"Singing Books"

We had a full house at the "Singing Books" program at the Columbia-Fairview Library this morning. What a lively, cheerful group of children 0-5 and their parents!

As promised, here are the books we looked at, as well as a few more. Starred* items are available through the Multnomah County Library System in Portland, Ore. You might also try your local library, local independent book store, or amazon.com. Remember, these books might have differences from the song lyrics you know. That's the "folk process." Why not change the words even more with your family?

Singing songs  helps children develop language skills, develop auditory discrimination. Add movement and you develop gross and fine motor skills. So keep on singing!


Aker, Suzanne. What Comes in 2s, 3s, and 4s?
A wonderful way to practice counting, and understand what numbers mean. If you can't find this, your library will have other counting books. And remember to count your apples, carrots, and other items that you buy at the store!

*Cabrera, Jane. The Wheels on the Bus
There are many book versions of this book. This one has animals on the bus!

*Galdone, Paul. Cat Goes Fiddle-i-fee.
Based on the folk song, "Bought Me A Cat." At the end of the book, one more person gets fed....

*Henkes, Kevin. Chester's Way.
Best friends Chester and Wilson discover there is more than one way to do things, including making a peanut butter and jelly sandwich. This book also introduces Lily, famous for her purple purse!

*Newcome, Zita. Head, Shoulders, Knees, and Toes and Other Action Rhymes.
One of many books of this title, it also includes The Wheels on the Bus, I'm a Little Tea Pot, and many counting rhymes!

Zelinsky, Paul. The Wheels on the Bus.My personal copy of this song has "movable parts," such as people moving up and down on the bus, and bus doors that open and shut.

Just in time for my performance for 0-3 year olds and their parent/caregivers at the Silver Falls Library in Silverton, Ore. tomorrow ..... this article from PBS Parents: http://www.pbs.org/parents/education/music-arts/creating-a-musical-home-environment/

I would add:
- sing in the car as well as at home!
- Make up new words to existing songs, or make up a song as you --- get in the car, put on shoes and socks, put away toys.
- simply singing and bouncing the baby or toddler on your knee reinforces rhythm of music and language. NOTE: Make sure the baby's neck is strong enough for this, and follow any child's comfort level on this and any other activity.

Right Brain Initiative

I'm a guest twitterer (is that a word) for the Right Brain Initiative this week. The Right Brain Initiative is a Portland, Ore. based non-profit, dedicated to equal access for arts education through the greater Portland area. For more about the Right Brain Initiative, including the fantastic video "No Right Brain Left Behind" how arts education gives children the critical skills needed for the 21st century, visit their website: http://therightbraininitiative.org.

Trip to Bay Area

I just got back from a trip to the Bay Area. My last public performance was at the Campbell Library. Here, I'm gathering ideas to finish the song… what do we want to pack for our trip into outer space… jeans and T-shirt and underwear! 

Dulcimer and washboard - always a fun combo…







Most of my assistants are older youth, but you can see on the far right, this little girl REALLY wanted to come up and be with her older brother….

 

Two days later, on my drive home, I stopped in the town of Ashland, Ore. for lunch and rest. I parked near this lovely old home.  And near the front door, I saw…..

two fawn nibbling on the bushes. Can you see them?

 

Music and Early Childhood

“A village without music is a dead place” ---- Nigerian quote

I was inspired by all the parents of young children who brought their little ones to the library this morning, eager to expose them to music activities and play. Music is such a natural and powerful connection with children; It exercises the brain. It teaches language. And most importantly, it fosters emotional bonds between parent or caregiver and child, as they interact and have fun.

Below are some brief comments I've shared in the past in early childhood workshops:

Why Music?

For all ages: Music exercises the brain.

Studies show when a musician plays or sings, he/she uses approximately 90% of the brain. Researchers could find no other activity that uses the brain to this extent. Conclusion: a child who is playing or singing on a regular basis is stimulating general intelligence more than his/her counterpart who does not play or sing.

More benefits:

• Music and movement contribute to a child’s rich sensory environment, which helps build more pathways between brain cells

• Children who actively involved in music do better in reading and math, have better focus and control of their bodies, and display better social skills and higher self esteem.

For the infant to two-year-olds, main goals are:

- To have fun! Enhancing the emotional bonds and interactions between adult and child,

- Playfully exposing children to language, word meaning, vocabulary, concepts such as counting and color.

How children of this age respond best:

-When actively experiencing it. Movement develops gross motor skills, mind/body connections and neural pathways in preparation for reading and math. Use rhymes, tap or bounce to the beat.

- For singing and playing: Cheerful, simple, repetition songs.

- For calming: any soothing song; you aren’t limited to “children’s” music.

- Watch the volume of live or recorded music: young ears are sensitive!

Simple Strategies:

Music, Rhymes and Fingerplays: 

Follow the child’s lead; be gentle, especially with infants, and respectful of all. If he doesn’t like bouncing, tickling, clapping or moving limbs, then stop.

With infants, begin “wiggle songs” on the toes, and later add the fingers. Eventually, the child will manipulate your fingers!

Let children pace the music. Sing higher rather than lower, slower rather than faster. Go ahead and encourage them to clap, do hand motions, and then let them be. It’s okay if the children just watch. (Be sure parents know this too!)

Be creative (and goofy!).  Change words to add animal sounds, reflect where in the world you are, use child’s name. Laugh and have fun.

Use songs for transitions or repeated activities. Change words as new situations occur. (Examples are in your handouts.) In a pinch, sing what comes into your head!

Books:

The goal: To encourage the love of books and curiosity about the world.

I introduce books once the baby can hold her head up and shows interest. Again, follow her lead: who says we have to read from front to back, in consecutive order, or look at all the pages? Or even read what’s on the page! You might just talk about the pictures, identify the dog and cat, count the bees, and point out the blue and yellow flowers.

Enjoy the process:

Be prepared to repeat, over and over. Children love the familiarity, and it’s how they learn.  Those endless songs can be a parent’s friend, and give you 10 more minutes in the store, or ½ hour on a busy freeway.

Guiding Parent/Child Classes:

It’s helpful and comforting to have a routine. Start with a hello song. Intersperse songs with fingerplays, bouncing and tickling songs for babies; for 2s: count out egg shakers if you are using them, collect them after two songs; do a stand up song, then read a picture book. End with a goodbye song.

It’s best to keep these periods short, occurring throughout the day. Attention spans are short.

To contact Greta:

Website: www.greta.net

Email: greta@greta.net

Address: PMB 252 , 19363 Willamette Dr., West Linn, OR 97068

Facebook Page: www.facebook.com/greta.pedersen.music

Oregon City Summer Reading Program

Pictures from a recent performance for the Oregon City Library. We went inside at the nearby Pioneer Center, as our outdoor performance was threatened by thunder storms (which arrived that evening).

I loved how the eleven- and twelve-year-olds helped out, learning how to play spoons. They were even willing to join in with our stretch song, Molly's Dance. Great job!

 

 

For our final number, the older kids played instruments and the younger ones danced. Great fun!
 

We Are James John by Mr. Leach

Here is the final recorded version of the school anthem I wrote with Mr. Leach's 3rd grade class: We Are James John by Mr. Leach