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Music

Music
(runs all year long)
 

Tracy Winterbottom grew up in Lewiston, Idaho and was very active in community musical theatre, concert bands, jazz bands, singing and playing the piano. Her love for music blossomed during these years and led her to the University of Idaho to study music from 2002 to 2011. Tracy holds a Bachelor of Science in Applied Music and Master of Music in Piano Performance from the University of Idaho. She also held a position as a temporary faculty member (at the University of Idaho) teaching class piano during the 2010-2011 school year. Tracy is currently a studio piano instructor and Kindermusik educator for the University of Idaho Music Preparatory Division.

Throughout her youth and collegiate studies Tracy participated in piano festivals and competitions locally and regionally. She was named a winner at many of these competitions and festivals, including the Northern Idaho Piano Festival in Moscow, Idaho. She was also awarded multiple gold and silver medals for her piano performances at Musicfest Northwest. In 2007, Tracy was selected to receive the Music Teachers National Association (MTNA) Student Achievement Recognition (StAR) Award. The StAR award is given “…on the basis of excellence in academic achievement, successful teaching experience and demonstrated leadership abilities.” She also received multiple scholarships based on her musical and academic abilities, including the Goldie Yost Music Scholarship, Clarice Moody Sampson Family Scholarship, and Joyce A. Chaffer Scholarship. As a graduate student, she was awarded a teaching assistantship and taught class piano and private piano lessons at the University of Idaho.

Tracy and her husband (Brian) live in Moscow (Tracy, since 2002 and Brian, since 2005) and have two daughters (Aliah, age 4 and Amara, age 1). They love living on the Palouse and have a lot of family close by since they both grew up in the area. Tracy enjoys spending time with her husband and daughters and finding new activities to do together as a family.

Tracy has taught music classes at Building Blocks Child Care Center since October 2011 and loves using music to help children learn, grow and inspire them to realize their potential. She has truly enjoyed getting to know the children at BBCCC and looks forward to teaching them each week!


Preschoolers scarf dancing with our music teacher, Tracy Winterbottom.

Music at Every Age   

Age

Singing

Listening/Moving

Pre-birth

 

Hear music before birth

1-5 months

Music babble occurs in response to music; Seem to delight in the sounds they make

"Age of listening" when the eyes are not yet fully developed, but the ears are; Can hear melodic structure & rhythm in singing and spoken language

6-8 months

Join in "singing" with the caregiver; Desire to manipulate and control the sounds

Imitate rhythmic movement responses to music; Delight in making sounds by hitting or shaking sound making-objects

9-12 months

Pitch range is often more than three octaves in infant vocal play; Can distinguish songs by their actions showing they can acquire songs before they can sing them

The development of the song depends on hearing many songs in the environment beginning at birth; Need freedom and time to explore and make sounds appropriate to them

12-17 months

Begin to reproduce what they hear; Memory begins to develop which is important for song acquisition

Attempt to match movements to music rhythm (sway, rock, bounce); Movements have more variety and are more self-expressive

18-27 months

Spontaneous songs begin; Child has interest in flow of words in chants rather than meaning of words; Begins to develop songs

As listening becomes more attentive, the body moves less and focuses more; Child shows extremes in dynamic levels

28 mon-3 yrs

The words, rhythm and melodic contour are accurate, but pitch is not.

Exploration and experimentation with sound

3 year-olds

Spontaneous songs become longer and more imaginative; This age loves to sing and play singing games with others - Singing helps form social relationships

Variety of movements increases, using more limb movement; Can imitate rhythms with voice or rhythm sticks; echo clapping and marching to music are difficult; Loves to dance with others

4-5 year-olds

Know rhymes and songs but does not yet sing entire songs with pitch accuracy; Beginning to conceptualize ideas about music such as high-low, fast-slow, etc.

Increase in ability to clap and march to beat; Can imitate rhythm patterns by chanting easier than clapping; Very interested in exploring percussion instruments; By age 5 steady beat emerges as child improvises on instruments; ability to imitate exactly, patterns given by an adult

6-8 year-olds

Becoming more aware of tonality; Match pitch with more accuracy; Tonal accuracy becomes more secure as child ends their 6th year; May sing more accurately alone than with a group

Enjoy moving with teacher direction; Can keep a beat when clapping with music; Are growing in ability to discriminate duration, loudness, rhythm patterns, pitch & tonal patterns; This is a time to practice basic music skills

 







 
 
 

During each music class we focus on singing, beat/rhythm, and expression/listening. 

The songs not only help the child musically but also socially, emotionally, physically and cognitively. 

Look at a few of the songs from the program and see what they are learning.


Song

Social

Emotional

Physical

Cognitive

Musical

Engine, Engine

leadership, group participation

successful actions

coordination with beat

patterns

Rhythm, vocal play, phrases

Clickety Clack

group participation

Successful  actions, light touch

small motor movement & coordination; touch

observing

managing cadences; triplets & compound meter

High Stepping Horses

managing personal space

successful actions

coordination with beat

understand which movement to do

beat, rhythm, melodic contour

Wheels on the Bus

group participation

successful actions

small & gross motor movement; coordination

sequencing, patterns

phrases, cadences, anacrusis

Where is Baby's Nose

taking turns, learning names

own name sung in class; light touch

identifying body

sequencing, patterns, language usage

phrases; cadence; melodic contour

Johnny Works with One Hammer

group participation; managing personal space

own name sung in class

gross motor movement; coordination

sequencing; patterns; problem solving

cadence; phrases, rhythm; strong beat

Fall is Here

managing personal space;  group participation

Arrive home successfully; allowed to choose part

gross motor movement

timing, patterns

Solo singing; melody, rhythm, cadence

Charlie Over the Ocean

taking turns, learning names

own name sung in class; conflict resolution

gross motor movement- running

timing, sequencing, patterns

Solo singing; AABB form; cadence




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