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.
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