Moving from Imagine That! to Young Child

Physical

• Can jump forward many times in a row, hops, gallops, is learning to skip
• Demonstrates control of pencil or marker

Cognitive

•  Eager to learn
• Has developed classification skills (i.e. can sort things that have a single common feature) and can sort by size, color and form
• Counts to 20; recognizes numerals 1-10
• Beginning to see things from another's perspective
• Recognizes some letters of the alphabet

Emotional

• Impulse control is emerging and developing
• Exhibits self-confidence and reliability
• Sense of right and wrong is growing
• Beginning to see things from another's perspective

Language

•  Speech is nearly 100% intelligible (exceptions may include children with hearing and language delay)
• Uses grammar correctly (i.e. past and future tense)

Social

• Enjoys friendships and group activities
• Shares, takes turns, plays cooperatively
• Is affectionate and caring
• Follows directions

Musical

•  Sings a whole song
• Beginning to match pitches consistently
• Developing ability to match to group steady beat

The 2-year Young Child program was intended in design for kindergartners and first graders. Individual exceptions might be made for a child who is 4 1/2 in the fall, who has participated in Kindermusik Imagine That, or who is developmentally mature. We find that children who have come up through our Kindermusik program are generally more mature than a child who has never participated in Kindermusik. A 4 1/2 preschooler would best be served, in most cases, by participating in Imagine That! which is also a 2-year curricula.

Children who are 6 are encouraged to begin in Year One, but may elect to begin in Year 2 if they are more comfortable with the age range. 7-year-old children should begin in Year 2. Any child entering the program in the middle of the year should be the same age as the children in the class. (Children who were 5 in the September will be turning 5.5 by January.) This is true because the Young Child curricula is a sequential curricula and the child will have to catch up with the major concepts taught in the fall semester. At the beginning of each semester, there is a review of the major concepts so that new children may be incorporated into the class.

Because of the sequential and foundational nature of the curriculum, it is best to start in the fall if the child is 4 1/2. Children who are 5 in January usually do well with the review at the beginning of the semester. Young 4's would have a more difficult time catching the missed concepts quickly. If in doubt, speak with the Teresa Birch or Ruth Michaelis. If you are a new client, it would be helpful for the child to visit a class so the teacher can observe the child.

Q: Should I Choose Kindermusik or Private Lessons?

Q: My kindergartener or 1^st grader shows interest in learning music.  Should I enroll her in private lessons? Or Kindermusik?

As her parents, only you can make that decision, but here is some information that may help you to make the right choice for your child.

Q: What is Kindermusik for the Young Child?

Kindermusik for the Young Child is the culmination of early childhood musical development; in addition to movement, instrumental play, singing, and creating, YC students begin to learn musical notation (note and rhythmic), and begin learning to play a melody instrument, the glockenspiel. Young Child develops the entire scope of a child's musicality, and instills the fundamentals before they need to use those fundamentals to produce a finished performance product.

We might compare the concepts learned in Young Child to reading:  It is more difficult for a child to be a fluid reader who comprehends what they read (what we consider reading, rather than just sounding out words) if they do not have a firm, instinctive understanding of the letters of the alphabet and the sounds those letters make BEFORE trying to read words. LIkewise, a child who completes YC will understand note reading, dynamics, phrasing, expression, and all of the things that make music musical, much more readily than a child that has to learn note reading while they are already trying to learn their first piece, let alone make it more than a progression of notes.

Young Child allows the child to explore the entire spectrum of their fledgling musicality, rather than limiting them too soon to one mode of expressing it. Children who graduate from Kindermusik for the Young Child have a strong basis in theory, musicianship, and instrumental technique. More importantly, they have been allowed to develop the whole child through music, in a supportive and reassuring atmosphere, which lays the groundwork for a lifetime of positive outlook not only towards music learning, but towards learning in general.

Q: When Should My Child Begin Private Instrumental Instruction?

       As a piano teacher since 1980, I have found that children who begin private lessons at 5 or 6 enjoy the lesson time, and make slow, incremental progress.  Practice time is often challenging and usually requires strong focus from an assisting parent.  By the time that child reaches 7 or 8, another 7 or 8 year old will begin lessons.  Within about 6 months, these two children will be at roughly the same level, but the one who began at 5 or 6 is starting to burn out.