Beginner Registration Spaces are running out

In case, you haven't noticed, the 2014-2015 Beginner Class Schedule has been posted.

Registrations are currently happening and guess what, spaces are running out quick!  So contact your local teachers to set up an interview and reserve your child's space in this wonderful Music For Young Children Program.

Music For Young Children Program is more than just a piano lesson.  It's a music class that aims at building up little musicians.  It teaches piano skills, composition, music theory, music history, singing and a whole lot more.  Most of all, this happens in a fun, loving environment and also give parent and child an opportunity to bond.

Come and check out why Music For Young Children Program is being taught in 3 continents with more than 24000 students all over the world.

Ms. Esther
http://www.myc.com/teacher/Eng

Ms. Michelle’s Moving to Thailand!

I have been teaching Music For Young Children for the past 5 years along with my Mother and business partner, Gwen Fedorowich. Over these years we have seen our studio grow tremendously, and we share many families between us as we provide them with this exceptional music education (one that I was introduced to at the young age of 3.) It was a very difficult decision for me to pursue another avenue given the commitment that many families have provided me with over 5 years and counting, but one that I knew in my heart was the right decision for me at this time.

I will be moving to Thailand in October 2014 to work with the Father Ray Foundation, an orphanage-type setting (and making one of my many dreams a reality). I will be working primarily as an English teacher, and I have a feeling that I will be offering music lessons to some of these young children before too long, children who have very little if anything to call their own in this world.

As this is a short-term commitment of 6-months, I will continue to offer Music For Young Children lessons on a revised sort of schedule, from June to October twice over. I am incredibly honoured to have a significant portion of my current studio commit with their children in this unconventional schedule. I have honestly been blown away by the response in my own studio, and am incredibly grateful for this opportunity to continue to work with these individuals. Thank you everyone for your support and understanding; it means the world to me!

Musically Yours,

Michelle
http://www.myc.com/teacher/MFedorowich/

The Family That Plays Together Stays Together

Music can play a significant role in uniting individuals.  Therefore, when a family includes music-making in their joint activities, music can draw them together, producing experiences that are rewarding and motivating participants to further music making.  This self-perpetuating music-making soon becomes a habit and develops into a love.  The memories of these shared musical experiences and the positive feelings associated with them last a lifetime and serve to unite or bond people together.  

Music for Young Children's parent participation style of music lessons is particularly helpful in encouraging family music-making.  In contrast to traditional piano or voice lessons, the Music for Young Children parent brings his or her young music student to class every week and stays in class with the child, participating right along with the child in all the fun learning activities that a group music lesson affords (keyboard, singing, solfege, composition, movement, theory, history, rhythm band, and much more).  

Well, that's great for some families, you may say, but my child is not always so willing to work with me and for me.  it is true that some combinations of personalities require a little "fine tuning" to work together harmoniously, but what better medium for working on building positive communication and self-image and mutual respect than music?!  The harmonies you play together on the piano will reinforce the positive communication and attitudes you are trying to build with your child, thereby building bridges to other forms of communication.  

Music-making can be a thread in the fabric of your family's life that you weave from start to end, changing as a you grow, flexible enough to stretch but always pulling you together.  Music for Young Children programs begin as young as 2 years a of age.  The musical foundations and relationships you build in these classes (with your child, teacher and fellow classmates) can last a a lifetime, enriching your lives from start to end.   

- Mrs. Elizabeth Dettweiler

A typical Music for Young Children™ class

So, have you ever wished you could listen in on what happens in a typical Music for Young Children™ class? I could tell you that, in the Music for Young Children™ classes, we sing songs, play rhythm ensembles, play keyboard solos and ensembles, play theory games, play scales (harmonized, in most levels). We “play” a lot !!! Young children learn music best through play!

What happens as a result of this holistic approach? In MYC music lessons, children learn to train their musical ear, build memory skills, improve problem solving skills, learn to cooperate, develop a positive self-image, broaden their attention span, develop physical dexterity and hand-eye coordination skills, develop a sense of beat through ‘ensemble’ playing, learn to read and understand the language of music, develop time management skills through their practice at home, and spend quality time with their parent or guardian who participates with them.

These are some of the benefits observed by parents and teachers. It’s enlightening to listen in on a class though, so listen - and watch - as Mississauga music teacher Gwen Fedorowich provides an overview of the Music for Young Children program in this interview with Rogers Cable. Observe, also, as her music students and their parents express how they feel they have benefited: First Local – June 3, 2010. If you would like to participate with your child in this wonderful music program, contact the Music for Young Children teacher nearest you. Music Lessons Registrations are currently taking place.

Perhaps you have been in an Music for Young Children class this past year. How do you feel your child has benefited from the music class?

An Music for Young Children class in action on CBC news

Want to see a MYC class in action. Click on the link and enjoy!

How long should my child practice?

One of the most frequently asked questions is “How long should my child practice?” Each child is different but a beginner probably needs from 15 to 25 minutes per day at least five times per week. Just like sports need warming up of muscles to begin a practice, fingers need warming up with finger games or exercises. The keyboard pieces can then be tackled in many different ways. Some songs are short and they can be played through without much difficulty. Other songs may be needed to be broken down by playing one hand at a time or one phrase at a time. There may be just one section that needs extra work. It is important to set a goal for the practice so it does not become frustrating when the song cannot be perfected during the first practice. The list of new songs can be intimidating if trying to learn everything all at once. If your child can play something they were unable to before they started their practice, it was probably a very successful practice. If your child can play all the assigned warm-ups and keyboard pieces at the next lesson then it was an excellent week and you should celebrate the great achievement you and your child shared together.
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We all want our children to do their best and in order to learn to play the piano, it requires the dreaded practicing. The first few weeks seem to go pretty smoothly as the children are excited about learning but as it gets more difficult practice time is not always as easy. Here are a few tips to help make the practice more enjoyable:
Pick the same time each day so that it is part of the daily routine (i.e.: before breakfast, after school)

• If it is difficult to do everything in 1 practice, try 2 shorter practice times
• Break new songs down into smaller parts
• Sing and play
• Play a song as a duet
• Clap some rhythms
• Play with the tin sheet

Mrs. Teresa Moser

Why take music lessons?

We need to think and analyze. We need to question and to be creative and to be innovative. We need to be able to "think on our feet". Music nourishes creativity, confidence, self-expression and intellectual development. The study of music helps with concentration, hand-eye co-ordination, teamwork, leadership skills, memory skills, responsibility, communication skills, goal setting, time management, poise, motivation and fulfillment. Music helps students achieve in other academic subjects like math, science and reading. Music provides students with the opportunity to express themselves in verbal and non-verbal ways. Students can take risks and solve problems creatively. Music helps develop a rich and healthy sense of beauty and imagination. It helps students appreciate diverse perspectives, openness and flexibility in thinking. Our children today become accustomed to having free-time or play-time with their friends and technology. While this is fine, it does not offer their brains necessary challenges to develop and grow. Our children today sometimes think that "life is easy", "nothing should be hard". They can lean towards "giving up" and "giving in". They struggle when things become challenging, perhaps because they long for the "good old days" of being young, when their parents may have protected them from frustration and the opportunity to problem-solve. After the "glow" of "starting" lessons wears off, children can wish for the "easy life" and want to abandon sight-reading, technique, anything requiring challenges in counting or note-reading. How will they really feel when they don't advance to more beautiful music, and instead find themselves caught in a circular loop of playing music that offers no challenge and no rewards? Many years ago I had a student, John, apply for a summer job at Nortel. He was one of many applying. He was offered the job. After some weeks of working there, John asked his boss why he had been awarded the job when other of his friends had not. His boss told him that he was awarded the job because he had noted on his resume that he had studied music. Yet the job required no musical training. Why was this important? His boss told him that since he had studied music he knew that John would be able to concentrate, problem-solve and set personal goals. How true! When my students become frustrated with the idea that they are studying music and their friends are not, it is often because they don't know when to practice. I suggest that the student, with the help of their parent (or with me), sit down and write out the hours in their waking day. Figure out when they have commitments and when they do not. Free time to play/meet with friends is important, but does not have to consume all the extra time. It may be that practicing in the morning will dodge the issue of after-school challenges of friends calling when practicing is happening. Perhaps after supper is homework time. This could mean that immediately after coming home from school would be a good time to have a snack and then practice music. Writing out a schedule can help everyone plan their time and leave everyone feeling as if their concerns are heard. Parents can get tired and frustrated with hearing their child complain about practicing. It feels easier as a parent to "give in". Is this really the best for the child and for the parent? Is this what happens as an adult when we have challenges at work? Does the boss say "let it go" and the project is over? Not so. "giving in" may not be the appropriate message to send to the music student. When the child is frustrated with music practice it is important to find out the source of the frustration. Does the student know how to practice? Is there too much assigned? Is the music too difficult? Is the practicing happening at the wrong time? Does the student feel hungry when s/he is practicing? Does the student feel lonely when s/he is practicing? Is the student angry (about something else) when s/he is practicing? Does the student practice in a way that creates success or failure? These are things that should be explored as soon as any signs of frustration are exhibited. It is very sad to hear how many adults say, "I wish I had continued music lessons when I was a child." It is equally sad to hear how many adults say, "I hated music lessons when I was a child." When students condemn themselves with such statements as "I am stupid" or "I hate music", I become overwhelmed as a teacher. Is this the vicious circle starting all over again? Is the student taking lessons only to please me (or their parent), but fighting with him/herself at home - only to grow up to say, "I hated music lessons as a child,"...and then, "I wish I had continued music lessons." It is also important to realize that everyone goes through highs and lows in their life. As adults we do in our jobs and as children we do in whatever lessons/sports we pursue. Sometimes hockey players win and sometimes they don't. They don't leave the team just because they don't win. The same thing can be true for music lessons. Success is inevitable. Believe it! Encourage music students to think beyond themselves. Think of the music, think of others. The "I am a Star" pages should continue on, far past MYC days. They are "a star" when they achieve small goals in their music (it was hands-separate last week, now it is hands together this week). Playing music for oneself can be a goal; playing music for someone else can be another goal. Who can be the audience? When I was a little girl, my dollies were my audience! Students can play for their grandparents or other relatives over the phone or webcam. They can be recording on a camcorder. Being a closet musician is unnecessary in these days of relationships in technology. Record the music and put it on You Tube or Facebook. There their friends can have a "wow" reaction and perhaps understand why practicing came before play-time. I had a music student a few years ago who decided that he would quit music lessons when he was going to be entering high school. He said that he didn't think he would have time to practice once he got to high school. I offered him the opportunity to start music lessons later that fall, after he became acclimatized to high school and the new demands there. So, he did start late, as planned. A few months later he told me that it was the best thing that he was taking music lessons because, "All the with-it kids play the piano. All the smart kids are in the band. It's so cool to play the piano." If music students develop and reinforce the following five habits of success they would not have to make any decisions about quitting lessons. They would instinctively know what they are going to do and how they are going to do it! 1. The habit of positive thinking! Successful people have simply formed the habit of doing what failures do not like to do and will not do: they think positively! They have the habit of expecting to win, the habit of planning to win, the habit of working to win...and they win! 2. The habit of prospecting (looking around for good music)! Develop this habit, and you will have music everywhere and you will have an endless supply of energy and pleasure. 3. The habit of calling on people (good teachers, good friends, other musicians)! This makes communication fun and exciting-and helpful. 4. The habit of selling oneself! It will make you a skilled musician, a person who plays with emotion and conviction. 5. The habit of working! Practicing is a privilege! Work is a joy! It is one of the most exciting things you can do. When you get results, it pumps your adrenalin, gives you more energy and multiplies more results! How do students acquire these habits? They simply decide that music lessons are an opportunity! They determine ahead of time the personal goals that can achieve success in music. They are confident that they have the ability to change or to do whatever it takes to get the job done! They enter into it with the positive mental attitude of success! Live each day with positive expectancy! Stick to the basics and the fundamentals! Music is a mystery and a miracle. Every student and every teacher is a mystery and a miracle. M&M! Positive Music Statements I can "think on my feet". I am creative. I know how to "get going" when "the going is tough". I like to practice. I can enjoy my own playing. I can schedule my time. I can take the "good" with the "bad" and come up smiling! I like to think about my music. When I listen to others play, I get ideas of new repertoire. I can talk about my music frustrations with my music teacher. I love the "feel" of playing the piano. My favorite composer is _________. I like to talk to my friends about playing the piano. I am proud of myself. My favorite thing about playing the piano is __________. My favorite thing about music lessons is _____________. My oldest memory of sharing my music is ____________. I like to set goals in my music journey. I can manage my time when I'm practicing. Playing hands-separate helps make learning easier. I feel special when I go to my music lesson.

Frances Mae Balodis, MEd. ARCT LCCM(Hon) LCNCM(Hon) RMT MYC Founder and Chairman of the Board frances@myc.com www.myc.com

September preparation

It's been a great summer! Now that we are in the middle of August, it's time to prepare the mood and slowly get back into the routine.

Here are some ideas for you to do to start music fun:
- play some music flash card
- use the Music for Young Children tinsheet to play music note game
- listen to the Music for Young Children CDs
- play duet with your child on the piano (esp. the scales)
- play some favorite songs
- ...

Have fun in the rest of the summer. All of the teachers in MYC mississauga are looking forward to making music with you and your child in the fall!

Ms. Esther