Music MattersMusic, brain development and teaching strategies

to make music matter

Presented by Jill Brider

How can the links between positivemusical experiences and brain development be used to create

effective teaching strategies that increase musical experiences in

Early Childhood Settings?

Brain Beats

Nothing activates as many areas of the brain as music

Music and rhythm are essential for the developing brain

Quality musical experiences provide enjoyment and growth

Free play and planned musical experiences are beneficial

Learning styles and teaching strategies can be enhanced by music

Tuneful Teaching

Explaining

Commentating

Orchestrating

Modelling

Making Music Happen

Listening

Playing

Singing

Confidence

Consistency

Greatest Hits

I’ve got rhythm

What's so good about rhyme

Dance like nobody’s watching

Sing a song

10 Ukuleles

Play it again Sam

Knowing me knowing you

Music Reflections

Carlton E. B. (n.d). Learning through music: the support of brain research. www.childcareexchange.com/library_oob/4400206.pdf

Claxton, G. (2002). Building Learning Power. TLO Limited, Bristol.

Flohr, J. W. (2010). Best practices for young children's music education: Guidance from brain research. General Music Today 23(2).

Goddard Blyth, S. (2004). The well balanced child - movement and early learning. Hawthorn Press, Gloucestershire

Jensen, E. (2000). Music with the brain in mind. Corwin Press, California.

Nyland B. & Acker A. (2012). Young children's musical explorations: the potential of using Learning Stories for recording, planning and assessing musical experiences in a preschool setting. International Journal of Musical Education 30(4).

Ward, C & Daley, J. (1998) Learning to learn - strategies for accelerating learning and boosting performance. Chch, NZ

Wong, J. (2004). Visual arts and music in the early years. The First Years: Nga Tau Tuatahi. NZ Journal of Infant and Toddler Education 6(2).