COURSENOTES

COURSE TITLE: MUSIC FOR YOUNG CHILDREN

COURSE CODE: ECLE3213

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 TOPIC 2: THE YOUNG CHILDREN AND MUSIC PROGRAMME

2.1 Introduction

 Preparation to teach a subject, the teacher should examine thoroughly the syllabus of the subject and
acquire complete knowledge of all the concepts and skills that needs to be conveyed to the students. The
teacher should analyse the teaching materials and then select, categorize and arrange suitable activities
and examples needed to achieve the objectives of the lesson. All considerations and planning should be
recorded in writing, such as the Semester Teaching Plan, Weekly Teaching Plan and the Daily Teaching
Plan. Teaching aids when in proper working condition and used effectively can facilitate in achieving the
objectives of the lesson. Time allocation for any lesson should be reasonably divided to ensure the
students’ active, fun and meaningful involvement in every step of the teaching delivery.

2.2 Aesthetic Perception

In this aspect, students should be able to recognise and understand the basic concepts and elements in
music and they should also be able to read, write and analyse music. To achieve this objective, students
should be able to listen, imitate, feel, respond, act, sing, play musical instruments, read and write

2.2.1 Rhythm

Let us take a look at the elements of rhythm: 

Beat, Stress and Meter 

a. Beat

Meter devision: 3, 4, 6
4 4 8
b.

Stress: Beat stress in 2, 3, 4, 6,

meter
4 4 4 8

c. Tempo
Different types of tempo: slow; fast; moderate.

d. Note value and Rest value

Note value: semibreve, dotted minim; crotchet; quaver, semi quaver.
Rest value: semibreve, minim, crotchet, quaver.

e. Rhythmic Pattern
Rhythmic pattern in beat: march; waltz; masri; zapin; inang; joget; sumazau.
Rhythmic pattern in ostinato: ostinato rhythm.
2.2.2 Melody

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 Let us take a look at the elements of melody. 

a. Pitch

Pitch Level: high pitch; low pitch

Types of pitch movement: rise; fall; horizontal; step wise jump

Solfa: do re me fa so la ti do' re'

b. Scale
Diatonic Scale: major; minor harmonic.

c. Tonal Colour
Tonal colours of various sources of sound: voice; musical instrument; body percussion;
improvisation materials; sounds of nature or the environment.

d. Harmony
Types of accompaniment in harmony: counter melody; drone; melodic ostinato.Materials
used as instruments to produce music.

e. Texture
Description of texture in solo music and group music : thick; thin.
Types of different voice layers in a texture: counter melody; drone.

f. Form
Building form : phrase
Types of musical form: AB; ABA

2.2.3 Expression
Let us take a look at the elements of expression.

a. Dynamic

Dynamic Level: loud; soft.

Changes in dynamics: gradually loud; gradually soft.

b. Mood
Description of mood music: lively; sad; enthusiastic; worried; afraid; calm

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2.2.3 Notation Symbol

Let us take a look at the notation system.

a. Musical Note Symbol and Rests

b. Symbols and Terms

2.2.4 MUSICAL EXPERIENCE

In this aspect, students are involved in singing activities and playing musical instruments. Students
develop their aural singing skills and play musical instruments according to the correct techniques.

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2.2.6 Basic Knowledge and Skill in Singing and Playing Musical Instruments
Let us take a look at the elements of rhythm: 

a. Knowledge of techniques

i. Techniques in singing: posture, breathing, production of tone, verbalisation.

ii. Techniques in playing percussion instruments: posture, manner of holding and manner of
playing.
iii. Techniques in playing the recorder: posture, breathing, fingering; tongue position;
production of tone.
iv. Performance Criteria: balance; integration; coordination; ethics.

b. Musical experience

i. Singing: able to sing different types of songs which includes children's songs, patriotic
songs, and Malaysian cultural songs.
ii. Able to play percussion instrument: to play light percussion instruments; tenor drum; bass
drum to accompany songs or musical instruments.
iii. To play the recorder.
 To play notes.

 To play the recorder to accompany singing or musical instruments.

2.2.7 CREATIVE EXPERIENCE
In this aspect, students express their thoughts and creativity through exploration, improvisation and create
compositions based on sound. Students may select, compose, modify, adapt, arrange and construct
music materials.

a. To express perception, feelings and creative ideas

i. Exploration
Experience in seeking: to explore various sounds.

ii. Improvisation
Creative experience: improvise lyrics, rhythmic pattern and melody.

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 iii. Composition
Creative experience: students can compose rhythmic patterns.

2.2.8 Singing
To respond to different aspects of the works or performance of vocal music such as the concepts of music
(rhythm, melody, form, expression); functions of music (celebrations, dance, ceremonies); and
performance techniques.

Types of vocal music: solo singing; group singing; singing in two voices. 

Children’s Song

Kodaly considered singing the most natural form of active music-making and the best preparation for
learning an instrument. In pre-school settings, songs are used to teach children concepts such as
body parts, colours, numbers, and shapes.

(a) Characteristics of Children’s Songs

Young children’s songs should be short and repetitive. They need to gain confidence in their ability to
sing. This goal can be achieved easily if the songs used are within the vocal range of the child and the
intervals in the songs are simple and repeated. Two-, three-, four-, and five-tone songs (pentatonic)
should be sung frequently by children in this age group, beginning with the simplest, consisting of two
tones. So mi (the falling minor 3rd) is found to be the easiest interval for little ones. The majority of
motives should be pentatonic, e.g., do re mi so la, without half steps.

(b) Types of Songs

The repertoire should consist of chants, finger plays, nursery rhymes, lullabies, folk songs, action songs,
call and response songs, as well as simple patriotic songs which are suitable.

(c) Lyrics
The content and lyrics must be suitable for young children. The words of the song should be short,
simple and repetitive. They should be:
 Songs about animals
 Songs about colours
 Songs about body parts
 Counting songs
 The alphabet song
 Songs about flowers
 Holiday songs
 Songs about parents,

(d) Melody
The melody should be short with lots of repetitions and in simple rhythm. Songs in duple meter or
quadruple meter are more suitable:

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Choosing songs of small range (five or six notes).

(e) Key
The songs should be in a suitable key and of limited range. The child’s natural singing range generally
lies between D’ – A or B’. The majority of the songs and rhymes should be in the pentatonic key.

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(f) Tempo
Songs that are moderate in tempo are more suitable.

(g) Tempo
Songs with a chorus encourage the children to join in. Action songs provide a dramatic element in their
movement, give much enjoyment, and are usually easier to learn. Avoid songs with very high or very low
notes. Ensure that the words are within the comprehension of the children and that the range of notes is
not too wide. Songs can be chosen for all sorts of reasons – to link with certain occasions (Hari Raya,
Chinese New Year, Deepavali, Christmas, and so forth.)

 2.2.9 Instrumental Music

To respond to various aspects of composition or instrumental music performance such as concepts of
music (rhythm, melody, form, expression); functions of music (celebrations, dances, ceremonies); and
performance techniques.

Types of instrumental music: solo; group.