Ta, ta, ti-ti ta.  Ta, ta, ti-ti ta.

The ta(s) are twice as long as the ti-ti(s). I asked each child to come up to the front with me for help with the rhythm. As the children came up one by one, I noticed the other kids were practicing the rhythm on their instruments by themselves.  Who would have thought? They did not consider it practicing, of course, I imagine they just got the rhythm in their head as other children were being helped. Although this technique may not work with every group of two-year-olds due to size of class, level of gross motor development, etc., it is certainly worth a try and can work in many situations. They love coming up to the front of the class, allowing the teacher to take their hand to show them the rhythm.

This hands-on activity acts as a learning aid as it is an extra aid to the memory process (Muscle memory). We use muscle memory in our everyday lives without even thinking when we brush our teeth, drive a car, throw a ball, ride a bike, go bowling, and so on. Even our speech has everything to do with muscle memory. You don’t think about forming each word, the words just come naturally if the language is your native tongue. It is said that it takes the brain 740 repetitions to learn an activity almost perfectly.

Maria

Let’s look at the word “population”. All kids know the word pop, you, lay and maybe shun.  Our call and response could be done this way.

Call – Pop

Response – Pop

Call – You

Response – You

Call – Pop You

Response – Pop You

Call – Lay

Response – Lay

Call – Shun

Response – Shun

Call – Lay Shun

Response – Lay Shun

Call – Population

Response – Population

Lots of words can be broken down this way for fun learning for the children.

You’ll find, on my website, a video of a West African call and response song I did with the daycare kids. It is called Toom-bah-ee-lero and features the Djembe drum with children doing their own creative dance and others playing drums.

Until next time!

Let the music move you.