Introduction
Module 1:
Benefits of Music
Module 2:
How can we teach music to a baby?
Module 3:
Edwin Elias Gordon, MLT & Audiation
Module 4:
Critical periods
Module 5:
Learning Music & Learning Language - Similarities
Module 6:
Myths - TALENT & Parents' ability to teach music
Module 7:
Dos & Dont's of introducing music to your baby
BONUS:
Music aptitude vs Music achievement
Summary
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
Module 7
Bonus video
Melody lydian mode duple meter
Melody lydian mode duple meter
Melody mixolydian mode duple meter
Melody lydian mode triple meter
Melody phrygian mode duple meter
Melody aeolian mode triple meter
Melody major scale duple meter
Melody dorian mode duple meter
Melody aeolian mode triple meter
Melody lydian mode triple meter
Melody mixolydian mode unusual meter (5 = 3+2)
Melody dorian mode duple meter
Melody locrian mode duple meter
Melody minor scale triple meter
Melody mixolydian mode, unusual meter (10=3+3+2+2)
Melody phrygian mode duple meter
Rhytm unusual meter (7=2+3+2)
Rhytm unusual meter (5=3+2)
Melody phrygian mode multimetric (duple + triple)
Rhytm triple meter
Melody lydian mode triple meter
Rhytm unusual paired meter (7=2+3+2)
Rhytm unusual paired meter (5=3+2)
Rhytm unusual paired meter (7=2+2+3)
Melody dorian mode duple meter
Rhytm duple meter
Melody minor scale duple meter
Melody minor scale triple meter
Melody lydian mode duple meter
Melody locrian mode duple meter
Melody major scale duple meter
Rhytm unusual paired meter (11=3+3+3+2)
Working with kids 🙂
About the author
dr Karolina Kizińska
Mom of Amelka (7) and Jacob (1), music teacher, pianist, choir conductor, certified MLT instructor with 15 years of experience. The founder of Kompozytornia Music School in Poznan, Poland, as well as of a music nursery and music kindergarten.
Fulbright scholarship recipient at the University of California, Berkeley (Music Department). Polish Gordon Society member.
Teaches how to conduct music classes for babies & toddlers using MLT.
Jacob has just turned one and is already trying to sing. We can see a random response („pam pam pam” said instead of sung) as well as purposeful response (characteristic glissando to reach the tonal center).
Because Jacob manages to sing the tonal center we are entering imitation.
Amelka (age 5) is presenting tonal and rhythmic imitation patterns. If a child is able to repeat these patterns – the are in the imitation stage (breaking the code). If a child can also move and breathe while repeating these patterns – they are in the assimilation stage (coordination) 🙂