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( 6 months - walking )


You may wonder what such young children may achieve in a music class.

It's all about involvement - parents are asked to join their babies for these sessions. A typical session includes naming songs, where each baby’s name is incorporated into a song, a baby bike-riding song or peek-a-boo scarf games. Elastic work is a feature, where a set of songs with strong rhythm is introduced. Basic songs are repeated regularly with new songs gradually incorporated into the repertoire. Another feature of the lesson is movement and dance. Babies at this stage are not able to walk or dance on their own, so movements conveyed by parents are vital. The music is kept simple and catchy that even very young children are able to enjoy.
As we always say, it's never too young to get started!


( walking - 18 months )


This is the age of discovery and exploration! The simple fact of the matter is - they just can’t keep still! At this stage of their musical development, we understand their desire to keep moving but are still highly dependant on their parents for emotional support. Not every child is able to move freely or independently yet, so a great deal of their movement and dance activities rely heavily on their parents. They will be encouraged to use simple percussion instruments and sing. We will focus on developing their language skills using songs, rhymes or words, not rushing through or garbling,

but taking time to enunciate.


( 18 months - 24 months )


At this age they are beginning to enjoy their repertoire of songs and rhymes. Their language is flowing fast and they are introduced to a constant stream of new words and skills. It is little wonder that they seem to never be still, nor do they seem to stay engaged by anything for long. In the sessions, they will be singing familiar nursery rhymes - a great help with the development of their reading and listening skills. In addition, they will be working with a whole selection of new material. This particular programme is about moving towards musical independence, with the support and help of their parents and teachers. They will be prepared to make use of their new found freedom. Many of the activities will help them work with other children, alleviate seperation

anxieties and learn to trust their teachers.



( Terrific 2 years - 3 years )


One important aim for this age is to alleviate their fear of separation from their parents or significant family members. They are emotionally dependent and should not be forced to work without their parents help if they are not ready. Once their confidence is established, it is easy to move to more complex activities. In the early stages of this programme, children are allowed to have this emotional support; however it is important to note that some activities are tailored to aid the process of separation, hand clapping rhymes and certain dances where the children are encouraged to work independently.

At this age the development of language skills is crucial and children should be exposed

to all forms of language - poetic, rhythmic melodic, pitch, timbre and even

nonsense language which appeals to their developing sense of humour.


( 3 years to 5 years )

With an increased level of confidence, these little ones are ready for a new phase of learning. Their ability to keep a regular beat and follow simple tunes widens the scope for interesting new musical challenges. They will enjoy working with the different musical instruments and experimenting with songs and vocal form. Children at this age are expressive and become comfortable with themselves once they are able to formulate ideas and give creative input. They collate ideas from a variety of sources - family, home, school and their social life. Armed with information from everywhere they will pool this wealth of knowledge and use it to create unique musical ideas.

This is definitely their time for musical investigation and exploration; to begin developing creative potential as individuals and as a group.


(5 years - 7 years )


This is the stage where the children start to understand how to break down various musical components and put them into context. The question is - HOW is this done? It is vital to note that at this age a great deal of conceptual learning has already taken place through parental guidance, and for some children through formal education received at school.


We all need a set of skills in place to understand music, and these skills must be developed before music appreciation can take place. With a good background of these strategies, the children will then feel confident to independently take part in a wide range of musical activities.



( All ages )


Rhythm in me is all about learning in a fun environment of play, and who better to do it with than your own family! Our family class was started for a number of reasons. It is easier to bring the whole family out once week, and use the session as the weekly family-activity. It is a great way for the whole family to spent quality time together, focusing on learning music and experimenting with different activities each week. From our experience, we’re sure many of you would agree, sibilings fight and squabble. And in our family classes, through the activities, the younger sibilings tend to listen and follow the older ones and it is a

fantastic way to bond the whole family.

The structure and content of our family class is no different from our other classes, except that the age group is wider and the activities are catered to a wider age range. As with all our programmes, singing, dancing, rhymes, vocalization and improvisation are part of the family session. This is definitely a wonderful way to spend 45 minutes just focusing on each other without interruptions or distractions.




Rhythm In Me Annual Concert 

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