Musicaliti Babies

Musicaliti Babies strip op

 

 

Age Appropriate

Musicaliti Babies is planned for children from 0-2 years old. We use child development research to plan songs and activities that little ones will love!

For example, while they are only listening or beginning to talk, instructions are given for adults. Their interest, surprise, and enjoyment guides the class song, game or activity choices.

Relationship

Babies spend a lot of time watching and looking, taking in the important people and activities around them. Through this, they learn cause and effect, patterns of work, successful interaction and problem solving. At Musicaliti we know this, so we suggest ways to play using songs and games. Sharing and tapping, rocking and humming – all these experiences show our little ones how to care, trust, and support people that we love.

Instruments

Instruments used in babies’ sessions are often used all the way through preschool settings, sometimes requiring more attention or assistance than others.

  1. Egg shakers are the number one favourite because of the fantastic shape, perfect for gripping!
  2. Jingle bells are the next favourite for the way they sound and can be held (and chewed!).
  3. Sticks/claves come in third for banging and tapping.
  4. Small sandblocks come in fourth, as they are a little harder to co-ordinate. We have found that character instruments initially attract interest, but once they have been used in their “proper” context, less specific instruments seem to hold attention longer because they can be used in so many more ways!
  5. Multi-instrument boxes (triangles, tambourines, cabasas, guiros, monkey drums, wood blocks) and pass-around instruments (large drums, xylophones, ukuleles) encourage exploration and investigation. Click here to link to our instrument shop!

Musicaliti Babies (0-2y)  is the perfect introduction to Musicaliti Toddlers (2-3y), where instruments, games and skills are a little more advanced, all based on developmental capabilities:

  • Sitting and swaying in a circle turns into holding hands and walking in a circle
  • Eyes following movement turns into copying actions
  • When leaving out the last line of a song, surprise turns into a vocal response
  • Shaking instruments turns into tapping and beating instruments
  • Pointing at objects turns into pointing at body parts and actions
  • Rolling over turns into walking together in pairs and then in a line
  • Recognising crotchet beats turns into recognising crotchet (quarter note) and quaver (eighth note) beats
  • Recognising and imitating songs with minor third notes turns into recognising and imitating songs with perfect fifth notes
  • Bouncing to the beat turns into jumping and tapping body parts to the beat
  • Clapping hands turns into stamping feet and flicking fingers
  • Children recognising and reproducing 3-5 full songs turns into reproducing 11-20 songs
  • Music sessions with familiar people can continue for 10 minutes at a time, turning into 15 minutes at a time

And, fantastically, this experience lays the foundation for later musical interest and instrumental music grades!

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?”