Well - this week is all about continuing to record for our new album coming out soon! It is great to get together - but tough work getting all of the components just right. It takes a lot of time working through the really cool and various instruments we have on this album. We are really trying to bring something new and different for our fans - we look forward to sharing it with you soon!
In addition, we are rehearsing for our show this coming weekend - March 27th - the First Market Mile Kids Run. Silly Bus will be up on stage and ready to get the "party" or race started!
Whew - well long weekend of working - and getting out and enjoying some weather too! We hope you had a great time this weekend and were able to get out and have some fun.
Stay Silly,
Silly Bus
Showing posts with label kids songs. Show all posts
Showing posts with label kids songs. Show all posts
Sunday, March 21, 2010
Monday, March 15, 2010
Silly Bus to start off Kids Run with Great Kid Songs!
We are so excited to play at the First Market Mile Kids Run next week! We have performed at this event for three years running (pun intended :) ) and love it. It is great to see thousands of kids with their parents out there getting fit together.
We perform right at the starting line of the Kids Run - which is part of the Ukrop's Monument Avenue 10K. We play some of our favorite songs for the kids to sing along to like "Fun on the Farm" and "Teddie Bear Boogie". Of course the best song we do is the Hokey Pokey Dance Off, that is a great one that gets everyone warmed up and ready to race.
We are rehearsing and getting ready to have a great show - look forward to seeing lots of people out having fun and getting/staying healthy!
Sign up for our monthly newsletter to stay in the loop on our performances: http://www.sillybus.net/
Wednesday, March 3, 2010
Educational Music for Busy Families on the Go
These days, families are busier than ever balancing work, school, activities, and simple household chores. This makes it difficult to find time for additional learning activities outside of school. Additionally, this time constraint makes it challenging to effectively prepare preschool age children with the fundamentals needed for kindergarten.
Families are often faced with the reality of both parents needing to work. Forty years ago, this was not as prevalent since mom often stayed home to raise the kids and could devote the time to supplement educational activities. The time spent at home gave children a boost when it came to preparing for and engaging in elementary school. The foundations put in place at an early age provided the needed head start. This allowed generations of children to begin their schooling successfully and to continue on through high school and college with the same success.
To help parents and guardians solve this challenging issue, parents should consider leveraging educational music and videos for use in the car or during times when there is down time for their children.
There are multiple companies that offer this type of content and media for children. A few things that parents and teachers should look for include:
- Music that focus on storytelling and phonetics to help children learn basic concepts and sounds;
- Images in videos that help children correlate the concepts that they have heard about with pictures, allowing children to learn from both audiation and visualization;
- Media that has repetitive themes which will help children remember content and concepts; and
- Songs that are upbeat to maintain the positive mood and feeling of achievement.
These types of key components can be very powerful for children. Leveraging this type of content can help preschool and early elementary children turn play time into class time and class time into play time.
Parents can quickly implement this type of media into their daily routines by simply playing music and videos while on the way to the store, commuting to and from school, and before and after afternoon activities. By taking a few simple steps now, parents can help give their children a real leg up as they prepare for and begin their educational adventure.
Author: John Henneberger
Sign up for our monthly newsletter at www.sillybus.net to have these sent to you!
Families are often faced with the reality of both parents needing to work. Forty years ago, this was not as prevalent since mom often stayed home to raise the kids and could devote the time to supplement educational activities. The time spent at home gave children a boost when it came to preparing for and engaging in elementary school. The foundations put in place at an early age provided the needed head start. This allowed generations of children to begin their schooling successfully and to continue on through high school and college with the same success.
To help parents and guardians solve this challenging issue, parents should consider leveraging educational music and videos for use in the car or during times when there is down time for their children.
There are multiple companies that offer this type of content and media for children. A few things that parents and teachers should look for include:
- Music that focus on storytelling and phonetics to help children learn basic concepts and sounds;
- Images in videos that help children correlate the concepts that they have heard about with pictures, allowing children to learn from both audiation and visualization;
- Media that has repetitive themes which will help children remember content and concepts; and
- Songs that are upbeat to maintain the positive mood and feeling of achievement.
These types of key components can be very powerful for children. Leveraging this type of content can help preschool and early elementary children turn play time into class time and class time into play time.
Parents can quickly implement this type of media into their daily routines by simply playing music and videos while on the way to the store, commuting to and from school, and before and after afternoon activities. By taking a few simple steps now, parents can help give their children a real leg up as they prepare for and begin their educational adventure.
Author: John Henneberger
Sign up for our monthly newsletter at www.sillybus.net to have these sent to you!
Tuesday, March 2, 2010
Reinforcing Healthy Habits with Kids Music and Videos
Kids music and videos are great tools for teaching and reinforcing habits essential to a happy, healthy life. The invention of the iPod, satellite radio and on-demand programming has made it easier than ever for parents and educators to teach and emphasize healthy choices. Whether in the home, in the car or at school, children can watch, listen and learn. Simply by taking the time to select and share kids music and videos, parents and teachers can enrich the lives of children.
All music and videos, however, are not created equal. Kids music and videos should be chosen based on theme and feel. To encourage healthy living, parents and teachers should select music promoting healthy habits. Habits every child should know and follow include: (i) Getting rest through naps and a good night’s sleep; (ii) Washing hands and regularly bathing; (iii) Brushing teeth and flossing; (iv) Exercising regularly (running, dancing, swimming, playing with friends, etc.), (v) Good nutrition (healthy meals and healthy snacks); (vi) Keeping your room and clothes clean and (vii) Wearing sunscreen. Parents and teachers should instill these habits in their children and students at a young age to ensure a lifetime of health and fitness.
In addition to teaching and reinforcing healthy habits, kids music and videos provide an enthusiastic way for children to be active while playing, laughing and having fun. The feel of the music is what makes this possible. Children can’t help but move around when listening to irresistible, energetic music. Music containing upbeat drumming and grooving bass lines creates the perfect exercise environment. Parents and teachers should encourage movement as often as possible when children are listening to music.
To find healthy habit themed, upbeat music and videos, parents and teachers need not go far. Google, I-tunes and CD Baby have made searching as simple as turning on your computer. Word searches might include “kids songs” or “children’s music.” Examples of such songs include Silly Bus’ “Jump Up” http://itunes.apple.com/us/album/silly-bus/id156493677, “Yawns at Night” http://itunes.apple.com/us/album/alphabet-volume-1/id282427190 and “Healthy Dose” http://itunes.apple.com/us/album/silly-bus/id156493677 . Fun, energetic videos to use at home and in the classroom include Silly Bus’ “Falling Leaves” http://www.youtube.com/watch?v=7GsCuUvpNTk and “Earth and Sun” http://www.youtube.com/watch?v=MM01YJF8xT4&feature=related.
Making small changes today in a child’s routine can yield years of health and happiness.
Author: Justin Laughter
Sign up for our monthly newsletter to get these articles and other great content at www.sillybus.net!
Sunday, February 28, 2010
Repetition and Musical Learning
Mastering musical concepts often requires much repetition. Repetition of patterns in songs reinforces content and retention of words and melodies. Since all children do not learn in the same way or at the same rate, much repetition using a variety of learning strategies is important. When planning repetition strategies, they should be chosen with thoughtful consideration in order to maximize the learning opportunity. Meaningful learning and music-making experiences are the result of well-thought out plans for teaching a song. Avoid mundane drill-like repetition. Add something new and engaging to each repetition. Do it again, but in a different way.
High repetition enables the child to develop an appreciation and enjoyment of a song or musical selection. Repetition reinforces the memory of the listener which, in turn, lays the foundation for comparing new musical material. Repetition aids clarity and understanding of music and words.
Through repetition and multiple applications of their musical learnings, children enhance their abilities to transfer new concepts with understanding from one musical setting to another.
Follow an orderly, sequential plan for high repetition. The process should include modeling, a positive feeling tone, and lots of variety. The repetitions should always be meaningful to the child.
When using high repetition in a group setting, keep an energetic pace to maintain the interest and concentration of the children. Avoid long practice sessions that cause them to become unfocused.
Examples of high repetition strategies include:
• Listening to the song and patting the steady pulse or beat;
• Echo-speaking the words of a verse or section of the music;
• Echo-singing the melody on a nonsense syllable such as “la;”
• Singing song phrases antiphonally, e.g. parent/child; teacher/class;
• Select a repeated word from the song and have the child stand or raise his or her hand when the word is sung.
After the song is learned, sing the song omitting a few key words. Have the child speak or sing the missing words at the appropriate time in the song. Then play or sing a song and have the child “draw” the melodic contour with his or her hand.
Let creativity and imagination be your guide in planning for repetitions of a song or musical selection. Consider the use of visual aids and movement to reinforce the concepts being repeated.
Using a diverse palette of repetition strategies brings freshness and excitement to the learning process. We are the engineers of successful learning for our children through the use of creative and meaningful repetitions.
High repetition enables the child to develop an appreciation and enjoyment of a song or musical selection. Repetition reinforces the memory of the listener which, in turn, lays the foundation for comparing new musical material. Repetition aids clarity and understanding of music and words.
Through repetition and multiple applications of their musical learnings, children enhance their abilities to transfer new concepts with understanding from one musical setting to another.
Follow an orderly, sequential plan for high repetition. The process should include modeling, a positive feeling tone, and lots of variety. The repetitions should always be meaningful to the child.
When using high repetition in a group setting, keep an energetic pace to maintain the interest and concentration of the children. Avoid long practice sessions that cause them to become unfocused.
Examples of high repetition strategies include:
• Listening to the song and patting the steady pulse or beat;
• Echo-speaking the words of a verse or section of the music;
• Echo-singing the melody on a nonsense syllable such as “la;”
• Singing song phrases antiphonally, e.g. parent/child; teacher/class;
• Select a repeated word from the song and have the child stand or raise his or her hand when the word is sung.
After the song is learned, sing the song omitting a few key words. Have the child speak or sing the missing words at the appropriate time in the song. Then play or sing a song and have the child “draw” the melodic contour with his or her hand.
Let creativity and imagination be your guide in planning for repetitions of a song or musical selection. Consider the use of visual aids and movement to reinforce the concepts being repeated.
Using a diverse palette of repetition strategies brings freshness and excitement to the learning process. We are the engineers of successful learning for our children through the use of creative and meaningful repetitions.
Sign up for our monthly newsletter at www.sillybus.net and get our latest articles!
The Benefits of Educational Music for Kids
It is interesting to observe how fast children learn when they are young! Research supports our observations that learning experiences must begin in the early years from birth to age five. This is a critical time in a child's musical and cognitive development. The benefits of music and movement in the preschool years have been well documented. Research studies show that music enhances brain development and academic learning. Music affects many areas of brain function and neurological development. Many levels of neurological readiness exist in children, and music is a powerful enhancer at each stage of neurological development. The earlier a child is exposed to music and movement, the better. Research findings include:
-Children who receive early music training score higher on standardized tests.
-The use of music during learning can increase a child's IQ.
-Young children who take music lessons show different brain development and improved memory over the course of a year compared to children who do not receive musical training.
-There is a link between spatial reasoning and participation in music and movement activities.
Preschool children are at the beginning of the learning spectrum. Parents and teachers set learning patterns and attitudes and introduce children to learning by providing the first exposures. These exposures should encourage the joy of participating in music and making music. Joyful experimentation will result in the growth of musical skills and lay the foundation for future music learning as well as for future academic success.
As a music educator for 40 years, I have seen the positive results of music education for children. At Silly Bus performances, I enjoy seeing the positive reactions of the children to the songs and interactive presentations as they learn a variety of educational skills and concepts. The music and shows have great appeal for children.
As children make music, listen to music, and move to music through a variety of experiences, they develop creative abilities, attention spans, motor and rhythmic coordination, socialization skills, mental agility, and the ability to process aural information. It is very important for parents to expose their children to music and to encourage participation in music and movement activities informally at home and in more organized music education settings.
Movement is innate in children and provides the basis of everything young children learn. It contributes to the growth and coordination of the large and small body muscles. In addition, movement is an important nonverbal learning tool. Preschoolers understand much that they cannot yet put into words. They demonstrate their understandings through gestures and other movements. As we observe the child's movement, we gain insight into what the child is thinking and understanding.
Songs help us to learn as well as express ourselves in a musical manner. Appropriate songs for preschool children include nursery rhymes, finger plays, educational songs that incorporate counting, letters of the alphabet, animals and animal sounds, colors, etc. Songs and recorded music should promote activities such as walking, jumping, dancing, and marching. Clapping or patting the steady pulse or beat of rhymes, songs, chants, and recorded music is a valuable activity and preparation for future music ensemble participation. The ability to perform a steady beat while singing, speaking, or listening to music aids the child's success in reading and other academic areas. Music education is an important aspect for a child's learning process in life. From simple beginning experiences the child is guided to more sophisticated musical and creative activities.
While music is a viable stand alone educational program, music also reinforces and enhances the learning of other skills and benefits learning in many ways. This is especially true for reading and language arts. Music helps children focus on the structure of sounds which is an important aspect in language development and literacy skills. Having a musical vocabulary of melodic patterns and phrases directly transfers to the ability to develop a spoken vocabulary of patterns and sounds-thereby aiding the child's success in reading and communicating.
It has long been believed that brains change as a result of music learning. Researchers in neuroscience, utilizing recent advances in MRI technology, are actually studying the human brain in the act of creating or listening to music. And what they are finding is remarkable.
Perhaps the most exciting news is the evidence that music can actually change the physical structure of the brain - a fact that has critical implications for both education and medicine. Music may even be a major key to unlocking the mystery of how the brain actually learns.
Sign up for our monthly newsletter at www.sillybus.net and get our latest articles!
-Children who receive early music training score higher on standardized tests.
-The use of music during learning can increase a child's IQ.
-Young children who take music lessons show different brain development and improved memory over the course of a year compared to children who do not receive musical training.
-There is a link between spatial reasoning and participation in music and movement activities.
Preschool children are at the beginning of the learning spectrum. Parents and teachers set learning patterns and attitudes and introduce children to learning by providing the first exposures. These exposures should encourage the joy of participating in music and making music. Joyful experimentation will result in the growth of musical skills and lay the foundation for future music learning as well as for future academic success.
As a music educator for 40 years, I have seen the positive results of music education for children. At Silly Bus performances, I enjoy seeing the positive reactions of the children to the songs and interactive presentations as they learn a variety of educational skills and concepts. The music and shows have great appeal for children.
As children make music, listen to music, and move to music through a variety of experiences, they develop creative abilities, attention spans, motor and rhythmic coordination, socialization skills, mental agility, and the ability to process aural information. It is very important for parents to expose their children to music and to encourage participation in music and movement activities informally at home and in more organized music education settings.
Movement is innate in children and provides the basis of everything young children learn. It contributes to the growth and coordination of the large and small body muscles. In addition, movement is an important nonverbal learning tool. Preschoolers understand much that they cannot yet put into words. They demonstrate their understandings through gestures and other movements. As we observe the child's movement, we gain insight into what the child is thinking and understanding.
Songs help us to learn as well as express ourselves in a musical manner. Appropriate songs for preschool children include nursery rhymes, finger plays, educational songs that incorporate counting, letters of the alphabet, animals and animal sounds, colors, etc. Songs and recorded music should promote activities such as walking, jumping, dancing, and marching. Clapping or patting the steady pulse or beat of rhymes, songs, chants, and recorded music is a valuable activity and preparation for future music ensemble participation. The ability to perform a steady beat while singing, speaking, or listening to music aids the child's success in reading and other academic areas. Music education is an important aspect for a child's learning process in life. From simple beginning experiences the child is guided to more sophisticated musical and creative activities.
While music is a viable stand alone educational program, music also reinforces and enhances the learning of other skills and benefits learning in many ways. This is especially true for reading and language arts. Music helps children focus on the structure of sounds which is an important aspect in language development and literacy skills. Having a musical vocabulary of melodic patterns and phrases directly transfers to the ability to develop a spoken vocabulary of patterns and sounds-thereby aiding the child's success in reading and communicating.
It has long been believed that brains change as a result of music learning. Researchers in neuroscience, utilizing recent advances in MRI technology, are actually studying the human brain in the act of creating or listening to music. And what they are finding is remarkable.
Perhaps the most exciting news is the evidence that music can actually change the physical structure of the brain - a fact that has critical implications for both education and medicine. Music may even be a major key to unlocking the mystery of how the brain actually learns.
Sign up for our monthly newsletter at www.sillybus.net and get our latest articles!
Saturday, February 27, 2010
Music Education - Effective Rehearsals In The Class Room
An efficient rehearsal is dependent upon a stimulating, interesting, and well-planned rehearsal with maximum use of rehearsal time. Use of rehearsal time and pacing are important factors in producing a successful rehearsal. Time management includes starting and ending the rehearsal at the appointed times. Use every second of the rehearsal time to achieve rehearsal goals.
Long-range goals and individual rehearsal objectives are an important part of making the most of the rehearsal time. If we don't know where we want to go in rehearsal, valuable time will be lost and less will be accomplished.
Make connections between what is known and what is to be learned whenever possible. Where are the musicians in their musical, physical, cognitive, and emotional development? What is the attention span of a specific age group? What are their language and music reading abilities? What do they need to learn, experience, or review in the next rehearsal? What activities are most suitable for teaching a musical selection, skill, or concept? Answers to these questions provide the backbone of the rehearsal plan.
Planning and providing references to previously learned musical concepts or skills saves rehearsal time. Develop objectives that are sequential and become building blocks from one rehearsal to another. Have expectations in place for each rehearsal. Expectations and procedures will need to be practiced and reviewed while children are becoming accustomed to the routines of the rehearsal. Always be consistent throughout all rehearsals as far as expectations and procedures.
Develop and write out a teaching plan for each musical selection to be rehearsed. Subdivide the teaching plan into several segments based on the amount of time available to rehearse.
Post an agenda or roadmap with objectives and rehearsal activities. We are more successful when we have goals and have an outline for learning and rehearsal activities. This enhances learning and facilitates maximum use of rehearsal time.
There are times when flexibility during the rehearsal is needed. Have a plan for adapting and adding activities when the unexpected happens.
Conduct a rehearsal evaluation. Use written notes for instant notation as well as video/audio taping, etc. Refer to these notes and tapings to assess and generate the next rehearsal's plan. Involve the musicians in the assessment of their learning and performance. As soon as possible after the rehearsal is concluded, take time to reflect on all components of the rehearsal.
Long-range goals and individual rehearsal objectives are an important part of making the most of the rehearsal time. If we don't know where we want to go in rehearsal, valuable time will be lost and less will be accomplished.
Make connections between what is known and what is to be learned whenever possible. Where are the musicians in their musical, physical, cognitive, and emotional development? What is the attention span of a specific age group? What are their language and music reading abilities? What do they need to learn, experience, or review in the next rehearsal? What activities are most suitable for teaching a musical selection, skill, or concept? Answers to these questions provide the backbone of the rehearsal plan.
Planning and providing references to previously learned musical concepts or skills saves rehearsal time. Develop objectives that are sequential and become building blocks from one rehearsal to another. Have expectations in place for each rehearsal. Expectations and procedures will need to be practiced and reviewed while children are becoming accustomed to the routines of the rehearsal. Always be consistent throughout all rehearsals as far as expectations and procedures.
Develop and write out a teaching plan for each musical selection to be rehearsed. Subdivide the teaching plan into several segments based on the amount of time available to rehearse.
Post an agenda or roadmap with objectives and rehearsal activities. We are more successful when we have goals and have an outline for learning and rehearsal activities. This enhances learning and facilitates maximum use of rehearsal time.
There are times when flexibility during the rehearsal is needed. Have a plan for adapting and adding activities when the unexpected happens.
Conduct a rehearsal evaluation. Use written notes for instant notation as well as video/audio taping, etc. Refer to these notes and tapings to assess and generate the next rehearsal's plan. Involve the musicians in the assessment of their learning and performance. As soon as possible after the rehearsal is concluded, take time to reflect on all components of the rehearsal.
Sign up for our monthly newsletter at www.sillybus.net and get our latest articles!
Music Education - Musical Learning And Transfer
The common definition of transfer is to carry or shift from one place to another. One of our goals in music education is for students to become knowledgeable about music and to be able to transfer that knowledge from one musical setting to another. As you read this article, view yourself as a parent or teacher involving the child in constructive and enjoyable musical learning.
The transfer of skills and knowledge takes place as children progress from one level of understanding to another. Refer to the child's previous experience and performance of the musical elements to aid the transfer process. The way we plan and implement transfer processes impacts the choice of music activities. Select teaching strategies that will provide ample opportunity for the children to make musical connections.
Involve the child in discovering and exploring the relationship between the new learning experience and his or her current knowledge. For example, understanding that two quarter notes tied together equal one half note.
Many years ago, one of my choral students, who was musically literate and conversant with reading music notation from basic choral scores, decided to join band. On the student's first day in band class, the band director was stymied by the student's difficulty in reading the music from an instrumental score. We discovered that the student was having difficulty transferring musical information from one format to another. Therefore, pay close attention to the format in which musical notation and information is presented to the students and help them make the transition from one format to another. A simple example of this might be learning to read rhythms with syllables or in “stick” notation and then progressing to standard rhythm notation.
Students should practice skills and music behaviors in a variety of settings. Through repetition and multiple applications of their musical learnings, we are enhancing their ability to transfer these learnings with understanding from one musical setting to another.
We are the engineers of successful musical learning for our children through the use of transfer.
The transfer of skills and knowledge takes place as children progress from one level of understanding to another. Refer to the child's previous experience and performance of the musical elements to aid the transfer process. The way we plan and implement transfer processes impacts the choice of music activities. Select teaching strategies that will provide ample opportunity for the children to make musical connections.
Involve the child in discovering and exploring the relationship between the new learning experience and his or her current knowledge. For example, understanding that two quarter notes tied together equal one half note.
Many years ago, one of my choral students, who was musically literate and conversant with reading music notation from basic choral scores, decided to join band. On the student's first day in band class, the band director was stymied by the student's difficulty in reading the music from an instrumental score. We discovered that the student was having difficulty transferring musical information from one format to another. Therefore, pay close attention to the format in which musical notation and information is presented to the students and help them make the transition from one format to another. A simple example of this might be learning to read rhythms with syllables or in “stick” notation and then progressing to standard rhythm notation.
Students should practice skills and music behaviors in a variety of settings. Through repetition and multiple applications of their musical learnings, we are enhancing their ability to transfer these learnings with understanding from one musical setting to another.
We are the engineers of successful musical learning for our children through the use of transfer.
Children’s Music - Repetition In Music And Its History
In a previous article “Repetition and Musical Learning,” the focus was on various ways to use meaningful repetitions to enhance musical learning. In this article we look at the history of repetition as it evolved through the centuries of music development.
Repetition of tones and patterns is an innate part of all music. Repetition encompasses a large variety of types and forms. Repetition gives structure and meaning to help us understand the music. It is a very important principle in composing or improvising music.
How does this relate to children and music? Repetition in melodic patterns is very prevalent in children’s songs, i.e., “Frere Jacques” or “Are You Sleeping.” Repetition may take the form of exact imitation or be a variation of a melody. The spectrum of repetition in music extends to repeating entire sections of a musical selection.
Carl Orff, renown German composer and music educator, and his collaborator, Gunild Keetman, outlined a process of introducing music to children. The process parallels the development of Western music. Using a single repeated tone (pedal), a simple accompaniment is created to add elemental harmony to a melody. Ostinatos or verbatim repeated patterns occur throughout a musical selection or a segment of the selection. The earliest examples of ostinato are found in 13th century music.
Ostinatos are used in a variety of ways and with a variety of musical media, i.e., clapping, voice, unpitched instruments, pitched instruments. Rhythm and melodic ostinatos appear as accompaniments for speech chants and melodies that are sung or played on a variety of instruments. Borduns (drones) are repeated harmonic patterns and appear in early music accompaniments. Other musical examples of repetition include canon, round, theme and variations, chaconnes, and rondo (ABACA) form. The world of repetition in music is multi-faceted and limitless whether for the composer or the listener.
Repetition of tones and patterns is an innate part of all music. Repetition encompasses a large variety of types and forms. Repetition gives structure and meaning to help us understand the music. It is a very important principle in composing or improvising music.
How does this relate to children and music? Repetition in melodic patterns is very prevalent in children’s songs, i.e., “Frere Jacques” or “Are You Sleeping.” Repetition may take the form of exact imitation or be a variation of a melody. The spectrum of repetition in music extends to repeating entire sections of a musical selection.
Carl Orff, renown German composer and music educator, and his collaborator, Gunild Keetman, outlined a process of introducing music to children. The process parallels the development of Western music. Using a single repeated tone (pedal), a simple accompaniment is created to add elemental harmony to a melody. Ostinatos or verbatim repeated patterns occur throughout a musical selection or a segment of the selection. The earliest examples of ostinato are found in 13th century music.
Ostinatos are used in a variety of ways and with a variety of musical media, i.e., clapping, voice, unpitched instruments, pitched instruments. Rhythm and melodic ostinatos appear as accompaniments for speech chants and melodies that are sung or played on a variety of instruments. Borduns (drones) are repeated harmonic patterns and appear in early music accompaniments. Other musical examples of repetition include canon, round, theme and variations, chaconnes, and rondo (ABACA) form. The world of repetition in music is multi-faceted and limitless whether for the composer or the listener.
Thursday, February 18, 2010
Kids Music - Branding Through Educational Media
As consumers we are drawn to familiar brands that consistently provide great products and services. Brand loyalty is sometimes inherited from our parents (i.e., Do you prefer Pepsi or Coca Cola?). It is also earned through a company’s dedication to quality.
Even the best products and services, though, can go unnoticed or be forgotten. Competition is fierce, and no matter what a company’s line of business, there is almost certainly a comparable provider in the market. To raise awareness and to stay fresh in consumer minds, companies should break the mold and think of creative ways to make a lasting, meaningful impression. Branding through educational media offers just that.
Educational media, as used in this article, refers to kids songs and kids videos containing substantive messages designed to teach children subjects like math, science, fitness and green living. One way for companies to make an impact, raise brand awareness and grow goodwill is to supplement the traditional “pushing” of products with educational media. Educational media through kids songs and kids videos enables companies to use radio, television and bandwidth for the greater good.
By providing consumers and their children with useful and sometimes otherwise unavailable information in fun, entertaining kids songs and kids videos, a company enriches its brand in a number of ways. First, the company shows its engagement in the community and desire to be more than just a product or service provider. Second, the company builds its goodwill with current and future customers by using its resources to give back to the community. Third, the company shows its drive to do something meaningful for its customers. And fourth, the company gives consumers a reason to feel good about doing business with it.
Ultimately, a company wants consumers to know its name, associate good thoughts with its products or services and to remember this when opening their wallets. Commercials and traditional marketing campaigns are great, but sometimes it pays to think outside the box. Companies wishing to do something meaningful and beneficial for their community and their brand should explore educational media and all it has to offer.
For more information, please visit: www.sillybus.net
Even the best products and services, though, can go unnoticed or be forgotten. Competition is fierce, and no matter what a company’s line of business, there is almost certainly a comparable provider in the market. To raise awareness and to stay fresh in consumer minds, companies should break the mold and think of creative ways to make a lasting, meaningful impression. Branding through educational media offers just that.
Educational media, as used in this article, refers to kids songs and kids videos containing substantive messages designed to teach children subjects like math, science, fitness and green living. One way for companies to make an impact, raise brand awareness and grow goodwill is to supplement the traditional “pushing” of products with educational media. Educational media through kids songs and kids videos enables companies to use radio, television and bandwidth for the greater good.
By providing consumers and their children with useful and sometimes otherwise unavailable information in fun, entertaining kids songs and kids videos, a company enriches its brand in a number of ways. First, the company shows its engagement in the community and desire to be more than just a product or service provider. Second, the company builds its goodwill with current and future customers by using its resources to give back to the community. Third, the company shows its drive to do something meaningful for its customers. And fourth, the company gives consumers a reason to feel good about doing business with it.
Ultimately, a company wants consumers to know its name, associate good thoughts with its products or services and to remember this when opening their wallets. Commercials and traditional marketing campaigns are great, but sometimes it pays to think outside the box. Companies wishing to do something meaningful and beneficial for their community and their brand should explore educational media and all it has to offer.
For more information, please visit: www.sillybus.net
Making a Difference with Educational Music
At the beginning of 2005, Silly Bus was nothing more than a start up small business. Today, they have released nationally four CDs, and multiple music videos, which can be heard and seen on stations throughout the United States. They have played for numerous benefits, kids’ expos, and schools. They have also worked with well known companies, such as Radio Disney, XM Radio and NBC.
You may be asking yourself, ‘So, how is their music making a difference?’ What distinguishes Silly Bus from other kids music is their focus on educational content. Their first CD release focused on Standard of Learning (SOL) content for young children (Kindergarten through 2nd grades). The songs on this album cover a range of topics, including math, grammar, science, physical fitness, and history.
For their second and third CD releases, they teamed with preschool educators to write songs geared towards learning the alphabet. These songs incorporate both phonics and whole language techniques. The song Turkey Time has fast become a national favorite having been featured on NBC’s Today Show the past two years on Thanksgiving Day.
In addition to these releases, Silly Bus has worked with several companies and non-profits to launch multiple CDs and singles. For example, Silly Bus wrote, performed and produced “Watch Me, I Can Do This!” for promotional support of SportsBackers’ Monument Avenue 10K. This motivational song was used to energize thousands of children participating in the event’s annual kids run. Similarly, Silly Bus teamed with Media General and The Richmond Times Dispatch (RTD) to promote and market RTD’s “Kids Extra” kidzine. Silly Bus wrote, performed and produced “Artie,” the Kids Extra theme song. The song received significant airplay in advertisements and on the web.
The powerful difference Silly Bus makes is evident in the small anecdotes heard from parents. One story from a father conveyed how a Silly Bus song helped his daughter answer a question on her first grade quiz. This powerful difference is not unusual. Attend a Silly Bus show near you, and you are sure to witness children singing every word of their favorite fun, educational songs.
For more information, please visit: www.sillybus.net
You may be asking yourself, ‘So, how is their music making a difference?’ What distinguishes Silly Bus from other kids music is their focus on educational content. Their first CD release focused on Standard of Learning (SOL) content for young children (Kindergarten through 2nd grades). The songs on this album cover a range of topics, including math, grammar, science, physical fitness, and history.
For their second and third CD releases, they teamed with preschool educators to write songs geared towards learning the alphabet. These songs incorporate both phonics and whole language techniques. The song Turkey Time has fast become a national favorite having been featured on NBC’s Today Show the past two years on Thanksgiving Day.
In addition to these releases, Silly Bus has worked with several companies and non-profits to launch multiple CDs and singles. For example, Silly Bus wrote, performed and produced “Watch Me, I Can Do This!” for promotional support of SportsBackers’ Monument Avenue 10K. This motivational song was used to energize thousands of children participating in the event’s annual kids run. Similarly, Silly Bus teamed with Media General and The Richmond Times Dispatch (RTD) to promote and market RTD’s “Kids Extra” kidzine. Silly Bus wrote, performed and produced “Artie,” the Kids Extra theme song. The song received significant airplay in advertisements and on the web.
The powerful difference Silly Bus makes is evident in the small anecdotes heard from parents. One story from a father conveyed how a Silly Bus song helped his daughter answer a question on her first grade quiz. This powerful difference is not unusual. Attend a Silly Bus show near you, and you are sure to witness children singing every word of their favorite fun, educational songs.
For more information, please visit: www.sillybus.net
Marketing Opportunities with Educational Media
Educational Media, like kid's songs and videos, is an effective medium to engage children and their parents in a meaningful and positive way. Videos and songs can be paired with brands to give back to the community, promote healthy behaviors and to just let kids have fun while learning. Different types of media coupled with an effective marketing strategy to create campaigns can be done on-line, during event marketing, or used together to drive engagement with a fan/consumer base.
Marketing content can be delivered quickly to the consumer with social media tools like blogs, Facebook, Twitter and Linked In. Businesses can create differential and 'sticky' consumer experiences through these types of push/pull campaigns. For example, a push strategy sells directly to the consumer by using promotions and advertising as typical 'push' tools. A pull strategy, on the other hand, is one that creates demand from a consumer to 'pull' them to your product or service. Usually this requires a lot of marketing investment to create consumer demand. However, with the advent of new tools like social media, the ability to more easily make something viral allows for businesses to create a 'pull' with much less up-front investment.
Marketing is about getting a consumer's attention and also keeping it through the marketing funnel. Once consumers are engaged and at the website, for instance, it is important to have their experience be positive and valuable to create the 'stickiness' desired. This refers to the ability of the marketing and experience to keep a customer engaged and coming back as a consumer again and again - hence stickiness.
Educational media is exciting and entertaining. Providing valuable and fresh educational content through kid's songs and kids videos can keep a child or parent coming back to the website and provides opportunities for companies that leverage this unique content to benefit from a brand enhancing customer experience.
When selecting a company to work with it is also important to identify partners that share the same values and want to promote the same positive messages. When combining complementary goals and marketing strategies - educational media provides new options to reach new consumers; give back to the community and drive value for the partners and consumers alike. A great example is Nickelodeon's The Big Green Help, which integrates education with environmental awareness and provides the ability for involvement with the cause.
When Educational Media is integrated with creative marketing strategies - great experiences and value is created for all parties involved.
For more information, please visit: http://www.sillybus.net
Marketing content can be delivered quickly to the consumer with social media tools like blogs, Facebook, Twitter and Linked In. Businesses can create differential and 'sticky' consumer experiences through these types of push/pull campaigns. For example, a push strategy sells directly to the consumer by using promotions and advertising as typical 'push' tools. A pull strategy, on the other hand, is one that creates demand from a consumer to 'pull' them to your product or service. Usually this requires a lot of marketing investment to create consumer demand. However, with the advent of new tools like social media, the ability to more easily make something viral allows for businesses to create a 'pull' with much less up-front investment.
Marketing is about getting a consumer's attention and also keeping it through the marketing funnel. Once consumers are engaged and at the website, for instance, it is important to have their experience be positive and valuable to create the 'stickiness' desired. This refers to the ability of the marketing and experience to keep a customer engaged and coming back as a consumer again and again - hence stickiness.
Educational media is exciting and entertaining. Providing valuable and fresh educational content through kid's songs and kids videos can keep a child or parent coming back to the website and provides opportunities for companies that leverage this unique content to benefit from a brand enhancing customer experience.
When selecting a company to work with it is also important to identify partners that share the same values and want to promote the same positive messages. When combining complementary goals and marketing strategies - educational media provides new options to reach new consumers; give back to the community and drive value for the partners and consumers alike. A great example is Nickelodeon's The Big Green Help, which integrates education with environmental awareness and provides the ability for involvement with the cause.
When Educational Media is integrated with creative marketing strategies - great experiences and value is created for all parties involved.
For more information, please visit: http://www.sillybus.net
Tuesday, January 5, 2010
Kids Songs and Music - Major and Minor Tonality
Music is very much a part of our lives. It touches us in many ways and evokes various emotional, cognitive, and physical responses. Music can convey many themes and ideas. Music communicates with us in terms of our own thoughts and feelings. The early Greeks believed that certain modes (scales) or tonalities elicited specific emotions.
Let’s visit two of the most commonly heard scales in Western music (the major and minor tonal systems) and the responses that these scales may elicit from the listener. To readily hear a major scale, play from C to the next C using only the white keys of a piano. To hear a minor scale, play from A to A using only the white keys.
For the child, the difference between major and minor is a difference of mood. Major scales tend to increase feelings of happiness and joy. Minor scales are more somber and tend to dampen one’s spirits. Children often describe songs in major as sounding bright or cheerful. They describe minor as sad or spooky.
While teaching music to young children, I discovered that they can sing songs in a major tonality more easily than songs in a minor tonality. It may be due to the interval relationships within these two scales. It may also be due to lack of experience in singing in a minor key.
It is interesting to observe young children during free play as they improvise their own melodies and songs. While the tonal patterns may be brief and repetitive, they tend to be in a major key. This may be due to environmental influences such as music in the home, children’s television programs, and/or music training. Many children’s songs are composed in a major key.
Silly Bus composes many of its children’s songs in major keys. Their songs in major tonality have great appeal for children due to the bright, happy, and energetic qualities inherent in this tonality. The melodies are very appropriately wedded to each song’s text.
Tempo, the arrangement of the pitches in a melody, rhythm, and harmony also play an important role in setting the mood or expression of a song in addition to tonality. Researchers have yet to explain why and how music affects our emotions. What we do know is that music affects us all and has the power to call forth emotions that reside within us.
Let’s visit two of the most commonly heard scales in Western music (the major and minor tonal systems) and the responses that these scales may elicit from the listener. To readily hear a major scale, play from C to the next C using only the white keys of a piano. To hear a minor scale, play from A to A using only the white keys.
For the child, the difference between major and minor is a difference of mood. Major scales tend to increase feelings of happiness and joy. Minor scales are more somber and tend to dampen one’s spirits. Children often describe songs in major as sounding bright or cheerful. They describe minor as sad or spooky.
While teaching music to young children, I discovered that they can sing songs in a major tonality more easily than songs in a minor tonality. It may be due to the interval relationships within these two scales. It may also be due to lack of experience in singing in a minor key.
It is interesting to observe young children during free play as they improvise their own melodies and songs. While the tonal patterns may be brief and repetitive, they tend to be in a major key. This may be due to environmental influences such as music in the home, children’s television programs, and/or music training. Many children’s songs are composed in a major key.
Silly Bus composes many of its children’s songs in major keys. Their songs in major tonality have great appeal for children due to the bright, happy, and energetic qualities inherent in this tonality. The melodies are very appropriately wedded to each song’s text.
Tempo, the arrangement of the pitches in a melody, rhythm, and harmony also play an important role in setting the mood or expression of a song in addition to tonality. Researchers have yet to explain why and how music affects our emotions. What we do know is that music affects us all and has the power to call forth emotions that reside within us.
Subscribe to:
Posts (Atom)
Subscribe To Silly Bus Knowledge Repository
Posts
All Comments
