Introductory Music

INTRODUCTORY MUSIC

Introductory music stimulates interest in music through song, rhythm, movement, listening and musical games.

The children are free to create and perform their own rhythmical motifs and discover the world of music as naturally and joyfully as possible as they get to know the sounds of musical instruments through games, without the formality of a structured music lesson.

CHILDREN'S SONGS:

Children's songs develop the musical sense of a child, stimulating their sense of rhythm, enriching their spoken language, and offering enjoyment and joy through musical expression.

Our goal is: "to create through action" in the area of music and movement and rhythmic education. The systems we have based our teaching on are: Dalcrose, Kodaly, Orff.

1. Dalcroze Eurhythmics:
a method for teaching music. Through the movement of the body we become better aware of the connection between sounds and rhythms.
It processes natural human rhythms and connects them to musical rhythms in time, space and form.

This is an approach of music through personal experience and observation. The system was developed by Swiss composer and educator, Emile Jaques-Dalcroze (1865-1950).

 2. Kodaly System:
the key principle upon which the musical and educational work of Zoltan Kodaly (1882-1967) is based, is to teach musical notation and reading from a young age.

By using their voice, children are gently and naturally introduced to the world of music.

3. Orff System:
the Music-Movement-Speech continuum is the main idea behind the Orff system.

The goals are to:
* Develop imagination, perception and initiative.
* Communicate.
* Become aware of the body.
* Develop musical kinetic and verbal expression.
* Experience rhythm.
* Teach and understand proverbs, song, dance, pantomime, dramatisation.

Singing, movement, dance, playing percussion instruments, personal expression, communication and team work are cultivated with the help of imitation, improvisation, exploration and cooperation.

Learning that is based on personal experience, combines cognitive and practical knowledge with emotional reactions.

This music education system was developed by German composer Carl Orff (1895-1982).

During the lessons, children take part in games that involve music, movement and rhythm.

This helps them develop their imagination, creativity and concentration. They operate in harmony with space and time, they get familiar with rhythms, rhythmic values and the properties of sound and become aware of their body and its movement.

In general,children are introduced to the magical world of music through play..

They learn the properties of sound, they improvise, sing, play and learn about the various instruments. They experience rhythm, learn about music notation, even in is most modern forms (through graphic illustration).

They cultivate their sense of hearing by listening to the music of various cultures, both older and more modern ones.

VISUAL ARTS

The field of Aesthetics - Dramatic play - Puppet theatre - Freehand drawing - Sketching - Visual arts - Music - Children's songs -is a contributing factorin the formulation of a child's personality, the awakening and cultivation of creativity and aesthetic sensitivity, through various artistic activities. Free-hand drawing and sketching are yet another means of expression, and also a way to discover the child's personality..

It is the simplest art for the spontaneous expression of the child.

It cultivates imagination and creativity, and contributes to the psychological and emotional balance of the child.

Visual arts include the creation of beautiful handicrafts, in teams or individually, the making of collages, sculptures, constructions, printing, weaving. Children get to make original masks, kites, fruit-puppets, and many other handicrafts.

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