Understanding how children grow and learn is fundamental to developing an effective music curriculum. Children’s musical abilities and inclinations evolve alongside their cognitive, emotional, and social development. Research in developmental psychology and music education provides valuable insights into how children engage with and internalize musical concepts.

Cognitive Growth and Musical Learning
From a young age, children naturally respond to music, demonstrating rhythmic movements, vocalizations, and a preference for tonal patterns. As their brains develop, children move from simply absorbing sounds to understanding patterns, structures, and relationships within music. Activities such as singing, clapping, and movement-based exercises help children develop essential auditory discrimination and motor skills, laying the groundwork for more advanced musical concepts.

Social and Emotional Connections
Music is an inherently social experience that fosters connections between peers and with the wider world. Young children often first experience music through communal activities like singing in groups or playing games. These experiences help them develop important social-emotional skills, such as cooperation, empathy, and self-expression. By providing opportunities for ensemble work and creative collaboration, music education supports children’s ability to navigate social contexts effectively.

Developmental Stages and Musical Experiences
Children's engagement with music is influenced by their developmental stage. For example:

• Early Childhood (Ages 3-7): Children at this stage thrive on play-based and exploratory musical experiences. Activities that emphasize movement, repetition, and simple instruments are most effective for engaging their curiosity and energy.

• Middle Childhood (Ages 8-12): As cognitive abilities mature, children can begin to understand more abstract musical concepts, such as reading notation or improvising melodies. They also develop a growing appreciation for structure and seek opportunities to refine their skills.

• Adolescence (Ages 13+): Older students often gravitate towards music that reflects their personal identities and cultural influences. They benefit from opportunities for self-expression through composition and performance while continuing to refine technical skills.

Music as a Whole-Child Learning Experience
Music education uniquely engages multiple areas of a child’s development. It supports cognitive growth through pattern recognition and problem-solving, fosters emotional expression and regulation, and encourages motor coordination through rhythm and movement. By embracing these aspects, The Music Building Blocks Curriculum ensures that music is not only a subject to be learned but also a transformative experience that nurtures the whole child.

References

Campbell, P. S. (2010). Songs in their heads: Music and its meaning in children’s lives (2nd ed.). Oxford University Press.

Gordon, E. E. (2007). Learning sequences in music: Skill, content, and patterns. GIA Publications.

Hargreaves, D. J., & North, A. (Eds.). (2001). The developmental psychology of music. Cambridge University Press.

Piaget, J., & Inhelder, B. (1969). The psychology of the child (H. Weaver, Trans.). Basic Books.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. and Trans.). Harvard University Press.

The Music Building Blocks Curriculum draws inspiration from established educational frameworks and instructional models that emphasize strategic planning, inclusivity, and social-emotional learning. By incorporating principles from Understanding by Design (UbD), Sheltered Instruction Observational Protocol (SIOP), and the Collaborative for Academic, Social, and Emotional Learning (CASEL), this curriculum ensures a holistic and effective approach to music education.

Understanding by Design (UbD)
Understanding by Design, developed by Grant Wiggins and Jay McTighe, is a framework that promotes backward design in curriculum planning. UbD focuses on starting with the end in mind—identifying desired learning outcomes—and then designing assessments and instructional strategies to achieve those outcomes.

In the context of music education, UbD helps educators prioritize essential learning goals, such as creativity and reflection, while ensuring that students develop a deep and enduring understanding of musical concepts. By aligning lessons with these goals, teachers can create meaningful learning experiences that transcend rote memorization, fostering students' ability to apply their knowledge in authentic contexts.

Sheltered Instruction Observational Protocol (SIOP)
The SIOP model provides a research-based framework for teaching English learners (ELs), integrating language development with content instruction. This model emphasizes strategies such as explicit vocabulary teaching, scaffolding, and differentiated instruction, making it a valuable tool in diverse classrooms.

Music education inherently supports language acquisition through activities that combine auditory, visual, and kinesthetic modalities. By leveraging SIOP strategies, music teachers can create inclusive environments that meet the needs of all learners, especially those who benefit from additional language support. The Music Building Blocks Curriculum integrates these principles by providing clear instructions, visual aids, and opportunities for collaborative learning, ensuring accessibility for every student.

Collaborative for Academic, Social, and Emotional Learning (CASEL)
CASEL is a leading organization in advancing social-emotional learning (SEL), which focuses on helping students develop skills in self-awareness, self-management, social awareness, relationship building, and responsible decision-making. These competencies are crucial not only for academic success but also for long-term well-being.

Music, as a universal language, is uniquely positioned to foster SEL. Through ensemble work, improvisation, and reflective practices, students develop empathy, resilience, and collaboration skills. The Music Building Blocks Curriculum incorporates CASEL’s core SEL competencies into its learning strands, ensuring that students not only grow musically but also thrive as emotionally intelligent individuals prepared to navigate complex social landscapes.

A Holistic Approach to Learning
By integrating principles from UbD, SIOP, and CASEL, the Music Building Blocks Curriculum offers a comprehensive framework that supports all aspects of student learning. This approach ensures that music educators are equipped to meet diverse student needs, from academic and linguistic development to social-emotional growth, empowering students to succeed in music and beyond.

Music Building Blocks Teaching Approach

We lead students on a path of discovery when they are introduced to and practice a new concept. We denote where an activity occurs in the learning sequence.  Like the sequences of the Kodaly approach (Prepare→ Present→ Practice) and the Orff Schulwerk approach (Imitate→ Explore→ Improvise→ Compose) the Music Building Blocks sequence of Prepare→ Practice→ Present encapsulates the overarching learning sequence students of the 21st century need to succeed.  

Prepare:

In the prepare phase of the learning sequence within the Music Building Blocks Curriculum, students engage in immersive activities like games, singing, movement, and instrument playing. Additionally, students' prior knowledge is a springboard to situate their learning in a relevant context.  Activities are strategically chosen to lay a foundation for a musical concept that has yet to be explicitly introduced. This approach allows students to build a concrete understanding through experience, setting the stage for deeper conceptual learning later in the sequence. 

Practice:

In the practice phase of the learning sequence, students explicitly identify the targeted musical concept, and teachers reinforce the connection between the activity and that concept. Teachers help students label and describe the concept through guiding questions while practicing the related skill. This phase also provides an opportunity to revisit and reinforce previously learned musical concepts, helping to build a cohesive understanding of music fundamentals.

Present:

In the present phase of the learning sequence, students reach a level where they can actively manipulate the musical concept. This stage includes opportunities for improvisation, composition, and proficient performance with peers, allowing students to apply their understanding creatively and collaboratively.

Each book in the Music Building Blocks series focuses on a grade level band (often K-2 or 3-5) rather than a single grade level.  This allows the teacher to teach concepts based on readiness, rather than age, and provides teachers with grater flexibility for integrating these lessons into existing curricular frameworks..

Lessons & Activities

In every book, you will find a table of contents which outlines a clear learning sequence for the focus of the book, based on topic and complexity.