The crater of civilization in Tanzania

Singing ‘We are the World’ – Michael Jackson

Save the children in Tanzania

O’Brien School for the Maasai and Montessori

President Obama – Singing enriches cultural and emotional building blocks

Montessori comes to Africa (5 – 5)

The similarities in this story and that of Maria Montessori’s school in the slums of Italy bare resemblance.  While the Maasai children are taken under the wing of the families and tribes and taught the ways of their fathers and grand fathers, there is an absence of basic skills needed to prosper now and in the future.  In the beginning Dr. Montessori provided the children with the everyday survival tools for self grooming and learning.  She may have offered instruction without the beautiful pink tower, or bell materials, and perhaps practical life materials were made from local sources as the children were taught the life skills needed for that time.  The philosophy of Montessori education is timeless, the materials ever evolving.  Montessori education has the unique ability to go back in time and educate the tribes of Africa, bringing them into the 21^st Century, and offering hope for the young ones of tomorrow.  Montessori can create the leaders of tomorrow, Montessori must create these leaders.

We are very excited to incorporate the Montessori approach to education and are working together to implement strategies such as Montessori teacher education, volunteer Montessori teachers from abroad, on-line Montessori instruction for those unable to leave Moshi, or funding for enrolment in the neighbouring Montessori training centre in Kenya, and materials.  It is my belief that we have a collective responsibility to commit to global education and give all children a reason to hope for the future, one child at a time. 

In the words of President Obama who recently spent time in his homeland of Kenya-

“With the right education, a child of any race, and faith, and station, can overcome whatever barriers stand in their way and fulfill their God-given potential”

“As neighbours, we have a responsibility to each other and to our citizens, and by working together, we can take important steps forward to advance prosperity and security and liberty”.  

                                                                                                    Obama (2009)

Montessorians I tell you that we are each the authors of our own lives.  This is the opportunity to make a difference, to support the belief we hold so deep within our hearts, the passion that drives us to share knowledge everyday of our lives.  Paula Glasgow from the Canadian College of Teachers has offered the language materials made by one of her teachers. Thank you so very much Paula and staff.  Please contact me and share your ideas at www.montessorimozarts.com and perhaps together we can bring Montessori education to these beautiful children of God. 

As I glance around the town and countryside of Moshi, I make a promise to myself to look outward to all of God’s creatures and work tirelessly to remind my colleagues and friends that one person truly can make a difference.  It takes each and every citizen to make an effort and reach out, knowing that we are needed and can help, and the willingness to develop empathy – seeing each child as our own.

To all of you passionate Montessorians, I thank you,

Maureen

Check in next week for the first in a series of music lesson plans for classroom teachers

Covering upcoming topics –                                                                                                                            

What’s the connection between musical play and problem solving?

Why do so many special needs kids do so well in music class

Why is music the emotion of the soul?

Musical fitness for children

Communication skills improve with music participation

Give your child a self-esteem boost through musical experiences

M. Harris

Visit: www.montessorimozarts.com

Singing and early experiences shape learning success in reading

Singing and language skills are interconnected

As you child sings, he builds the critical skills for reading

President Obama – Singing enriches cultural and emotional building blocks

Montessori comes to Africa (4 – 5)

On my repeat visit I was once again warmly welcomed and taken on a tour of the school.  Beginning with the 3-5 year old potential Casa students, we visited 5 classrooms that progressed through elementary and up to Jehovah aged 11 who quickly told me he was the oldest in the school.  All the children wore uniforms, sat at desks, which housed their books, since there was no were at home to store them or conduct homework.  Most of these children are needed to help with the cattle chores at home, and do so after a day at school.  Edward explained that the length of a school day in Tanzania was determined by whether the children were fed a lunch.  If not, the school ended mid-day to enable the children return home for lunch.  If they were fed lunch, as in many Christian schools the children were able to continue and concentrate on their studies until 4.00pm.  The children at the O’Brien School for the Maasai received lunch, which was supplied in mass by Kellie and supporters from U.S.A. and could continue full day schooling as long as supplies last.  Research clearly states that children who go hungry in kindergarten are noticeably behind their peers in reading and math by third grade (Partnership for America’s Economic Success, 2008).

I was quite surprised to see every child stand when we entered the room and recite in unison “good morning to you and how are you doing?” and when I replied with “I am fine thank you and how are you” they responded with “we are very well thank you Mam”.  Despite the sheer sparseness of materials and up to 50 children per class with one teacher, they were impeccably well-mannered and exceptionally normalised, with the ability to continue working unsupervised for up to 15-20 minutes as Edward and I and the classroom teacher conversed.  Two of the 5 teachers were mature male teachers one being Edward the principle, who taught all subjects including English and French to the advanced classes.  Two of the remaining teachers were somewhat aware of Montessori and the third teacher Evelyn had completed a 2 year Montessori training course in Kenya and asked if I had brought bean bags, and the math stamp materials.  I suggested she and the ladies of the Maasai make the bean bags, and perhaps the Maasai could assist her in making materials such as the number rods etc.  I also suggested she bring her Montessori manuals to school to show the other teachers how to display, in a more accessible manner, the few teaching materials they had thrown in a big basket on the floor.  With assistance and support Evelyn has the potential to model Montessori teaching to the other teachers.  Edward’s concern is offering Evelyn support and a competitive salary to keep her at the O’Brien House.  An alternative approach is to raise the funds to send one of the teachers to a Montessori training school in Kenya, which may be the preferred approach. 

If you are planning for a year, sow rice;

If you are planning for a decade, plant trees;

If you are planning for a lifetime, educate a person.

                                                           Old proverb

After much discussion and repeat visits dropping off supplies we brought with us, and more meetings and emails back to U.S and Canada that week, we are now currently working on limited Montessori teacher training, teacher mentoring, inviting volunteer Montessori teachers from abroad and Kenya, and of course ‘fundraising’ the catalyst for providing materials.  Building upon Maria Montessori’s work in peace education we may also contribute to the spiritual development of the children by helping them to develop a sense of caring, respect, and empathy for plants and animals (Montessori, 1972).  We discussed the natural habitat and surrounding farming, the ability for the Maasai tribe’s people to make Montessori materials, and Leah with fellow volunteers teaching the children sports and dispersing the donated basketball uniforms from our home town.  To my great surprise there is a piano in one of the rooms and as a musician I’m sure Leah will have much fun teaching English through music.    Edward’s passion and drive is blinding, particularly as a strong male role-model for the children, and he proudly mentioned that he has challenged the children to work hard and perhaps some of the students will earn the honour of attending the well documented Oprah Winfrey School in South Africa.  The pride beamed from his face as he spoke.

The story of the O’Brien Maasai School is even more a miracle of chance than our meeting with the Maasai and the discovery of Montessori together.  In 2006 Kellie O’Brien and her daughter Heather travelled to Africa during the Christmas holidays.  Their overwhelming urge to help the community lead them to volunteering at a local convent and returned home with a promise to build a school for the Maasai children of Sanya Station, Tanzania.  That promise has grown and in 2007 they returned for the opening of their first three classrooms and to create a soccer field.  Today, the school has three additional classrooms, a 4,000-book library, a women’s center, and a clinic used by a visiting doctor.  Thanks to Sister Dona, Mother Superior of the Franciscan Cappuchin Sisters, and Gabriel, a leader of the Maasai tribe, and the many generous people for their assistance, the O’Brien School for the Maasai is a reality – and a source of great pride to the village.  This past year, due to donations and support from family and friends in America, Kellie and Heather filled two containers to ship to Tanzania.  These containers, packed with school supplies, teaching materials, desks, library shelves, books, sports equipment, and other essentials were then transported to the village.  A team of locals were on hand to unload them and to present their contents to the Maasai on behalf of their friends in America.  They set to work to build library shelves and picnic tables, organize books, and complete the many projects planned.  Village women made curtains for the new library with sewing machines that were also supplied.

Many things were accomplished this year, but there are always unforeseen needs.  They continue to work to solve the water problem, with the understanding that two wells are an acute necessity – one near the school to provide fresh water and hygiene needs and another to irrigate a planned 4-acre community vegetable garden.  “Finding and keeping good teachers is so important to the success” says Kellie.  Feeding the children a healthy diet and treating AIDS and other diseases are also high priorities.  The women of the village want to learn to read and write and to find a way to become more self-sufficient. To this end, a sewing room filled with kindly donated sewing machines is now in full swing producing jewellery and carry bags made by the Maasai women.  The sales of these products help to empower the women of the village as they strive to provide education for their children.  Leah and the volunteers of Art in Tanzania hope to help with this goal; while it is my hope that no child will ever again need to be sold for 20 cows.  The website for the school is www.obrienschool.org and Kellie can be reached at (630) 654-2291 in Illinois, U.S.A. for more information.

Check in next week for the first in a series of music lesson plans for classroom teachers

Covering upcoming topics –                                                                                                                            

What’s the connection between musical play and problem solving?

Why do so many special needs kids do so well in music class

Why is music the emotion of the soul?

Musical fitness for children

Communication skills improve with music participation

Give your child a self-esteem boost through musical experiences

M. Harris

Visit: www.montessorimozarts.com

Singing and early experiences shape learning success in reading

Singing and language skills are interconnected

As you child sings, he builds the critical skills for reading

President Obama – Singing enriches cultural and emotional building blocks

Montessori comes to Africa (4 – 5)

On my repeat visit I was once again warmly welcomed and taken on a tour of the school.  Beginning with the 3-5 year old potential Casa students, we visited 5 classrooms that progressed through elementary and up to Jehovah aged 11 who quickly told me he was the oldest in the school.  All the children wore uniforms, sat at desks, which housed their books, since there was no were at home to store them or conduct homework.  Most of these children are needed to help with the cattle chores at home, and do so after a day at school.  Edward explained that the length of a school day in Tanzania was determined by whether the children were fed a lunch.  If not, the school ended mid-day to enable the children return home for lunch.  If they were fed lunch, as in many Christian schools the children were able to continue and concentrate on their studies until 4.00pm.  The children at the O’Brien School for the Maasai received lunch, which was supplied in mass by Kellie and supporters from U.S.A. and could continue full day schooling as long as supplies last.  Research clearly states that children who go hungry in kindergarten are noticeably behind their peers in reading and math by third grade (Partnership for America’s Economic Success, 2008).

I was quite surprised to see every child stand when we entered the room and recite in unison “good morning to you and how are you doing?” and when I replied with “I am fine thank you and how are you” they responded with “we are very well thank you Mam”.  Despite the sheer sparseness of materials and up to 50 children per class with one teacher, they were impeccably well-mannered and exceptionally normalised, with the ability to continue working unsupervised for up to 15-20 minutes as Edward and I and the classroom teacher conversed.  Two of the 5 teachers were mature male teachers one being Edward the principle, who taught all subjects including English and French to the advanced classes.  Two of the remaining teachers were somewhat aware of Montessori and the third teacher Evelyn had completed a 2 year Montessori training course in Kenya and asked if I had brought bean bags, and the math stamp materials.  I suggested she and the ladies of the Maasai make the bean bags, and perhaps the Maasai could assist her in making materials such as the number rods etc.  I also suggested she bring her Montessori manuals to school to show the other teachers how to display, in a more accessible manner, the few teaching materials they had thrown in a big basket on the floor.  With assistance and support Evelyn has the potential to model Montessori teaching to the other teachers.  Edward’s concern is offering Evelyn support and a competitive salary to keep her at the O’Brien House.  An alternative approach is to raise the funds to send one of the teachers to a Montessori training school in Kenya, which may be the preferred approach. 

If you are planning for a year, sow rice;

If you are planning for a decade, plant trees;

If you are planning for a lifetime, educate a person.

                                                           Old proverb

After much discussion and repeat visits dropping off supplies we brought with us, and more meetings and emails back to U.S and Canada that week, we are now currently working on limited Montessori teacher training, teacher mentoring, inviting volunteer Montessori teachers from abroad and Kenya, and of course ‘fundraising’ the catalyst for providing materials.  Building upon Maria Montessori’s work in peace education we may also contribute to the spiritual development of the children by helping them to develop a sense of caring, respect, and empathy for plants and animals (Montessori, 1972).  We discussed the natural habitat and surrounding farming, the ability for the Maasai tribe’s people to make Montessori materials, and Leah with fellow volunteers teaching the children sports and dispersing the donated basketball uniforms from our home town.  To my great surprise there is a piano in one of the rooms and as a musician I’m sure Leah will have much fun teaching English through music.    Edward’s passion and drive is blinding, particularly as a strong male role-model for the children, and he proudly mentioned that he has challenged the children to work hard and perhaps some of the students will earn the honour of attending the well documented Oprah Winfrey School in South Africa.  The pride beamed from his face as he spoke.

The story of the O’Brien Maasai School is even more a miracle of chance than our meeting with the Maasai and the discovery of Montessori together.  In 2006 Kellie O’Brien and her daughter Heather travelled to Africa during the Christmas holidays.  Their overwhelming urge to help the community lead them to volunteering at a local convent and returned home with a promise to build a school for the Maasai children of Sanya Station, Tanzania.  That promise has grown and in 2007 they returned for the opening of their first three classrooms and to create a soccer field.  Today, the school has three additional classrooms, a 4,000-book library, a women’s center, and a clinic used by a visiting doctor.  Thanks to Sister Dona, Mother Superior of the Franciscan Cappuchin Sisters, and Gabriel, a leader of the Maasai tribe, and the many generous people for their assistance, the O’Brien School for the Maasai is a reality – and a source of great pride to the village.  This past year, due to donations and support from family and friends in America, Kellie and Heather filled two containers to ship to Tanzania.  These containers, packed with school supplies, teaching materials, desks, library shelves, books, sports equipment, and other essentials were then transported to the village.  A team of locals were on hand to unload them and to present their contents to the Maasai on behalf of their friends in America.  They set to work to build library shelves and picnic tables, organize books, and complete the many projects planned.  Village women made curtains for the new library with sewing machines that were also supplied.

Many things were accomplished this year, but there are always unforeseen needs.  They continue to work to solve the water problem, with the understanding that two wells are an acute necessity – one near the school to provide fresh water and hygiene needs and another to irrigate a planned 4-acre community vegetable garden.  “Finding and keeping good teachers is so important to the success” says Kellie.  Feeding the children a healthy diet and treating AIDS and other diseases are also high priorities.  The women of the village want to learn to read and write and to find a way to become more self-sufficient. To this end, a sewing room filled with kindly donated sewing machines is now in full swing producing jewellery and carry bags made by the Maasai women.  The sales of these products help to empower the women of the village as they strive to provide education for their children.  Leah and the volunteers of Art in Tanzania hope to help with this goal; while it is my hope that no child will ever again need to be sold for 20 cows.  The website for the school is www.obrienschool.org and Kellie can be reached at (630) 654-2291 in Illinois, U.S.A. for more information.

Check in next week for the first in a series of music lesson plans for classroom teachers

Covering upcoming topics –                                                                                                                            

What’s the connection between musical play and problem solving?

Why do so many special needs kids do so well in music class

Why is music the emotion of the soul?

Musical fitness for children

Communication skills improve with music participation

Give your child a self-esteem boost through musical experiences

Visit: www.montessorimozarts.com

The crater of civilization in Tanzania

Singing ‘We are the World’ – Michael Jackson

Save the children in Tanzania

O’Brien School for the Maasai and Montessori

President Obama – Singing enriches cultural and emotional building blocks

Montessori comes to Africa (3 – 5)

The big problem facing education today is that of ensuring every child has the opportunity to receive an education, an opportunity to gain knowledge and sow the seeds of change for future generations.  How can this be obtained when the achievement gap between low-income, mostly minority and third world children and those children who are more fortunate is growing daily? There are many world organisations working tirelessly to help make a difference.  One in particular the global organisation Save the Children’s first global campaign called ‘Rewrite the Future’ is focused on securing quality education for the millions of children out of school due to war and armed conflict. In conflict-affected fragile states one in three children is out of school. Without education, and without protection, they are being denied both their childhood and hope for the future.  World leaders have pledged to bring about universal primary education by 2015, but around 75 million children are still missing out on school for unacceptable reasons, such as being female, coming from ethnic minorities, having a disability or needing to work. Save the Children strives to make education accessible and safe for children, focusing on those who are hardest to reach. Another organization concentrating specifically on implementing the rights of the child, as laid out by the UN convention is OMEP.  This World Organization for the Education of Young Children, coordinates national associations in almost 200 countries, and as a non-governmental organization (NGO) is represented at the United Nations.  In the United States and other countries, its membership joins with other associations at their conferences and endeavors.

What can we do as individuals, organisation leaders, communities, or government officials to provide education?  Prior to this visit to Africa I would have reassured you that there is little for an individual to do because the task at hand is of such magnitude.  Well I now confess to a change of heart.  Having witnessed first hand the smiling faces of the little ones, the beauty of the children, the desire to succeed mixed with frustration in the older teenage children, and the hope-filled anxious faces of the elderly, it is clear that this is the time for change, the time for sharing the educational wealth to all children around the world.

Check in next week for the first in a series of music lesson plans for classroom teachers

Covering upcoming topics –                                                                                                                            

What’s the connection between musical play and problem solving?

Why do so many special needs kids do so well in music class

Why is music the emotion of the soul?

Musical fitness for children

Communication skills improve with music participation

Give your child a self-esteem boost through musical experiences

M. Harris

Visit: www.montessorimozarts.com

The crater of civilization in Tanzania

Singing ‘We are the World’ – Michael Jackson

Save the children in Tanzania

O’Brien School for the Maasai and Montessori

President Obama – Singing enriches cultural and emotional building blocks

Montessori comes to Africa (2 of 5)

                I couldn’t help but ponder the role of mankind in this seemingly flawless creation and questioned our purpose, the superior intellect of man, in this incredible existence.  The extensive banana and coffee plantations now controlled by Coffee Unions, who export for profit.  I also wondered what we can do to protect this environment; where is the most amount of effort needed; what is necessary to provide the next generation with the skills to rise above the problems of today and make this world a better place for living; and realised very quickly that the decisions made today are crucial to shaping our future?  I wondered why humans had such difficulty accepting the diversity of others and lacked the ability to empathize, to stand in somebody else’s shoes and look at life through their eyes.  I also questioned the role of education and the Montessori method, one of the longest standing and globally far reaching systems of education, with a unique ability to flourish in lands of poverty and dissention.

Arriving in the small town of Kilimanjaro at the base of the mountain climbers meticulously prepare for their 6 day climb of the largest mountain in Africa and I wondered what glorious thoughts of courage and accomplishment would fill their heads standing at the summit.  I recalled President Obama’s speech calling every man to serve, to come together to meet the challenges of our new Century, and President Kennedy’s famous quote “Ask not what your country can do for you, but what you can do for your country” – great words of action and accountability.  Perhaps it is now time to extend this call to action to include all who inhabit this planet we call earth. 

Daniel Pink tells us in “A Whole New Mind” that “the keys to the kingdom are changing hands”.  He states the future belongs to economies and societies built on inventive, empathic, big-picture capabilities, all of which are fundamentally human abilities.  He emphasises a new approach to life involving the ability to empathize with others, to understand the subtleties of human interaction –“the ability to understand what makes our fellow man and woman tick, to forge relationships, and to care for others.”  

There are many issues facing all nations as we enter the new century – from children recruited for warfare to climate crisis, global economy to health care, and education to family structures, none of which most countries have not endured at some point in history. The situation of children in nations that have experienced armed conflict or natural disasters is particularly dire.  We have only one choice and that is to work together to give children the best possible start in life. Ensuring they have adequate food, shelter, healthcare and education, and are free from violence, abuse and exploitation.  I will not attempt to pretend to offer solutions to world peace or the climate crisis facing us globally but I would like to address the role education plays in this very big picture and venture to suggest that its importance stands alongside some of the most crucial concerns today.  To create a better world and one that will survive, we need to begin with the children – help them to create a world of their own making, where walls are replaced by bridges and generational differences are replaced with peaceful solutions. To accomplish such a task we must begin with education – educating children and families from birth.

In the words of Michael Jackson’s beautiful song for peace:-

We are the world, we are the children
We are the ones who make a brighter day
So lets start giving
There’s a choice were making
We’re saving our own lives
It’s true we’ll make a better day
Just you and me

Check in next week for the first in a series of music lesson plans for classroom teachers

Covering upcoming topics –                                                                                                                            

What’s the connection between musical play and problem solving?

Why do so many special needs kids do so well in music class

Why is music the emotion of the soul?

Musical fitness for children

Communication skills improve with music participation

Give your child a self-esteem boost through musical experiences

M. Harris

Visit: www.montessorimozarts.com

The crater of civilization in Tanzania

Singing ‘We are the World’ – Michael Jackson

Save the children in Tanzania

O’Brien School for the Maasai and Montessori

President Obama – Singing enriches cultural and emotional building blocks

Montessori comes to Africa (5 – 5)

The similarities in this story and that of Maria Montessori’s school in the slums of Italy bare resemblance.  While the Maasai children are taken under the wing of the families and tribes and taught the ways of their fathers and grand fathers, there is an absence of basic skills needed to prosper now and in the future.  In the beginning Dr. Montessori provided the children with the everyday survival tools for self grooming and learning.  She may have offered instruction without the beautiful pink tower, or bell materials, and perhaps practical life materials were made from local sources as the children were taught the life skills needed for that time.  The philosophy of Montessori education is timeless, the materials ever evolving.  Montessori education has the unique ability to go back in time and educate the tribes of Africa, bringing them into the 21^st Century, and offering hope for the young ones of tomorrow.  Montessori can create the leaders of tomorrow, Montessori must create these leaders.

We are very excited to incorporate the Montessori approach to education and are working together to implement strategies such as Montessori teacher education, volunteer Montessori teachers from abroad, on-line Montessori instruction for those unable to leave Moshi, or funding for enrolment in the neighbouring Montessori training centre in Kenya, and materials.  It is my belief that we have a collective responsibility to commit to global education and give all children a reason to hope for the future, one child at a time. 

In the words of President Obama who recently spent time in his homeland of Kenya-

“With the right education, a child of any race, and faith, and station, can overcome whatever barriers stand in their way and fulfill their God-given potential”

“As neighbours, we have a responsibility to each other and to our citizens, and by working together, we can take important steps forward to advance prosperity and security and liberty”.  

                                                                                                    Obama (2009)

Montessorians I tell you that we are each the authors of our own lives.  This is the opportunity to make a difference, to support the belief we hold so deep within our hearts, the passion that drives us to share knowledge everyday of our lives.  Paula Glasgow from the Canadian College of Teachers has offered the language materials made by one of her teachers. Thank you so very much Paula and staff.  Please contact me and share your ideas at www.montessorimozarts.com and perhaps together we can bring Montessori education to these beautiful children of God. 

As I glance around the town and countryside of Moshi, I make a promise to myself to look outward to all of God’s creatures and work tirelessly to remind my colleagues and friends that one person truly can make a difference.  It takes each and every citizen to make an effort and reach out, knowing that we are needed and can help, and the willingness to develop empathy – seeing each child as our own.

To all of you passionate Montessorians, I thank you,

Maureen

Check in next week for the first in a series of music lesson plans for classroom teachers

Covering upcoming topics –                                                                                                                            

What’s the connection between musical play and problem solving?

Why do so many special needs kids do so well in music class

Why is music the emotion of the soul?

Musical fitness for children

Communication skills improve with music participation

Give your child a self-esteem boost through musical experiences

M. Harris

Visit: www.montessorimozarts.com

In the Montessori classroom the child learns to feel safe and secure, and only then is he free to explore all the wonders of his self and surrounding world. When the child learns to trust he can then cultivate his own natural desire to learn, which will provide him with the skills for the future.  The Montessori philosophy and Montessori Mozarts are based on respect for the child, respect for the environment and freedom of choice within the prepared environment. They also teach the necessary skills for the future, creative thinking, problem-solving, risk-taking, teamwork, communication, creativity and individual thought.  The mission is to develop the “whole child” through leadership in music education.  Montessori Mozarts enhances a child’s ability to learn concepts required in many disciplines and this style of learning is directly compatible with the Montessori philosophy of education.

Montessori Mozarts is introduced to the Montessori educator through a hands-on-teacher workshop, or through interaction with the audio/visual teacher manual.  This manual provides all the tools for everyday Montessori music lesson plans with clear instructions for teacher follow-up.  The curriculum design includes the following:

•          How to develop a repertoire of songs.

•          Introduce basic music concepts through music and movement

•          World music and cultural appreciation

•          Timeline of composers and musical forms

•          Percussions instruments

•          Instruments of the orchestra

•          Montessori musical bells

•          Improvisation and composing

•          Music symbols and notation

This developmentally appropriate music curriculum is flexible enough to accommodate the diverse interests and multicultural learning styles of the Montessori child.  This method of independent learning places the educator as facilitator and co-learner with the freedom to expand and include learning for all children.  It builds upon the widely accepted standards set forth for each age level (NAEYC, 2001), maintains respect and recognition of the individual, and is taught in a globally friendly flexible manner with opportunities for multicultural creativity and exploration.

“The essential thing is to arouse such an interest that it engages the child’s whole personality”                                                                           

   M. Montessori

For more highlights next week

Step-by-step lesson plans to use today in your classroom

Visit: www.montessorimozarts.com

            The Montessori musical environment contains objects that arouse feelings and understanding of music and through the systematic introduction of quality music, the children become accustomed to appreciating good music.  These recording are readily available at the music centre and include music styles from around the world.  Along with these high quality recordings the many music books discussing the lives of composers, the picture books of instruments, and the examples of the role music plays in cultural celebrations around the world are available to the child at the music library.  

                Montessori Mozarts incorporates the use of multicultural music, song, dance, movement, instruments, etc. and these multicultural musical concepts are taught at the child’s learning level and emphasis is placed on accuracy of basic skills to provide a solid foundation for further musical growth.  This music program was designed to provide a child-centered musical environment to facilitate development in all curriculum areas, while enabling the child to learn fundamental music skills.

                Building depth in musical understanding takes time and requires thoughtful decisions on the part of the teacher regarding which musical styles to include in the music curriculum. Music styles to include are folk songs (lullabies and chants), traditional songs (ceremonial music and dance), western art music (instrumental and choral music from the baroque, classical and romantic periods), western 20^th century musical theater and film music (broadway, movie themes, etc.) and music from countries around the world including Africa, Asia, the Middle East, and Australia.

For more highlights this week

Music-enriched Montessori Curriculum

Visit: www.montessorimozarts.com

The cultural area is where the sky is truly the limit in regards to music. There are countless examples one could conjure up, and imagine the many musical uses early man had for everyday materials.  What a wonderful avenue to introduce cultures around the world.  The many recordings available depicting the traditional music of each culture are readily available for teachers to add to their collection.  Also, musical recording of the various instruments from countries around the world provide the children with an auditory and visual representation.

It is important to include an equitable balance of multicultural materials in the classroom to ensure that each child’s heritage is represented, and all children are exposed to the heritage of other cultures. Today the ’holistic’ classroom is indeed similar to a Montessori classroom, with comparable philosophies and views on education.  Both methods draw and build upon what the child already knows, engaging the child since one learns best when passion and interaction are at play, and also addressing the needs of the ’whole’ child.  For example, learning begins with the ‘whole’, progresses through to analysis of the parts, and finishes full circle with the ‘whole’ picture. 

To demonstrate this concept of cultural emersion one only needs to envision a lesson introducing children to ‘Peter and the Wolf’ by Prokofiev, a musical tale for children.  The initial introduction is to hear the complete performance played, followed by adding visual representation.  This can be carried out in many ways, for example showing a picture story book of Peter and the Wolf while listening to the music will engage the visual senses.  Now it is time to break the music down into the individual parts and introduce each instrument.  As each character in the story is represented by an instrument playing the theme music the children are introduced to individual pictures of this instrument.  This is followed by showing pictures of each character in the story and matching the character with the instrument.  This means of instruction stimulates as many of the senses as possible while teaching the child.

                It is also possible for the children to perform a theatrical production of the story by acting character roles, and through association with the characters this too reinforces instrument recognition.  The children are now ready to expand upon the basic concepts and while returning to the ‘whole’ picture, discuss elements of music form such as rhythm, phrasing, timbre, etc.  The goal is to engage the child, stimulate his interest, work and build from her existing knowledge base, and provide meaning to all that is learned.

For more highlights this week

Music from Around the World

Music-enriched Montessori Curriculum

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