To improve the development of children’s minds, educators can harness the power and beauty of song and rhythm to help them.
Our educators at L’Ecole Koenig School, Paris, knew our students would face unexpected challenges on their first day. Many of these students were from different countries and hadn’t attended school in over a year. Many of them didn’t speak English or French. We also knew that we had a secret weapon: the power of music.
The entire preschool group ran joyfully onto the carpet as if guided by an invisible force when our music teacher played the first notes for the day on the piano. “Shall our new friends learn how to speak music?” The music teacher was asked.
There were many giggles and shouts, “Oui!” followed. The music teacher performed a glissando, moving from the lowest note to the highest.
“That means to stand tall,” said to 5-year-old Emile, holding out his hands to Ji-wan.
The new students followed their lead and rushed to their feet. The music for “sit down, sit down” followed by “crisscross applesauce,” which required students to raise their legs and cross them. The music teacher stopped playing, and the children, pretending to be asleep, got them stuck in place. They begged the teacher for help and asked him to finish the motif. The children ended their session by singing good day in many languages using simple choreography. Even the most reluctant of them followed the movements easily, with bright smiles and a wide range of expressions. Although they didn’t know the words yet, they were already part of the group thanks to the synchronized movements that music stimulates.
Why music
Before the pandemic, there was compelling evidence for music being included in schools, homes, daycare programs, and schools. Today, it is imperative. Music can be a way to build a sense of belonging and provide an antidote for isolation. Research over 30 years into music and the brain has shown that music can help with learning, growth, and development. Music improves physical coordination, enhances memory, strengthens empathy, and speeds up literacy (Patel 2009). Music practice helps us to be more intuitive, cooperative, and deeply satisfied with our relationships with others.
It’s not about being able to play an instrument or sing a song. Music-making is also about learning how to live with others at an age where “me” is the norm. Studies show that synchronized music games encourage prosocial behavior. (Tomasello & Kirschner 2010, 2010). Our children can learn how to work together like an orchestra: listening carefully, making adjustments, and synchronizing towards something greater than the sum of its parts. As adults, we know how this feeling feels when we sing in a group, join a band, or stomp in a concert. Imagine how classrooms would look if these benefits were used on a regular basis.
The Acceleration effect
In the 1980s, I started a music school as a classical musician. As a classical musician, I opened a music school in the 1980s. I was fascinated by how music influences young people’s development. I also witnessed children’s incredible musical abilities in weekly classes. I wanted to see what it would look like if children learned and lived in music every day.
Our school staff opened a trilingual preschool in 2008 where children can learn French, English, and music. Our classrooms are enriched by music and movement. Reading and writing are also taught in this way. Students are encouraged to create songs and stories, and teachers use music to manage classrooms and build relationships.
While the L’Ecole Koenig preschool program is still quite young, we have already seen some notable results. When we compare curriculum results with other schools–specifically the time necessary for mastery–we consistently see our students take less time to learn the same material, which shows the acceleration effect of learning through music. Students read with joy and confidence. They can also transfer knowledge from one subject to the next, often drawing parallels between math and music.
Our students also score above average in phonological awareness–independently of their mother tongue–on the evaluations some schools require for students to enter 1st grade. We have witnessed children move from being insecure to being able to perform happily onstage for their parents.
Bringing music into the classroom
You don’t need to be a musician or have any musical training to incorporate music into your classroom. You can master the drum or xylophone, which are both great tools for musical interventions. Music is everywhere, thanks to technology. Make a playlist and try the following strategies.
Goal : Be a “We”
Human behavior includes singing and dancing together. Making music is a way to bring people together. There’s no better way for children to come together than through song. Students who don’t speak the same language as their classmates join them in singing, even though they may not understand the lyrics. Children who sing and move together create the foundation for deep cooperation and collaboration. They use both the sensory as well as the emotional to develop a vital early childhood development triumvirate: body, mind, and emotions.
You can choose songs you like and sing and dance to them. You can alternate between songs that are quieter and songs that encourage dancing movements. The goal is to get everyone to sing, dance, and clap along to the music. I provide music tutorials that are suitable for all ages and can help students get involved.
Ask your older students what songs they like and would love to sing. Brian May, Queen’s lead guitarist, and singer, wanted to find a way for the entire crowd to be involved. He came up with the “short-short-lo n g” rhythm. This is the moment when 72 000 people at Wembley Stadium cheered and clapped together in 1985 Live Aid. We will Rock You if your teens are reluctant to sing a song.
I have also had students write lyrics to familiar songs. Students can participate in the creation of a song. It is a great way to have fun together, as everyone can contribute.