Celebrating the Young Musician
by Tim O’Keefe
Celebrating the Young Musician
Four-year-old Colin had just woken up and was squatting in front of his Little Tykes piano, plunking away at the colored keys. He had some published music for the toy keyboard on the floor next to him. But he was picking out notes from music he had written the night before on a napkin at a restaurant. Colin called his new song, “The Blues Ian,” after his best friend.
Colin’s dad sang and played guitar, but he had no lessons other than his father’s casual music talk, exposure to his dad’s music, and the music that came with his toys. His mom, who was recording the impromptu performance for posterity, asked him to talk about his composition.
“Well,” he pointed to the napkin he’d written on the night before, “This is called a double triple. And this is called just plain music.” He studied the napkin with its hundreds of notes. “Now it’s time to do it.”
Heidi announced, “This will be the first time Colin plays this composition!”
Colin studied his music, took a deep breath, and deliberately tapped out notes on the colored keys. He paused after playing a while. He turned his music different ways and folded it so he could read the next section. After another minute, he explained to Heidi, “When you play two notes at the same time it’s a double triple song.”
When he was finished, he looked up at his mom, expecting a compliment. He was not disappointed. “Beautiful, Colin. Thank you. Tell me how you knew to write that music.”
“Just thought it in my head and stuff, that’s all.” With that he turned back to his little piano.
The Bridge Between Music and Language
Learning music has a lot in common with learning to read and write. Young children are constantly exposed to print. They see street signs, billboards, magazines and print on TV. Parents and other caregivers read books over and over. Often caregivers talk about stories, and model effective reading strategies by taking on the voices of characters, pointing to pictures, using various tones to go along with the meaning of the book. While young children may not be reading words exactly as they are written, or write conventionally (correctly) in their early attempts, when their efforts are appreciated, they become more confident risk-takers and ease naturally into the literacy of reading and writing. Over time, their writing becomes closer and closer to conventional print.
Music is also an important part of the world we live in. Music is on TV, on the radio, it plays in stores, restaurants, and is streamed into our homes. We may sing lullabies or hum tunes as we rock babies or play with them in the tub or sing along with favorite songs riding in the car.
Colin’s version of musical notes does the same thing as conventional written music. It is a visual record of sounds and patterns. And just like words and sentences are combinations of letters, written music is a combination of different recorded notes.
While he was playing, Colin acted like a musician:
• He wrote his musical ideas on that napkin using the form he knows belongs to music.
• He looked at his music while playing, folded it to view another section (similar to turning the page in a music book).
• He understood that there is a difference between playing single notes and more than one note at a time (harmony—what he referred to as a “double triple note”).
• He even waited for praise when he finished.
His authentic process of organizing and presenting music, while not as “correct” (conventional) as a more mature musician, mirrors the process and has the same function.
Colin’s mother accepted and celebrated his early musical efforts. His folks recognized his interest and fostered Colin’s love of music at an early age.
P.S. It’s probably no coincidence that Colin became an excellent musician. By the age of eighteen, he played guitar, bass, and drums.
