1 ”Right “way Teaching

The right brain is in charge of three main areas of musical activity: Aural, Memory, Improvisation.This constant right-brain work, together with continually connections, will
 begin to cause our children to think musically. Our teaching turns on the right brain and makes a direct link with the imagination.
Place right-brain work where it should be –at the centre of our music Journey.

Draw upon and excite the imagination.

Our teaching should flow fruitfully.

Our children will shine with brilliantly.

Without right brain work, we are only teaching half of the brain’s potential.

2 Holistic learning

Everything is connected! Music as well! Music is about integration;all the element of music is connected. We use our thoroughness, imagination,and practicality approach to make connections, presenting the ingredients with a series of musically linked activities based on the right and left brain activities. Teaching through musical ingredients so that children learn
effectively allowing them to apply their understanding more successfully. Mult -Sensory activities make student have identified, absorbed and mastered the ingredients, and
understood the mood and character of piece.

3 Mother Tongue Mathod of teaching

   The symbols come after the sound

"thinking in sound,imaging sound,constructing possible sounds in the Head and improvising music all have to be established as skills before the symbols for these things are learnt.When we eventually use the symbols we have already to know how they will sound"Odam(1995)

 The astounding aptitude that children have for memorising,together with a learned desire to please,can tempt adults to believe that a child's response to a written symbol or picture is evidence of understanding whereas only sufficient experience and opportunity for practice in a variety of contexts can lead to full comprehension.

 As musically educated adults and /or parents, it is often tempting to view musical literacy
as evidence that is “musical” yet; rushing to read and write omits the essential understanding and experience that create the musician. Children in the Littlemusician will have a widely experience of physical pulse, clapping rhythms and transferring these motifs on to simple percussion instruments before they are introduced to the written symbols.

4 Props /Games/Activities

Our entire lesson is fun and pleasurable,when pupils are having fun, their motivation is high and their confidence grows, their minds and bodies will be relaxed and They will learn easily. It doesn’t mean that we need to provide a joke a minute. Through wealthy  props, games, and activities, a lesson can still be serious and packed brimfull with hard work, But delivered in a positive and enjoyable fashion.

Props such as Finger puppets,Pop up puppets,glove puppets,soft toys and large,simple pictures all contribute to gaining children's attention,encouraging interest,developing imagination and aiding memory.Representing characters and ideas with fingers and hands develops co-ordination,hand-to-eye control and develops individual pictures in the mind,encouraging children to think for themselves and take an active part in the learning process.

Furthermore, still the use of visual aids that have a specific, musical purpose can turn an abstract idea into a concrete,tangible trigger to thought and memory. A visual aid such as a wooden spoon (Tapping Tina) that can only tap rhythms on a wood block or floor,whilst singing the song in her head can help children understand what is expected of them thus avoiding the use of confusing verbal instructions.Such a prop adds to enjoyment,  the fantasy of music and immediately engages interest in a challenging acitivity.



5 Systematic, Consecutive, & Complete

In our Little Musician we offer early pre-instrument program use Colour strings approach;
provide children a foundation of musicianship that equips them with essential skills for natura progression to learn an instrument. Through a rich tapestry of ideas, musical activities will raise the musical potential for children and ensure that when they start a musical instrument they will be confident and competent musicians, with a potential for sensitive and intelligent music making.

Classes start in babyhood: Kodaly considered that a child’s musical education should begin nine months before the birth of the mother! Music education should start at an early age-the earlier the better.Through singing,rhythm games, Eurhythmics, playing percussion instruments(tune and unturned)listening to music and performing, composing and improvising , From 4 years children will start to read and write conventional musical notation. Alongside start learn Instruments like Piano, violin and cello.

 Our instrument program is divided into four level of learning ---primer / foundation/ intermediate/ Advanced,

Our Evaluation will follow Trinity  Examinations tracing student’s work and assessing their progress.

6 Child-centred

Every child learns at a different rate.in Littlemusician Teachers are continuously increasing his/her skills to understand the child development.
Teacher are nurturing development rather than forcing a preconceived outcome.
We provide music experiences that are appropriate for the child’s mind and body rather than the adult’s’ educational schemes .

"children can teach us what they need to be taught if we can truly observe in them those places that area waiting for guidance"Sander(1996).It is vital important that teachers observe children play in their natural , behaves and responds to as a child during the game and plays with the children.Too often we professionals are better at showing what we know rather than seeing and understanding what our students already understand. We are not only teaching skills and concepts, but also learn from our students and support their development.

7 Scaffolding

Scaffolding is an interactive learning process between adult and child. the adult observes the child's ideas, affirms them by copying or imitating them, and then gently guides the child's learning by building on what the child is already able to do. Then the adult makes a slight variation on the activity, providing appropriate challenges to lead the child to new levels of learning.

Recent research has shown that the children who achieve the most at the fastest rate are those who have strong parental support; therefore, we believe parents are the scaffolding.
 It is vitally important that the parent is supporting the child’s learning by observing his/her responses and interests through understanding the needs of each individual child and detecting what is going on in the child’s mind.