The child's body, so often in motion, is eager to respond to the rhythms of music. Response to the organization of musical rhythms can help the child to gain confidence in the coordination and use of the body. Rhythmic activities provide children with an area in which they can achieve and develop self-esteem. To have confidence in the use of the body is an invaluable asset in the child's relationship with others in everyday life. At levels three, four, five, and six, students begin to read traditional music notation.
Students learn to interpret meter and key signature as well as other musical terms.
Elementary students should acquire music reading skills that would allow them to continue to enjoy music in their lives on a level commensurate with their individual skills and interests. Grasping and manipulating such things as xylophone mallets, drum sticks, rhythm sticks, jingle bells, and maracas, and fingering the notes on the recorder, will help to develop fine motor skills. Creating instrumental sounds with beautiful tone quality makes listening to beautiful tones performed by others an exciting and meaningful experience. Improvisation occurs readily with children who have had a variety of musical experiences. Early improvisational experiences should have parameters limited to such activities as creating a new word or phrase for a song, creating a two measure rhythmic improvisation or creating a movement to interpret a short poem.