Musicaliti Teacher Training

 

 

Musicaliti Teacher Training

Music is so helpful in every area of development. As one of the most fundamental forms of communication with people of all ages, music makes language, explanation and direction unnecessary. Shown to have many health and lifestyle benefits, including reducing the stress hormone and improving concentration, music has been used to significantly improve quality of life in old and young alike.

Political agenda

The current political agenda is focussed on increasing the national financial position (GDP), and creating a skilled workforce would make it more likely that there would be a higher population in work. Subjects that can have clear targets and measurements like maths and literacy have now become the political agenda for education, with science as another subject that can be easily measured. In fairness, these are the subjects that will help human development, prevent and cure disease, hopefully end poverty, world hunger and equal educational opportunity – taking humanity beyond the information age. As a result, subjects that do not clearly meet these objectives have funding withdrawn, training grants stopped and subsequently, have fewer standards to meet and require less training.

Nursery benefits

Despite government agendas, nurseries are still experiencing huge benefits in booking external music providers. From providing children with live instrument play, to teaching old and new musical songs and games in a variety of age appropriate ways, many nurseries and play groups find huge benefit in using songs within their daily routine. Taking the register, transitions between activities, soothing before rest and playing group games are specific examples of where nurseries have said that they actively use music.

Training description

Musicaliti teacher training covers the principles of a good and thorough music education for this age group. In addition, child development theory is addressed using a number of leading thinkers, providing teachers with a variety of theoretical influences with the opportunity to take these interests deeper. Recommended text includes Frances’ book, “Learning with Music: Games and Activities for the early years“, published by Routledge (August 2017) which features over 40 theorists and 90 songs with full game descriptions.

About Frances

Frances has been running sessions for preschool, nursery, toddler groups and primaries since 2006, and now brings this wealth of experience to adults through education consultancy. Her fairly unique skillset includes an undergraduate degree in psychology, masters in education focussed on the arts, and specialist music training in the Kodály, Dalcroze and Orff approaches to music education. These approaches involve singing, movement and instrument play, sessions are very practical and hands-on (sitting down on the floor!). As a self-taught musician, Frances can genuinely empathise with non-musically trained adults. With this special group of people in mind, she self-published a series of books suitable for nursery practitioners wanting to hold high quality music sessions for children 2-4 years.

Previous training hosts:

Training hosts have included the project workers of an early years setting working with Manchester Camerata Orchestra, the PGCE primary students of the University of Cambridge, and the Early Years undergraduate and postgraduate trainee teachers of Edge Hill University, Liverpool John Moores University, and Manchester Metropolitan University. While research shows that musical confidence improves after a year of weekly musical training, timetabling makes this difficult so one-off sessions are available.

Manchester Camerata logo   Edge Hill University logo  Liverpool John Moores UniManchester Metropolitan UniversityCambridge Uni logo

Potential training topics:

  • Music for Babies (0-2y)
  • Music for Toddlers (2-3y)
  • Music for Preschool (3-4y)
  • Singing Best Practice in EY
  • Movement and Music in EY
  • Props in Music in EY
  • Music and the Early Learning Goals (ELG)
  • Music and British Values
  • Music and 7 areas of Learning and Development
  • Ukulele for Early Years

This course will:

  • Introduce you to the overall musical goals of music
  • Understand the link between music and movement
  • Provide opportunities to deliver musical activities for babies
  • Identify inter-curricular links
  • Recognise the progression of musical skills
  • Provide the opportunity to play different instruments and use different props
  • Develop your own understanding and confidence in music

How will I learn?

Delegates will learn through exercises, instrument play, games, activities, discussions, role play, syndicate work, case studies and take home workbooks.  All resources will be provided and NO PRIOR MUSICAL KNOWLEDGE IS NECESSARY.

Try one of our sessions to see the difference!

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“This is the only session where he will stop and join in”

“This is the first time she crawled”

Said at a baby session for 0-2 year olds

“This is where he started singing”

“He’s started holding his ukulele just like you hold your guitar”

“She’s memorised the words to that new song, here’s the video”

“The huge variety of instruments is the biggest reason that we love having you”

“She’s suddenly stopping herself and giving other children a turn”

“He got the whole family to sit in a circle and pass the instruments in turn”

“She’s always talking about you, so mum wanted to get you a Christmas gift”

“Could you recommend a ukulele book? I had to get her one for her birthday”

“After attending your nursery music and then afterschool music club, he is in year 6, doing grade 6 music exams”

“Could you please consider teaching private guitar to my 6 year old and ukulele to my 4 year old – this is such an accessible way into music”

“She was so anxious and frustrated, and that all seems to have been channelled into practise”

“He’s changed to a private school and they are so impressed with his maths ability – I credit your music teaching”

“Could you also teach my secondary school child? You must be so good, I (dad) may have to book a few lessons with you”

“He was so uncertain about doing anything in public, and this session has given him so much confidence that he wants to perform for his school”

“He was so uncertain about doing anything in public, and this session has given him so much confidence that he wants to perform for his school”

“Please can you hold another session, he would like them every month – or fortnightly”

“She’s going to enter Britain’s Got Talent, she won’t put her guitar down”

“Aah, brilliant, this is the best bit, you brought the ukuleles!”

“That was so cool, the way we played it all together at the same time”

“Can he start guitar lessons with you? He loved trying out the electric guitar”

“I felt awful before we got here but now that we’ve sung, I feel so much better, you just forget your problems”

“Choir has really improved my confidence, there was this job going and I decided to go to the interview – and I got it”

“It’s so good to forget about your day and just sing”

“After your music training, one of the students taught herself ukulele and planned her demonstration lesson around it”

“The students got a great feel for not only holding the session, but what it would feel like as a child in a session”

“We would love you to teach with us more often, could you apply for a job here?”

“It was really good singing all those old songs – are you coming again?”

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