Read the section on “The Lakeshore Zebras” pp. 29-35.
1.What kinds of musicking were going on in this environmet? What did the children’s play look like and sound like? What “I can” statements might a teacher write after observing the children’s musical skills?
Due to the high paid and high quality educational environment, the musicking of the Lakeshore Zebras Development Center are designed experiences relevant to childrens’ individual needs especially according to particular themes such as “alone/together”, “family/community”, animals and rain forest etc. It also trains and stimulates children individual levels of learning ability through weekly music classes. For children’s play, it looked like a large space movement and free play in the center of the room, and teachers should lead the play with taking their recording along with children. Their rhythms were as visible in their movements. For children sounds, they like rhythmic words and repeating pitches with interesting children stories. Moreover, he found that children can do acting, singing and imitating while playing a theme, some of them can even do small chorus with the triad pitches and counting rhythm with sticking etc.
2.After reading about the Lakeshore Zebras’ informal musical experiences, how might you create formal (teacher-facilitated) musical experiences with and for children in this age group (3-5 yrs.)?
Firstly, we need to find out a group of folk song resources which related to their interests and with body movements involved. It is better to have call and response or two-part harmony for training their sensitivity of pitch learning. Secondly, make sure to provide and teach the information on songs text. Children need to be connected with music to develop enthusiasm and more efficient process. Finally, is creating rhythmic exercises. For instance, the metric shifting concept that the article talks about is a very advanced method for pedagogical training. However, teachers need to make sure their musical skills are sophisticated enough.
William Bai 