MYC provides the structure for learning to take place while allowing children the freedom to think. Children are empowered to set goals in their music learning while experiencing a playful, positive environment. Singing
Development of ear training and sight-singing through the use of solfege is an integral part of the program. Songs are also used for expressive singing and to reinforce dynamics an
d the teaching of concepts. Listening
Because listening is essential to musical literacy, each level includes listening activities ranging from:
By-ear playbacks to melodic dictation
Rhythm pattern identification to dictation
Listening for dynamics
Chord quality identification
Well-known melodies and composer or style identification
Homework
Developmentally appropriate written materials are provided for each level as confirmation and review of rudiments and theory. Homework for the youngest learner might be a gluing and coloring task while the Sunbeams’ work may include theory pages reinforcing what had been reviewed in class and the Moonbeams’ homework might include note and rhythm notation, vocabulary, chord study, scale writing and simple analysis. Keyboard
The keyboard geography begins in a D-centered approach. Keyboard reading skills are developed through careful, incremental introduction of note reading with constant review to motivate and confirm for the child his/her own developing sight-playing skills. Final year keyboard includes playing grade one conservatory or late-elementary standard piano repertoire and folk songs. Technique, scale and full chord studies, ensemble playing and arranging and harmonization are emphasized. Rhythm Ensembles
Rhythm and keyboard ensembles are used throughout the course for:
Reinforcement of rhythm reading
Ensemble practice
Exposure to great melodies
Introduction to periods and styles
Fun! Composition
A composition unit of study is included in each level of MYC. However simple or elaborate in construction, each composition is reviewed and the student’s effort is appropriately rewarded and encouraged. Creativity and expression are nourished. Materials
Program materials are specially designed and produced for the child’s age and development. The text is beautifully and cheerfully illustrated and exciting for the young child. Each text provides: singing, warm-ups, keyboard, listening, rhythm and keyboard ensembles and home assignment sections. In addition to the comprehensive student manual, the student receives a carrying bag, magnetic board with grand staff on one side and keyboard on the other, magnets, and a parent guide. Learning Styles
This program, developed by Frances Balodis, was built on the experience and knowledge Mrs. Balodis gained working with children with learning disabilities. As a result, all concepts are presented so children, no matter what their learning style, are able to understand and manipulate the ideas. Visual, auditory, kinesthetic, auditory digital, analytical or any mixture of learning styles are successful! Parent Involvement
Parent participation in the classroom is integral to the MYC program. By being present, parents become aware of their child's learning styles, strengths and interests. And they can serve as informed guides in choosing further musical study. Parent participation in the program also allows reinforcement of concepts and skill-building at home. Parents see how the concepts are presented, and learn how to reinforce the ideas at home. Parent help during the class is critical to the program; young children need guidance to find pages, and someone to point during the rhythm ensembles. Also, the presence of a parent provides stability and security for the child, for whom this may be the first structured experience. It is important that you, as an MYC teacher, relate well to parents. A good working relationship with parents will be a very effective advertisement for your studio.
