Music and Musical Ability

Encyclopedia of Childhood and Adolescence, Apr 06, 2001

Two other methods, both developed by well-known 20th-century European composers, include the use of folk songs as an introduction to music. The Orff Schulwerk approach, introduced in the 1950s by German composer Carl Orff, emphasizes dance and other rhythm activities, making use of both folk songs and speech patterns familiar through nursery rhymes and children's games. It is also known for the special percussion instruments developed by Orff that can produce both rhythms and melody. Many music educators in public and private schools use Orff's methods as part of their teaching approach. The other modern composer to create a system of music education was the Hungarian Zoltan Kodaly, whose approach, developed in the 1920s, was first introduced to the United States in the 1960s. Created for children aged three and up, it focuses mainly on developing a good ear and rhythmic sense through singing, making use of the nursery songs and folk music of a child's native country. Children learn to read and write music through singing, after which instrumental activities are introduced.

In the elementary grades children can be taken to young people's concerts, which feature appropriately short, colorful pieces that hold their attention in programs that are significantly shorter than those performed for adults. They can also start becoming familiar with different types and periods of music by listening to recorded music at home and reading short books about music and composers. After the age of six or seven, children mature in ways that are conducive to beginning private instrumental study. Mastery of new skills becomes an important goal, one they are willing and able to work toward through practice, including practice that involves repetition. Their fine motor skills continue to develop, resulting in increased speed and dexterity and, by the age of nine, increased ability to use their hands independently. Hand-eye coordination also improves.

Performance adds an important dimension to the musical experience of children in the elementary grades. Many children naturally enjoy performing, and giving them a head start while they are young can reduce their experience of stage fright at later ages, when they are naturally more self-conscious. Children who are taking lessons can play in recitals organized by their private teacher or by the music school where they take lessons. All children can perform in school vocal or instrumental programs. Other activities, such as Sunday school or summer camp, can provide additional opportunities to perform, both as a solo and with an ensemble.

By adolescence young people have usually begun developing musical interests of their own, often including various forms of popular music. They may begin building their own CD and/or tape collections. Parental attempts to restrict their children's taste in music at this point are not constructive, and all efforts should go toward broadening rather than limiting their musical experience. Interests in different types of music can coexist, and a love of classical music or jazz, especially when nurtured by instruction and active participation, can survive a teenager's enthusiasm for the latest rock group. Teenagers can attend classical music concerts and participate in performing ensembles at school. Participation in student orchestras, marching bands, or choirs can promote self-discipline, teamwork, and social skills. Musical theater productions can become the high point of the school year, giving teenagers valuable performing experience. Young people with a serious interest in classical music can attend music camps, enter competitions through their schools or through local musical organizations, participate in musical activities through their church, and join music clubs.