Welcome to the LKS Bumps to 3-year-olds and Carers Singing Groups Page!

Parents and Carers of the Liverpool area can contact Zsuzsa Kata Horvath at lks@zskhorvath.org to join a local singing group with their children in a

There will be a small fee or a voluntary donation to pay on arrival.

 

Our first Bumps to 3-year-olds and carers’ group is already active on term time Thursday mornings 9.45 to 10.15  at Ullet Road Unitarian Church, 57 Ullet Road, L17 2AA .

Your first session is free. Download your free ticket for your first session:  Ullet Road Singing Group Free ticket

Bumps to 3-year-olds & Carers Ullet Road singing group flyer

If you are looking for a singing group for 3-5-year-olds and carers, or for musicianship classes for older children, please click here. A group has opened for home educated 3-5-year-old children and carers on Thursday mornings from 11.10.18, 10.30-11.00 at Ullet Road Unitarian Church, 57 Ullet Road, L17 2AA .

Look forward to seeing you there!

Zsuzsa

 

When should a child’s music education start?

Zoltán Kodály was asked this question once. First he said it should start nine months before the birth of the child. People first thought he might be joking and later they understood: since mothers do not just give some of their own body to their children, but build up their children’s soul from their own, too, singing moms (parents and carers) can create a sense of security that will nurture their children’s emotional growth. Then Kodály corrected himself: he said that a child’s music education should start 9 months before the birth of their own mother. This will then guarantee that parents, who once sung with their own parents, will spontaneously sing to their children, too and will look up local singing groups to join.

How can parents be their children’s first music teachers?

Every parent can be part of their children’s music education if they have an intention to nurture a love for singing and music making, and to guide their children towards beautiful, enduring music examples of high artistic value. However, the best news for parents is that they finally do not have to be worried about their performance: you have so much to give to your child and your child will truly admire you. As Lucinda Geoghegan, world-renowned music educator, the mother of Kodály teaching in the UK says:

“Active participation beats passive participation every time. Yes, of course, the child can spend some time playing on their own, but the most effective time will be spent with you.

The television (the iPad, the laptop and the mobile phone)  can’t interact with your child – you can.

The television presenter cannot sit face to face with your child, forming words clearly and slowly for the child to imitate – you can.

TALK AND SING to your child – HE WILL LISTEN AND LEARN.

A young child is like a sponge – they will soak up every bits of knowledge they can.

Enjoy every minute of it – you have such a lot to offer your child and time spent with them in these early years is an investment in their future. “

 

What happens on the bumps to 3-year-olds’ and carers’ singing group?

  • You and your child become part of a singing journey where excuses are created to carry on with the singing in order to gain musical treasures (singing games, songs and rhymes) that will lift up your hearts and that you can learn on the sessions and play at home.
  • The children are given no tasks on the singing sessions whatsoever. This is due to their short concentration span, so characteristic of the 0-3-years’ age group. They can and certainly will join in the games with their parents/ carers whenever they are ready and whenever they want to.
  • Instead the group leader communicates directly with the parents, presenting them with songs, rhymes and games of high artistic value. While the parents learn the games, songs and rhymes by repetition, usually the children will learn them, too, regardless whether they join in at the singing sessions or not; and often children will ask for these games to be repeated at home.
  • A short musical performance is also included by the leader or by guest musicians, which is performed with singing or with an instrument. The sessions are always led with live music; backing tracks are not used.

What will happen to children who participate on the sessions with their parents?

  • Playing with their parents/ carers, every child, including those who cannot yet speak can feel their parents’/ carers’ emotions, a sense of security and love, which in return will nurture children’s intellectual skills, such as :
    • speech development,
    • phonemic awareness which will later help with their reading,
    • fine and gross motor skills,
    • listening skills,
    • memory,
    • social interaction,
    • developing a good a taste by nurturing love to music of high artistic value. Zoltán Kodály says ‘Folk song is the school of good taste…those who develop a taste for what is good at an early age will become resistant later to what is bad.’   (Composed songs an games and instrumental pieces of high artistic value will also be included).
    • response to musical cues: moving to the beat, cooing, babbling in response to singing, and later joining in the singing and preparing them to unconsciously experience musical concepts such as beat,  rhythm, pitch, dynamics, tempo changes and musical forms.

What will happen to carers who participate in the singing activities with their children?

  • Parents and carers will experience a significant transformation in their family life: through the joy of community singing with other parents/carers and of playing with their own children, they will be able to keep on top of their parenting tasks, household chores (and part time work), and will have an opportunity to find a way out of their isolation, networking with other parents and carers.

 

What is the aim of these singing sessions?

  • The most important in these sessions for the participating parents, carers and children is to experience the joy of singing and playing games together with their children, which can set the parents/ carers off with examples they can continue at home, as part of an artistic home educational programme.
  • Therefore, these sessions are not intended to be led as musical performances; instead they are real examples of active community music making where your own voice matters the most to your child, and where in the given time and place the leader together with the parents/ carers and their children who are present, are creating and sharing joyful musical experiences together.

 

 

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