Category Archives: Voice

Posts contain articles of enduring interests contributed by School Staff and Management.

The Importance of Music Class

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Following post is by Mrs. Gillian Catherine Abraham, who taught music and art at Ankur. 

Specific to music, the children learn about rhythm and timing, pitch (whether the notes are high or low), tempo (how fast and slow the musicis), and dynamics (how loud or soft the music is .  These are the elements that make up the tunes or melodies of the songs they sing, although they may not call them these names!

These elements are discussed with the children in basic terms, however it is not expected that they will necessarily remember or understand them all.  The aim is simply to introduce the words and the concepts through ‘doing’ them in the songs.

Aside from absorbing the basic musical concepts, the music class reinforces and assists in the development of the skills and knowledge the children learn in their daily work activities in the school.

For example, through the class the children: -

  • Build on their listening skills
  • Further develop their concentration and memory
  • Improve their co-ordination and exercise their bodies
  • Learn to work together as a group, participate in groups, and gain confidence in themselves
  • Strengthen their knowledge of body parts (and their relative positions)
  • Reinforce what they have learnt about animals, their sounds, homes behaviours and growth
  • Reinforce what they have learnt about the natural world, such as trees, seeds, flowers
  • Reinforce counting skills
  • Expand their cultural exposure (songs contain language and concepts that can be culturally specific)
  • Improve their English language skills (listening, speaking and comprehension)

More than all of this, the music class is about everybody (BOTH the teachers and the children) having fun together.

 

Montessori Method vs. Traditional

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At the very onset of this article, on the difference between the traditional and the Montessori teaching methods, I would like to make it very clear that this is not to hurt the sentiments of any educationalist or the parent community.
This is not to bring out the merits of the Montessori  method and to put the other traditional methods of education down.
We present the difference between the two methods for you to decide which method would help the little minds to enjoy the whole journey of learning without any undue stress or strain.
Montessori philosophy differs from the traditional school in three primary ways:

  1. Multi-aged environments:  Children are grouped  in multi -aged groups spanning from two and a half to six years of age into” environments “. ( Sounds a little different from the usual term “classrooms” ; a major difference by itself. This encourages co- operation , minimizes competition , and provides opportunities for indirect learning for juniors as they observe older peers or seniors. Terms like “ Juniors and seniors” no way remotely used in traditional schools. It sounds very sweet to hear the little ones use terms like juniors and seniors which helps to build self-confidence in students who serve as role models and provide long term child/adult relationships.
  2. Educational materials are concrete to aid the child to learn – order to discriminate physical dimensions, provide opportunities to teach responsibility, co-ordination and inter-dependence and to indirectly prepare for complex and abstract concepts.
  3. Each child initially responds to an inner urge to develop both knowledge and build identity through spontaneous activity which charts the course for individualized  lessons.

Following are some of the key differences between Montessori and traditional teaching methods:

MONTESSORI

TRADITIONAL
Teacher is referred to as a Directress as she acts as a guide and follows the child . The child determines direction of learning by own interest. Teacher has a central role in the classroom.   The child receives direction from the adult via pre-determined activities.
Material available for exploration. Material in the form of a heavy load which the child carries every day.(In fact a recent government study duly published in leading newspapers has found that children carry up to nine kilos of study material on a daily basis resulting in seriously detrimental effects, both physical and psychological). Children expected to reproduce the matter; no scope for exploration.
Purposeful and self selected work provides internal self-discipline. Discipline is external to the child via the authority of the teacher.
Through observation the directress adjusts instructions to child’s learning style. Most lessons are given on a one to one basis. Instructions both individual and group is adapted to adults teaching style. Most lessons are given in small to large groups.
Mixed age groups. Same age groups.
Community building is encouraged, promoting service to others, both academically and socially. Independent work is encouraged.
The child takes responsibility for his/her own ideas, judgement, actions and decisions. Orientation of work and classroom is determined and directed by the teacher.
Child discovers concepts through repetitive work with materials. Textbooks and worksheets reinforce lessons   given by the teacher.
Uninterrupted – is designed into daily schedule to honor child’s focus and interests. Work pace  and time set by management in the form of periods.
Control of error lies in the material itself. Child’s own intelligence fosters correction. Work is set up for a right and wrong answer .Teacher indicates errors.
Self-perfection is a natural tendency of every child and the excitement of self mastery and discovery motivates children to learn. Learning is reinforced by external rewards such as grades and verbal acknowledgements.
Practical life skills are central to overall curriculum. Child expected to have acquired self care skills prior to entering school.
Child can work where he/she is comfortable, moves around and talks at will yet not disturbing the work of others. Child is assigned an own chair and expected to spend most of the school day stationary.
Organized program for parents to understand the Montessori Philosophy and participate in the learning process. Parent involvement central to assistance with social activities and field trips.

In short a child who goes to a Montessori House of Children walks in with a smile on the face and the eagerness to explore new concepts.