T H E E V A N T H O M A S I N S T I T U T E

INITIAL MUSIC PROGRAM

by Kathy Myers

The Institutes for the Achievement of Human Potential

Copyright 2009 The Institutes for the Achievement of Human Potential, 8801 Stenton Avenue, Wyndmoor, PA 19038, U.S.A. All rights reserved. ISBN 0-944349-08-0

INITIAL MUSIC PROGRAM

CONTENTS How To Use These Materials Introduction The Music Listening Program Perfect Pitch Note Reading Musical Notation Rhythm Musical Terms Musical Symbols Key to Illustrations of Musical Notes 25 Illustrations of Musical Notes page 3 page 6 page 7 page 10 page 11 page 13 page 20 page 27 page 31 page 34 page 35

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How To Use These Materials

Each booklet in this series contains well-researched information on the topic. Parents should read this booklet in order to gain background information on the subject they are about to teach. With each booklet there are a number of clear illustrations. These are Bits of Intelligence. A Bit of Intelligence is a single fact that is presented to a child in a way that is appropriate for the child. THE RULES OF TEACHING 1. Prepare your materials ahead of time. 2. Teach when you and your child are in a good mood. 3. Teach enthusiastically. 4. Stop before your child wants to stop. 5. Have fun and enjoy this special opportunity together. MATERIALS NEEDED You will need the following materials: 1. Illustrations for making Bit of Intelligence cards (included in the packet) 2. White poster board cards (11 x 11 is recommended. Pre-cut cards can be purchased through the Gentle Revolution Press) 3. A black, felt-tipped, waterproof marker 4. Rubber cement 5. Clear Contact Paper or laminate (optional) MAKING BIT OF INTELLIGENCE CARDS 1. Locate the identification list at the end of the booklet. Using large, clear letters, write the name of each illustration on the back of an 11 x 11 white poster board. These correspond to the illustrations provided. 2. Locate the corresponding illustration using the small numeral in the upper, right-hand corner. Remove the number by cutting off the top inch or so of the page. 3. Glue each illustration onto its labeled card. 4. Cut out and glue the facts about each illustration on the back of the card, below its name. 5. Illustrations can be colored (optional). Some packets include directions for coloring, where appropriate. 6. Laminate or cover with clear Contact Paper (optional).
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TEACHING BIT OF INTELLIGENCE CARDS Although this technical information is important, the most valuable ingredient in your teaching program is within you. It is the affection and respect with which you teach that will make your child love learning. Your childs intellectual diet should be broad. The more categories that you teach, the wider view your child will have of the world. 1. Choose the first category that you would like to show to your child. Create a set that contains approximately 5 cards. From the material you have, you may be able to make 4 or more sets of 5 cards. 2. Position yourself and your child comfortably facing each other. Hold the cards about 18 away from your child. 3. Begin by announcing joyously, I have some Bits to show you! 4. As quickly as possible, move the back card in the stack to the front, saying the name of each as you go. By taking the back card and moving it to the front you get a quick look at the name on the back of the card you are about to present. As you put that card out front, tell your child its name. With great enthusiasm, show these 5 cards as quickly as possible, taking 5 to 10 seconds for 5 cards. 5. Show your child each set of 5 cards 3 times a day for up to 10 days. Watch your childs face to gauge how many times he needs to see each set. As he sees the Bits consistently, he will begin to learn faster, and 30 times (3 times a day for 10 days) may be too many. TEACHING THE INFORMATION (PROGRAMS OF INTELLIGENCE) 1. After you have retired a set of cards for a while, bring them back out in order to teach your child the information on the back. 2. Choose 5 cards to make a set. Showing the cards as before, tell your child the first fact on each of the cards. Do this 3 times a day for 5 days. 3. Repeat this process, teaching the second fact on each card. If your child wants more information, continue this until you have taught all of the facts on the cards. 4. Stay organized so that you know what you have taught each day. 5. If you are also doing a reading program with your child, you can write out the facts in a large-print homemade book, or on large cards.

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RECOMMENDED READING To learn more about teaching your child, read: How Smart Is Your Baby? How To Teach Your Baby To Read How To Teach Your Baby Math How To Give Your Baby Encyclopedic Knowledge How To Multiply Your Babys Intelligence
by Glenn Doman and Janet Doman by Glenn Doman, Janet Doman, and Susan Aisen by Glenn Doman and Janet Doman by Glenn Doman and Janet Doman by Glenn Doman and Janet Doman

How To Make Your Baby Physically Superb

by Glenn Doman, Douglas Doman, and Bruce Hagy

BOOKS AND TEACHING MATERIALS To order books and other teaching materials, including full-color laminated Bit of Intelligence cards, go to: www.gentlerevolution.com 1-215-233-2050, ext. 2525 1-866-250-BABY (toll-free) COURSES FOR PARENTS Parents can learn how to teach their babies anything, including reading, math, music, foreign languages, and physical excellence, by attending the How To Multiply Your Babys Intelligence Course, offered to parents throughout the year at The Institutes for the Achievement of Human Potential in Wyndmoor, Pennsylvania, USA, and in other locations around the world. For information about the course, contact: Course Registrar htm_registrar@iahp.org 215-233-2050, ext. 2598 1-800-344-MOTHER (toll-free) www.iahp.org

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INTRODUCTION

The most important music program for your baby is the Music Listening Program. In this booklet we will teach you how to teach perfect pitch and how to then teach the notes, or symbols, to your child. Once your child has mastered the notes, you can then teach rhythms. Some simple rhythms are included in this booklet along with an explanation of how to teach them. By teaching your child this simple pathway, you too will be able to learn and start on your own road to mastering the language of music. Good luck! The Author

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THE MUSIC LISTENING PROGRAM

The Music Listening Program gives your child musical Bits of Intelligence with frequency, intensity, and duration. In making a zoological Bit of Intelligence, you would carefully cut out a discrete, non-ambiguous picture of an animal. In the same mode, you will create a musical Bit of Intelligence by selecting a specific piece of music and then play it for your child at different times throughout the day. You can see how this is vastly different from the Listening Program that most adults create for their own enjoyment. We adults usually tune into a radio station randomly at our own whimsy, or play a tape or record or CD, depending on our mood of the moment.

HOW TO CARRY OUT A LISTENING PROGRAM The steps for carrying out a successful Listening Program are as follows: 1. Choose your favorite composer. It is always a good idea to start with your favorites when you are teaching your child. Your natural love for what you are presenting will naturally carry over into your childs own taste. When you are comfortable executing the Listening Program, you can then venture into what is less familiar territory for you. Sometimes a child does not like a particular piece of music. If so, put it away and try another piece of music. Someday you might want to try that piece of music again; what a child does not like today can become a favorite at another time. 2.
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Choose a piece that is dramatic, or very happy and joyful.

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3.

Choose a piece that is short. This allows you to present the entire piece of music to your child. Just as you would not only show a corner of a piece of artwork, you present an entire piece of music to your child. As your child becomes a more sophisticated musician, his ability to enjoy a longer piece of music will eventually develop. Examples of short pieces of music: Flight of the Bumblebee by Rimsky-Korsakovan example of a composition that is about one minute in length. Suitesi.e. The Nutcracker Suite by Peter Tchaikovsky consists of many short pieces of music. Each piece is considered a complete work. Carnival of the Animals by Charles Camille Saint-Sans consists of many individual short pieces. Vocal compositions can often be just two to three minutes in length.

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Play this composition for your child three times a day for one week. Announce the passage by telling your child the name of the composer and the name of the piece. If possible, show your child a Bit of the composer.

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Choose another piece and begin again from Step 1. This piece can either be another by the same composer or you may want to try a different composer or a different style of music. (Remember, you can always return to that composer or that style at a later time).

During each week of your Listening Program, you can include several sessions of Programs of Intelligence about the composer and about the specific composition. You can also make a homemade book about the composer and his works. Another way to augment your program would be to make a large musical score of the notes in the passage and then sing or play them to your child
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Beethovens Fifth Symphony is a good one for this. If you are not comfortable singing or playing them yourself, have a musical friend record the passage. Whatever the selection, encourage your child to dance while listening, or ask him what the music brings to mind. When your child has listened to several selections as described above, he now has his own library of music from which he can choose to listen to when riding in a car or at other appropriate times.

GENERAL RULES The younger your child, the shorter should be the musical composition you select. Gradually increase the lengths of the selections you choose. Always stop before your child wants to stop. This will ensure that your child will want more the next time.

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PERFECT PITCH

It is possible and in fact desirable to create perfect pitch in tiny kids. Perfect pitch is the ability to differentiate between different pitches of sound and to know the name of each pitch. This ability will create a fantastic basis for the entire Music Program, especially Music Reading. The first step is to obtain a perfectly pitched instrument, preferably a small xylophone that is easy to carry around your home. To teach perfect pitch to a newborn, choose three notes and play them ten times the first day, saying their names. The next day, choose three new notes and play them ten times. Continue this sequence until you have taught all of the notes. Keep cycling through these notes for three to four weeks or longer. To help keep things organized, be systematic. First teach A, B, C, D, E, F, and G. After that, teach the sharps (#) and flats ( ). For an older baby or child, choose three notes on the xylophone and play them five to ten times in one day. Each time you play a note, say its name This is A, This is C sharp (#), etc. On the sixth day, replace one of the notes with a new note. Each day thereafter substitute a new note for an old one until you have taught all of the notes on the xylophone.

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NOTE READING After teaching your child perfect pitch, you will be ready for note reading. Note reading is the ability to hear the pitches while reading written music. To create this ability you will need to make up a Bit showing the musical notation for each note found on the xylophone. We have provided these for you, ready to paste up. (See How To Use These Materials, page 3.) The following is a diagram to correlate these Bits with the keys on the xylophone.
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# # # # # # # # # # # #

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# #######!""!!!!!"#!!!!!!!!!!!!!!!!!"$!!!!!!"%!!!!!"&!!!!!!!!!!!!!!!!!"'!!!!!"(# # # # # # # # # # # # ( (## (#### ( ( ( ( #########$ #########) ################& ###' ######* ##################$ ######) # # ########")!!!!!!!"*!!!!!!!!!!!!!!!!#+!!!!!!#"!!!!!##!!!!!!!!!!!!!!!!#$!!!!!!#%# # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # #!#########$#########)#########%########&#######'#######*########!#########$########)# # # # # # # # # # # # "!!!!!!!!!#!!!!!!!!!!$!!!!!!!!!%!!!!!!!!&!!!!!!!!'!!!!!!!!(!!!!!!!!)!!!!!!!!!*!!!!!!!!"+!# # # # # # # # # # #

Note the following in regard to the above diagram: The difference between the C with the number 1 underneath it and the C with number 8 underneath is that C-1 is lower. The same is true of the D, the E, the C sharp (#), D sharp (#), D flat ( ) and E flat ( ). Also note that
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the notes towards the left end of the xylophone are lower than those to the right. The black notes can have different names. For example, the note C sharp (#) can be called either C sharp (#) or D flat ( ), and it can be written either way. Children will understand this intuitively.

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MUSICAL NOTATION OF THE NOTES ON THE XYLOPHONE

(NUMBERS REFER TO MUSICAL NOTES ON DIAGRAMSEE PRECEEDING PAGE)

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MUSICAL NOTATION OF THE NOTES ON THE XYLOPHONE (Continued)

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MUSICAL NOTATION OF THE NOTES ON THE XYLOPHONE (Continued)

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MUSICAL NOTATION OF THE NOTES ON THE XYLOPHONE (Continued)

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MUSICAL NOTATION OF THE NOTES ON THE XYLOPHONE (Continued)

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TEACHING YOUR CHILD NOTE READING

1. Make up your Bits of the individual notes on the staff, labeling the back of each one. For your own convenience in locating the notes on the xylophone, you may label the back of the appropriate Bits Low C, High D, etc., although you will not be teaching them as such.

2. Choose five of the Bits. To teach each one, show the Bit and play the corresponding note on the xylophone. Do not pronounce the letter names of the notes at this time. Teach these just as you would any set of Bits, replacing an old one with a new one until all of the notes have been taught. Remember, you already taught the names of the notes with perfect pitch. You will use the names of the notes when you are composing music with your child. The names of notes are used for communication between musicians. To reiterate, teaching your child note reading means teaching your child the sound of the notes.

3. Now teach your child these same Bits using only the letter name of each note. Show each Bit and say, for example, C, D, G, E flat, etc. Do not use the terms Low C, High D, etc. Children will readily intuit the fact that one C is higher in pitch than the other C, which is what makes them different from each other.

4. When your child is mature enough and has enough language and manual ability to use this information, begin to give him opportunities to retrieve the information as useful knowledge.

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EXAMPLES OF OPPORTUNITIES TO RETRIEVE MUSICAL KNOWLEDGE

1. Play musical note bingo with your child. Be sure to trade places, giving your child the chance to be the caller. 2. Play musical note hopscotch, making a hopscotch board full of different musical notes or musical terms. 3. Play a note on the xylophone and give your child two or three choices from the written notes. Then let him play a note for you and see if you can identify it. 4. Try the opposite: Play two different notes on the xylophone and decide which matches a single Bit card. 5. Pick a note on the xylophone and have your child try to match the note with his voice. Then you try it, too. 6. Create a card game using musical notation or rhythms, such as Go Fish. a. Deal seven rhythm cards to each player. b. The first player asks the player to his left, Do you have a (Quarter note quarter note whole note).

c. If the second player has the card, he hands it over to the first player, who makes a match and puts it in his pile. d. If the second player does not have the match, he picks from the deck. e. This goes on until there are no more cards left in the deck. The winner is the player with the most rhythm matches. This game can be adapted in any way you choose, since you are the creator of the deck.

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RHYTHM The next step in learning music is to understand rhythm. The first thing your child should learn about rhythm is how to find the beat in music. This is simple to doyou do it whenever you clap your hands along with music being played. Play some recordings of marches for your child and march to them. Find some good old foot-stomping music and clap along with it. Dance along to some waltzes. In short, play any kind of music on the radio, record player, tape player, or CD player and dance to itits all rhythm. When you read music, each written note tells you the pitch of the note to be played. The clef, along with the notes location on the staff, defines the pitch. The kind of note used (such as whole notes, half notes, etc.) along with the time signature defines how long a note is held. The duration of the note played is an important part of rhythm. The following are some of the different kinds of notes and their names: Whole note Half note Quarter note Eighth note

A half note is held half as long as a whole note. A quarter note is held one quarter of the length of a whole note. An eighth note is held one eighth as long as a whole note. (In practice, of course, the quarter note is the most typical note you hear in music, and the other notes arrange themselves as shorter or longer against this yardstick.) For example, if you have a series of quarter notes, they each would get one beat if the time signature were one with a 4 on the bottom. Samples of time signatures are as follows:
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2 4

3 4

4 4

5 4

Here are four quarter notes:

To demonstrate this rhythm to your child, the card is shown and you say, quarter / quarter / quarter / quarter The word quarter needs to be spoken as if with one syllable. It should take exactly the same length of time each time you say it. Here are four half notes:

Half notes get two beats when the time signature has a 4 written as the bottom number, as explained above. To demonstrate this rhythm as you show the card, you could say, half note / half note / half note / half note Each word (half and note) gets exactly one beat when spoken, giving the term half note two beats
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Here are three whole notes:

To demonstrate this rhythm you could say, whole note four beats / whole note four beats / whole note four beats Again, each word needs to be spoken with exactly one beat. This gives a whole note four beats altogether.

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TEACHING YOUR CHILD RHYTHM 1. Make up your Bits according to the descriptions on the next page. Label the back of each as described. 2. Practice reading the Bits in rhythm. 3. Teach your child in the same way as you would teach a set of Bits show it and say its name. Teach each a few times a day, retiring each after five days. 4. Make up your own rhythm cards using whole notes, half notes, and quarter notes, gradually increasing the number of notes on each successive card. For example, make up a set of rhythm cards having five notes on each card, then make a set with six notes on each, and so forth.

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DESCRIPTION OF RHYTHM BITS FRONT OF BIT BACK OF BIT Whole note four beats Whole note four beats Whole note four beats Whole note four beats Half note Half note Half note Half note Quarter Quarter Quarter Quarter Whole note four beats Whole note four beats Half note Half note Whole note four beats Half note Whole note four beats Half note Whole note four beats Half note Half note Half note

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FRONT OF BIT

BACK OF BIT Half note Whole note four beats Half note Half note Whole note four beats Half note Half note Whole note four beats Half note Half note Quarter Quarter Quarter Quarter Half note Half note Half note Quarter Quarter Half note Quarter Half note Half note Quarter

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FRONT OF BIT

BACK OF BIT Quarter Half note Quarter Half note Whole note four beats Half note Quarter Half note Half note Whole note four beats Quarter Half note Quarter Half note Whole note four beats Half note Half note Half note Quarter Whole note four beats Quarter Half note Whole note four beats Half note

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MUSICAL TERMS Children find musical terms fun and interesting. These terms are usually Italian in origin (some below are French), giving you another opportunity to expose your child to foreign languages. To help you get started with this language, we have compiled a list of musical terms and their meanings. Pronunciations are provided for words not originally English.

a cappella accelerando

(ah kah pel ah) unaccompanied; voice without instruments (ah chel eh rahn doh) growing faster

accompaniment background for a solo adagio agitato da capo allargando andante appassionato baton bravura capo chanson
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(ah dah jee oh) slowly (ah jee tah toh) agitated (da kah poh) back to the beginning (ahl lahr gahn doh) growing slower (ahn dahn tay) walking speed (ah pahs see oh nah toh) with passion or emotion conductors stick (brah voor ah) with spirit (kah poh) beginning (shahn sawn) song

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con amore con spirito crescendo decrescendo diminuendo dolce duet ensemble fermata finale forte fortissimo giocoso grave harmony interval lamento largo legato
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(con ah moor ay) with love (con speer ee toh) with spirit (kres shen doh) growing louder to a peak (day kres shen doh) growing softer after a peak (dim in yoo en doh) growing very soft (dohl chay) sweetly a piece written for or performed by two performers several performers together (fer mah tah) hold extra long (fin ahl ay) the closing or ending of a long piece (foor tay) loud (foor teess ee moh) very loud (joe koh soh) playfully, merrily (grah vay) slowly and seriously notes of two pitches sounded together the difference in pitch between two notes (lah men toh) sadly and mournfully (lahr goh) slow, broad, and dignified (lah gah toh) smooth, even

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maetoso marcato misterioso moderato molto octet piano pianissimo peu peu pizzicato poco prelude presto quartet quintet rallentando recital ritardando
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(may toh soh) majestic (mahr kah toh) accented, stressed (mee steer ee oh soh) mysteriously (mod her ah toh) at moderate speed (mohl toh) very; muchmolto dolce means very sweetly a piece for eight performers; eight performers together (pee ah noh) softly (pee ah nees ee moh) very softly (pew ah pew) little by little; gradually (pee zee kah toh) plucking instruments that are normally bowed (poh koh) little by little; gradually a musical introduction (pray stoh) very fast a piece for four performers; four performers together a piece for five performers; five performers together (rahl layn tahn doh) gradually getting slower a concert (ree tahr dahn doh) gradually getting slower

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scherzo septet sextet sforzando string quartet subito tempo trio unison

(skare tsoh) a playful, joking piece a piece for seven performers; seven performers together a piece for six performers; six performers together (sfoor zahn doh) a sudden emphasis four string players: two violins, one viola, one cello (soo bee toh) suddenly the musics rate of speed or pace a piece for three performers; three performers together two or more voices or instruments playing the same note simultaneously

vigoroso vivo solo

(vee gor oh soh) energetically; vigorously (vee voh) lively one musician or singer performing alone; a musical piece or section of music for one performer alone

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MUSICAL SYMBOLS Musical symbols are the written language of music. They are fun to learn and invaluable to your child in developing an increased understanding of music. More importantly, they give your child the ability to write his own original music compositions. Here is a list with which to get started: SYMBOL NAME Whole Note

Half Note

Quarter Note

Eighth Note

Treble Clef

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SYMBOL

NAME Bass Clef

Music Staff

Bar Line

Repeat Signs

Fermata or Hold

Crescendo

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SYMBOL

NAME Decrescendo

p pp f ff

Piano Pianissimo Forte Fortissimo

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KEY TO ILLUSTRATIONS OF NOTES ON A MUSICAL STAFF (also corresponds to notes on a small xylophone) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. C D E F G A B C D E C Sharp D Sharp 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. F Sharp G Sharp A Sharp C Sharp D Sharp D Flat E Flat G Flat A Flat B Flat D Flat E Flat Musical Staff

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