Music in Childhood Chapter 5

2. Ages 4 to 5 is when tonality emerges, and eight to twelve is when they can identify pitch
motion in steps, leaps, and repeated tones. Reinforcing this may be done through allowing
students to explore tonality on different instruments such as bells or computer programs or
respond to phrase sendings.

2. The most important aspect it directly effects is the teacher’s ability to choose repertoire. If
the teacher can cater what it is that they are doing to where students are developmentally, then
the teacher can help develop the best possible musicians available. For example, one wouldn’t
put “A Weekend In The Country” what with its rapid tempo and “jumpy” melody in front of
students who have yet to understand the difference between pitches that leap from each other.
But rather, it would make more sense to use a straightforward melody that includes as few
leaps and key changes as possible. Understanding where children are would be huge for an
elementary general music specialist because it could open the door for them to meet the
children where they are, rather than push them beyond their bounds, or worse yet, bore them
with concepts that they already understand. Having a way to map out where the child is allows
for a proper curriculum to be built by the teacher.