Overview of the Christopherus Music Curriculum
Here is an overview of the Christopherus music curriculum for those who would like to see how we work with this core foundation of education through the first six grades:
As in the early years singing is paired with movement/activity: singing during transitions, household chores, festivals etc. The child takes up recorder or pentatonic flute and also learns to listen, to hear tempo and beat as well as melodies. The key point is to develop a sense of musicality.
Builds upon last years foundations, emphasizing training of the ear and voice, working on creating a harmonious, joyful and rhythmic experience of being musical. This is done through continued singing and recorder/pentatonic flute playing and possibly the lyre which can be taken up by both parent and child. Not only is the lyre soothing to children in our fast paced world, but the ethereal quality of the instrument also calls to the child’s higher abilities of grace and reverence.
This year the emphasis continues on with developing a sense of musicality through:
• beginning to work with musical vocabulary
• getting a feel for quarter, half and full notes and rests in preparation for learning musical notation next year
• becoming acquainted with minor and major scales and with various beats, tempo, mood and rhythm
• learning to hold a part in singing and on the recorder
• taking up the study of an instrument such as the violin or piano
Throughout the last three years, the goal has been to develop a sensitivity to mood, tone, beat, and rhythm. This year, the task is to make all of this more conscious and to enable the child to begin to understand the effect of rhythm and how it can be used to influence the music he/she is singing or playing. The goals this year include:
• increased knowledge of musical vocabulary
• taking further steps with the recorder and possibly the lyre
• carrying on with the chosen instrument from last year
• expanding awareness of meter, rhythm, beat and tempo through exploration of percussion instruments and a variety of music
• learning to sing and play more rounds; learning call and response songs
• learning some long songs such as ballads
• beginning to learn musical notation
This year we urge families to
• continue with music lessons in violin, piano, guitar or whatever instrument the child studies
• play recorder emphasizing part playing and increasingly complex pieces.
* consider having another family member play the tenor recorder to increase range and complexity of family music
• help one’s child to read music through instrument practice
Any possibilities for group music playing are encouraged! Much will depend on your own musical ability as the parent, what is available in your local community and what your child’s interests are.
A major part of the physics main lesson this year is the study of sound and includes making a musical instrument. Like last year, so much depends on family circumstances in terms of development of music in your family. If yours is a musical family, where playing a variety of instruments and singing together is just what you do, then this is a non issue! But if that is far from your circumstances continue music lessons with a trained teacher and seek out any
possibilities of playing or singing together with other people.