musicbuds.org

Simple steps to Teaching and Simple Songs for Learning

musicbuds.org

Simple Steps to Teaching Diversity

Simple Songs for Learning about Diversity

Highly commended online Teaching and Learning Courses using original, goal-based songs for Teachers and Carers of 3 – 7 year olds

Why Musicbuds?

Musicbuds is an Innovative Concept

Through using an easy course-based learning approach for adults, we offer a weekly ‘deep-dive’ into how to teach and learn through song.

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By combining song-teaching and background theory, we ensure that whether you’re a musician looking for generalist advice about teaching this age group, or a generalist needing some musical guidance, we’ve got you covered!

Sharing our knowledge, skills and experience

We provide you with tried-and-tested recipes for success in teaching and learning through song, based on our own professional experiences.

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Created by teachers and specialists in music, education, psychology, child development and 3 – 7 year olds, not to mention the life experiences of us all, we have a wealth of knowledge to share with you!

Gain the confidence in sharing songs

We hand-hold you through the whole process of learning to deliver songs effectively and confidently even if you think you can’t sing!

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We know how intimidating it can feel when you’re not confident in a particular area of teaching and learning. At Musicbuds we don’t judge, we ALWAYS support! We are here to serve you so that you become the best you can be at using music and songs to support learning for the 3 to 7 year old you care for.

creative learning journey alongside the children

After a brief, 10-minute guided session (using video, audio and slides) you will be ready to start sharing a new song with the children in your care.

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We take you step-by-step through the process of learning each song in depth, so that both you and your children become confident enough to ‘own’ the song and adapt it in your own beautiful ways!

Value and respect Diversity, Equity and Inclusion

We cover the ‘how’ and ‘why’ these are so important to our teaching as we go along so you can extend your understanding and awareness.

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It’s so important to understand why we’re sharing whatever it is with our children, and also how to do it in the most successful, effective and accessible ways. That’s why we provide the background story to every song we’ve created.

Interactive, flexible and versatile approach

We want you to take our ‘working document’ songs and then use and develop them as your own – play with them, change them, enjoy them!

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Our focus is firmly on the process of learning. Every time we sing with the children we are creating such deep opportunities for development in so many ways, all at once…

Online Courses

Doing Diversity Differently

Simple steps to increase Diversity
Awareness for 3 – 7 year olds

Course 2

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What to Expect

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  • Literally hammock brunch, pour-over cardigan ennui ugh four loko
  • Literally hammock brunch, pour-over cardigan ennui ugh four loko
  • Literally hammock brunch, pour-over cardigan ennui ugh four loko

Music Pack Included

  • Sheet Music and Lyrics
  • Curriculum-friendly lesson plans
  • Backing Tracks
  • Ready-made props

Who is Musicbuds for?

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Teachers and Carers of the 3 - 7 age range

Integrating learning objectives seamlessly into comprehensive lesson plans focusing on the Prime Areas laid out by the EYFS and KS1 music objectives.

EAL Teachers and International Schools

Introducing those children new to English instant access to instructional, topic and routine vocabulary through the medium of music and visual aids

Music Specialists

Offering an exceptional range of original and well-crafted resources underpinning common musical objectives whilst focused on prominent topics and themes

 

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SEND Professionals

Providing a range of resources to help learners with sensory issues and to develop fine and gross motor skills

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Teaching and Support Assistants

Providing clearly-laid out guidelines of how to assist teachers leading a class

 

 

Parents and Carers

Developing a shared enjoyment of learning through music in the home environment

 

Instrumental Teachers

Offering a range of exceptional resources to support the development of rhythm, pulse, sight-reading and aural awareness explicitly created with young learners in mind

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Playgroup and Preschool Leaders

Using music as a tool to encourage socialisation of the 3+ age group with fun and laughter!

 

‘I was very impressed with your resources. I used them in school and they work really well – better than anything else that I have tried.'

Kathrine Owen, Mostly Music

‘Lots of original, engaging, fun songs, plenty of music and movement, with visual stimulation for the little ones to enjoy and learn from.’

Rebecca Meadows, Teacher

'Thanks for the excellent resources and workshop! As a music teacher I’ll find the SEND and EAL objectives so helpful to my teaching. Linking musical concepts together with the Early Learning Goals makes so much sense.'

Joe Cooper, Primary Music Teacher

FAQ

Anything else you need to know? Don’t hesitate to get in touch!

I can't sing. Can I still use your materials?

Of course! It’s not the quality of singing that is important here. Lovely if you have a great voice, but if, like the rest of us, you struggle a bit with projection and purity, don’t worry at all. It’s more about the quality of your delivery. If the children see and hear that you are engaged and enjoying the content, then their perception of their learning experience is usually positive too. It is always a good idea to solidly practise and rehearse the songs and activities that you are going to present to your group, and this includes adding dramatic inflections to the intonation of your voice when necessary. If you are really not confident, you can always use the vocal backing track on the CD, although there is nothing to beat your own ‘live’ performance!

Why are musical activities important during the 3 - 7 stage?

Musical activities should be a vibrant part of every young learner’s life. Musicbuds’ material has been carefully created and crafted to support specific educational values:

Music should be accessible to all: music is a universal means of communication – an inviting language that connects and engages all, regardless of gender, culture, language or circumstance. That is why it is so important for care-givers to share in the highest-quality of music-making in the early stages of life.

Music enhances brain development: Recent research has demonstrated that babies respond to sound even from within the womb, by becoming more active, and by mouthing and exercising the tongue. Children are therefore able to engage meaningfully in musical activities from birth. Taking speech-development as an example, music and speech have a number of shared processing systems in the brain, such as sound, sequencing, and rhythm. Because of this, music contributes to strengthening a child’s perception of language. It plays a vital role in laying the foundations for a child’s speech-development, which later feeds into their ability to read and write.

Music promotes physical development: Because music often evokes movement, it also plays an integral part in a child’s physical development. Responding to music, and allowing children to develop a range of ways of moving and negotiating space, is a vital part of their progression.

Music is a social activity: Singing and making music is a creative process allowing children the opportunity to express their feelings through sounds and rhythms. Music is a sociable activity involving family, friends and the wider community. It brings people together with a joint purpose. Children participating in musical activities learn to share, co-operate and take turns. For that sense of working together and belonging, music is the perfect remedy. One of the most rewarding aspects of our roles was watching our little Musicbuds bloom throughout our sessions as they developed, through musical interactions, many of the skills needed to become effective learners. This sense of magic continues now as Clare trains, prepares and provides teachers and carers with the skills and confidence they need to to deliver high-quality sessions themselves.

How do you suggest I use one of your packs?

Each pack has enough material to cover at least one term’s teaching. To begin with, we would mark the beginning and end of each session with a greeting and goodbye song, and then add two or three varied songs into the body of the session. For example, after singing a welcoming song, a ‘seated’, rhythmical song, such as ‘Oh Pizza!’, where the children have to add their ingredients to a pizza base works well. You could follow this by a transition song to move the group from sitting to standing; the ‘La la song’ works well for this as once the children become familiar with the song (which doesn’t take long at all!) they can suggest their own improvised movements during the verses. An active song, ‘Walk around the room’ always goes down well, before encouraging the children to return to a seated position in order to play with some instruments. Then end by perhaps singing to the children that ‘It’s time to go’. Once this order has become familiar (after a couple of sessions) you could add one or two new songs and remove a couple of familiar ones, to provide variety whilst maintaining some security of routine. Eventually, over the course of the term, you will find that you can fit more songs into the time available, so that you end up managing all 12 songs in a 30 – 45 minute session. However, be warned – there are some songs that the children love so much, you could spend the entire lesson on just one song!

Are these resources child-centered, learner-focused or teacher-led?

These resources are designed to be child-centered and learner-focused. They primarily use a scaffolding approach as this accommodates both individual learning styles and group activity. As a result, the adult has to be reflective and highly sensitive to each child’s response to the music in ‘real’ time, and to accept that these responses may vary from session to session. Initially, as the children experience the musical activities, they will be facilitated by the teacher. However, as the children become more familiar with the material, so the sessions, and the songs within them, evolve into creative experiences of their own. In this way, the children get to explore their responses to musical stimuli in a variety of ways and through a variety of mediums. It is wonderful to watch the children grow in confidence as they take ownership of their ‘own’ songs!

Is it OK to use recordings? I thought it was always better to provide the children with live music…

Absolutely! It is better to provide the children with live music wherever possible. It is also much easier to respond to the children’s creativity when accompanying the activities oneself. However, in today’s educational climate, it is often the case that the music teacher, or Early Years’ specialist, is overstretched and under-resourced. In those cases, it may be useful to have a recording to hand to support the teaching. It is also a good way to learn the songs in advance of teaching them, if one is not well-skilled musically. Furthermore, we find that using a variety of delivery-techniques within the session, so some live accompaniment, some unaccompanied songs, and some recorded backings work well in terms of organisation and classroom management aspects.