Arms, Hearts and Minds
Or Call 203-804-0024
For Additional Information
Offered by Lisa Burton Pediatric Occupational Therapist and Sandie Apuzzo Music Educator
• Dedicated to Children With Relating & Communicating Challenges
• Learn Strategies to Strengthen Your Connection With Your Child
• Understand Why They Do What They Do
• Use Play & Music to Enhance Your Child’s Overall Development
• Discover Help in a Relaxed & Enjoyable Atmosphere
• Very Small Class Size
- Includes Parent Coaching to Support You Through -
The Challenging Moments
Where All Children are welcomed with
Open Arms, Hearts and Minds
Or Call 203-804-0024
For Additional Information
Offered by Lisa Burton Pediatric Occupational Therapist and Sandie Apuzzo Music Educator
Thursday, August 12, 2010
Thursday, August 5, 2010
Tuesday, August 3, 2010
Saturday, July 17, 2010
ASL Classes at Keys & Strings Music Studio/ Kindermusik with Sandie
Sign & Sing offers a uniquely different approach from other sign language programs. Through songs, toys, and loving playtime between you and your child, Kindermusik Sign & Sing shows you more than 50 signs your child can use to communicate with you. Using research-proven methods shown to speed language development in hearing children, you'll see how sign language can ease frustration and enhance long-term learning abilities for your child. Visit www.musicboxwithsandie.com and click Kindermusik logo for more information
Thursday, July 15, 2010
Rock N Bows fiddle intensive
We are so excited that our Fiddle Intensive is starting next week on the 19th. Not just fiddlers, but guitar, percussion, keyboard too. It is going to be a blast! Sing with you Soon!
Thursday, May 6, 2010
Peoples Press makes me a star for a day!
It's great that our local paper is showcasing local businesses. I was blessed to be one of it's first ones mentioned! Please visit
http://www.peoplespressnews.com/peoplespress/newspaper/article.cfm?img=page1.gif&issue=198 and see all the great local businesses in Wallingford.
http://www.peoplespressnews.com/peoplespress/newspaper/article.cfm?img=page1.gif&issue=198 and see all the great local businesses in Wallingford.
Wednesday, March 24, 2010
Summer sessions 2010
Toddlers (crawling through 3.5 years) can visit "Animals on the Farm" and float "Up in the Sky". Both 4 week sessions (for just $110.00 each!) include a CD, songbook and either hardwood rhythm sticks or a three bell jingle. Parents are included, and classes are held the same day and time for 45 minutes. Sessions start Mid May and Late June.
Children 4 - 6 Can enjoy Drums Drums Drums where they will explore African and Latin Drumming with a young boy who wants to be in a drum circle. Includes a drum, CD and song book! Classes are 60 minutes and meet for 4 weeks on the same day and time. All this for just $125.00!
Children from 4 - 8 years are welcome to learn the Rhythm of Our Lands.....the study of music in the Native American Culture. Join Ms. Sandie who is part Akwesasne Tribe Mohawk Nation in our exploration of various area tribes, culture differences, language, music, food and stories. Includes a bell jingle (various types) crafts, cd and songbook. Snacks also offered, that will include corn, egg, milk and salmon. Please advise about food allergies. 60 minute classes held 4 weeks same day and time. Just $125.00!
Piano Encounters is a perfect way for the young child to be exposed to piano in a fun camp like atmosphere. Limited to 8 children, we will be meeting for a full week each day from 9 - 11 a.m. Learn how to read note values and pitch, the difference between staccato and legato, proper position at the piano/keyboard and more! Includes all materials and a daily snack. Just $140.00!
For the entire family we have PAJAMA FAMILY TIME! Meeting Friday evenings starting in June at 730 p.m. for 60 minutes meeting for 8 weeks same day/time. The entire family will enjoy this fun way to start off the weekend. Includes 2 CD's, puppets, 2 finger drums and more! $220.00 per family fee, limited to 12 families.
FIDDLE CAMP! July 19 - 23rd 9:30 am. - 1 pm. each day. Rock n Roll Intensive for fiddlers, piano players, percussionists, guitarists too! Fiddlers must be at the end of suzuki 1 to join us. We'll be doing it like David Garrett!
Participants MUST be near the end of Suzuki 1 to participate. Bag lunch to be brought each day but Friday (pizza will be delivered and included in your participation fee) Performance to be scheduled for the weekend ending the event. Explore the history and excitment of Jazz, Rock n Roll, Popular and fiddle! Learn how to take a contemporary tune and switch it over to fiddle style. Learn the history and stories behind the pieces. We will also do fun theory based games, such as listening bingo, improv, rhythm challenges and more! Designed for children through adult, come join the fun! Includes 17.5 hours of class time, music (please bring a 3 ring binder) pizza on Friday, Performance and any props needed. Performance locations TBD. Minimum 6, Max 20. $170.00 all inclusive.
Want to make the fun of FIDDLE CAMP last? We've added an extended day option from 1 - 4 pm. Extended hours to extend the fun! Music theory games, composition work, snacks and crafts provided. Red Cross Certified babysitter will also be on hand to help. $100.00 for these additional 15 hours.
Register online at www.musicboxwithsandie.com
Children 4 - 6 Can enjoy Drums Drums Drums where they will explore African and Latin Drumming with a young boy who wants to be in a drum circle. Includes a drum, CD and song book! Classes are 60 minutes and meet for 4 weeks on the same day and time. All this for just $125.00!
Children from 4 - 8 years are welcome to learn the Rhythm of Our Lands.....the study of music in the Native American Culture. Join Ms. Sandie who is part Akwesasne Tribe Mohawk Nation in our exploration of various area tribes, culture differences, language, music, food and stories. Includes a bell jingle (various types) crafts, cd and songbook. Snacks also offered, that will include corn, egg, milk and salmon. Please advise about food allergies. 60 minute classes held 4 weeks same day and time. Just $125.00!
Piano Encounters is a perfect way for the young child to be exposed to piano in a fun camp like atmosphere. Limited to 8 children, we will be meeting for a full week each day from 9 - 11 a.m. Learn how to read note values and pitch, the difference between staccato and legato, proper position at the piano/keyboard and more! Includes all materials and a daily snack. Just $140.00!
For the entire family we have PAJAMA FAMILY TIME! Meeting Friday evenings starting in June at 730 p.m. for 60 minutes meeting for 8 weeks same day/time. The entire family will enjoy this fun way to start off the weekend. Includes 2 CD's, puppets, 2 finger drums and more! $220.00 per family fee, limited to 12 families.
FIDDLE CAMP! July 19 - 23rd 9:30 am. - 1 pm. each day. Rock n Roll Intensive for fiddlers, piano players, percussionists, guitarists too! Fiddlers must be at the end of suzuki 1 to join us. We'll be doing it like David Garrett!
Participants MUST be near the end of Suzuki 1 to participate. Bag lunch to be brought each day but Friday (pizza will be delivered and included in your participation fee) Performance to be scheduled for the weekend ending the event. Explore the history and excitment of Jazz, Rock n Roll, Popular and fiddle! Learn how to take a contemporary tune and switch it over to fiddle style. Learn the history and stories behind the pieces. We will also do fun theory based games, such as listening bingo, improv, rhythm challenges and more! Designed for children through adult, come join the fun! Includes 17.5 hours of class time, music (please bring a 3 ring binder) pizza on Friday, Performance and any props needed. Performance locations TBD. Minimum 6, Max 20. $170.00 all inclusive.
Want to make the fun of FIDDLE CAMP last? We've added an extended day option from 1 - 4 pm. Extended hours to extend the fun! Music theory games, composition work, snacks and crafts provided. Red Cross Certified babysitter will also be on hand to help. $100.00 for these additional 15 hours.
Register online at www.musicboxwithsandie.com
Friday, March 12, 2010
If you are a parent, an educator of any subject, this lecture is a must see
Though I find a connection with all of my students, it's the special needs child that tugs most at my 'heart strings'. It's this child that causes me to continually find new ways to teach and reach them.
I feel an earnest connection with Temple Grandin, a professor who was diagnosed as a young child with Autism. Here in her Ted.com lecture, she discusses why ALL classes need to be taught, as all children think and learn differently. How cutting music, art, the hands on classes such as woodworking and metal working are doing our children, our country a disservice. Please take the time to watch.
http://www.ted.com/talks/lang/eng/temple_grandin_the_world_needs_all_kinds_of_minds.html
I feel an earnest connection with Temple Grandin, a professor who was diagnosed as a young child with Autism. Here in her Ted.com lecture, she discusses why ALL classes need to be taught, as all children think and learn differently. How cutting music, art, the hands on classes such as woodworking and metal working are doing our children, our country a disservice. Please take the time to watch.
http://www.ted.com/talks/lang/eng/temple_grandin_the_world_needs_all_kinds_of_minds.html
Sunday, January 31, 2010
Practice Competition Winners
On December 1st we started a Practice Competition that all students were given the form and rules to. This competition set goals of 3 levels, 12 - 17 hours, 18 - 24 hours and 25 plus hours within a 45 day period. The rules were stated on the compeition forms that had to be turned in that they had to be turned in by January 9th, 2010. Prizes were adjusted to give a larger prize to 1st, 2nd and 3rd with runner up prizes based on hours practiced.
The goal was to help children add more instrument time to their daily routine with a reward for their hard work of a gift card to local businesses. We hope that this years winner's hard work will get everyone excited to participate when we offer it again next school year.
The goal was to help children add more instrument time to their daily routine with a reward for their hard work of a gift card to local businesses. We hope that this years winner's hard work will get everyone excited to participate when we offer it again next school year.
The winner's were:
Sitara Zoberi 16.75 hours
$20 Itunes giftcard
Lilli Cartiera 16.5 hours
$20 Showcase Cinema giftcard
Hilal Zoberi 14 hours
$15 Toys R Us giftcard
Nicholas Marinelli 12 hours
$10 Gamestop giftcard
Morgan McNabola 12 hours
$10 Walmart giftcard
Megan Niu 9 hours
$5 Barnes and Noble giftcard
Rebecca Spadacenta 9 hours
$5 Panera Bread giftcard
Saturday, January 9, 2010
A message to my performers at Masonic today
I am so proud of you today. You all handled everything beautifully. Yes, some of us were nervous (including me, I'm sure you noticed). I normally give you the "I love you even if I don't say it as soon as you play" speech, but I forgot to do it today. I'm sorry. I love you. I think you are great people and great musicians. Thank you for being a part of my world.
Friday, January 1, 2010
Studio Closed Early New Years Eve due to large amount of cancellations
In order to accomodate lessons on New Years eve the studio opened at 8 a.m. to start teaching at 8:30 through 6:30 p.m. A brief snowstorm did go through the area, but was limited in length of time and snowfall. The amount of last minute cancellations caused us to make the decision to close the studio at Noon. Lessons were given up until that point.
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