Creating Centers for Musical Play and Exploration

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Kristen M. Kemple,
Jacqueline J. Batey, and
Lynn C. Hartle

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Recording sounds and music

Materials: Transform thedramatic play center into a recording studio. Discuss or read about places where records, tapes, and CDs are recorded. If possible, take a field trip to a recording studio. Then equip a center with instruments, tape recorders, microphones, and other recording props. Periodically change the instruments to introduce musical genres such as jazz, country, and classical. Offer markers and paper or software so children can make CD or audiotape labels.

Supporting play: Teach children how to use any real recording equipment before allowing them to play in the center. With the children’s input, establish some ground rules for using the items. Encourage children to try out different instruments and record their sounds. After they play back the recorded sounds, ask children to think about whether and how they want to change their recordings. Prompt them to consider which instruments they want to play alone, which to play together, and how to time the vocals. This constructive planning and editing may require a good deal of teacher support until children are either satisfied with the finished product or simply satisfied with ending the process. Children can share completed recordings with classmates and family.

Playing different instruments

Materials: Provide one or two instruments per week in an instrument center—zither, child-size guitar, electronic keyboard, autoharp, shakere (gourd rattle), or whatever you have or can borrow.

Supporting play: Introduce the center and the instruments thoughtfully to ensure that children understand how to use them safely and respectfully. Model respect in your own handling of instruments. If you treat them like something very special, children will notice the aura of reverence. Allow two children at a time to explore and play in the instrument center. Observe carefully. If children get stuck on one way of using an instrument and/or leave the center after very brief exploration, they may simply be unaware of an instrument’s potential. Engage in parallel play or more direct modeling to alert them to other ways to vary the instrument’s sound.

 

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