Why music?

Montessori Life, Summer 2005 by McTamaney, Catherine

and United States secretary of Education, Richard Riley, wrote,

[Pablo] Casals says music fills him with the wonder of life and the 'incredible marvel' of being a human. [Charles] Ives says it expands his mind and challenges him to be a true individual. Bernstein says it is enriching and ennobling. To me, that sounds like a good cause for making music and the arts an integral part of every child's education. Studying music and the arts elevates children's education, expands students' horizons, and teaches them to appreciate the wonder of life.

SING... SING ASONG!

Because many teachers don't view themselves as natural musicians, the idea of implementing a comprehensive music curriculum can seem daunting. Music instruction, particularly in a Montessori classroom, can occur with little formal music training for the teacher. The Montessori Bells provide a beautiful and harmonic introduction to basic music principals. With careful presentation, the bells can complement the bustle of a busy classroom. Developing a listening corner with extensive choices for music appreciation offers children the opportunity to hear and enjoy a wider variety of music.

Teachers may begin by expanding the types of music we share with children from traditional children's songs to music reflecting multiple cultures. Walking the line can be expanded upon to include walking in rhythm to a variety of different melodies. Art activities can be linked with music listening to create "music-inspired" artwork. Cultural activities that introduce great musical artists or allow children to distinguish between types of music can be added easily to existing cultural materials.

Suggestions from the National Association for Music Education (MENC) mirror the goals and climate of healthy Montessori classrooms. Based on a presumption that all children have music potential (just as all children have the ability to learn language), MENC (2005) recommends a music-rich environment within which children can discover many routes to their own music experiences. Likewise, children should not be held to specific performance goals. "Dominant use of drill-type activities and exercises and worksheet tasks will not provide the kind of active, manipulative, and creative musical environment essential to the development of young minds" (MENC, 2005). In other words, while preparing performances for parents and communities may inform schools' parent bodies, these activities do not provide as much enhancement to children's development as more fully integrated music experiences will.

The diverse cultural backgrounds of children should be respected, as well as the right of children to receive highquality, exemplary music. MENC (2005) suggests that "children's learning time is valuable and should not be wasted on experiences with music or activities of trite or questionable quality." Just as Montessorians avoid "baby talk" with children, Montessori classrooms should offer musical experiences that expose children to the diverse and complex world of music. Some quality world music companies have recently begun developing music specifically for children. Putamayo Kids, an international music company, offers a comprehensive music curriculum that complements the Global Vision of Montessori. Offering opportunities for music and movement within the work cycle allows music education to be enjoyed by the student as an integrated and valued component of a school's curriculum, rather than as a "specialty" or "enrichment" program. Just as Montessori classrooms don't have special "math time," music should and can be incorporated into the experience of every child, every day.