Expanding Horizons Through Music

“Through these experiences, the children are not only learning about new instruments, cultures, movement, and language, they are also gaining confidence and broadening their life experiences. These programs support our strong belief in the value of arts integration.”

"We work with children who have had significant challenges in their early lives. As a result of this music program, I have seen children who cannot self-regulate when stressed start singing a song to calm themselves or to focus their concentration while completing a puzzle. I have also seen children who generally have a difficult time interacting with other children hold hands while dancing to rhythms, feeling safe in the music circle.”

"Today I had the great pleasure of observing a music session at Horadan Way with 20 “Busy Bees”(UPK classroom). John was playing the guitar and singing and the children were listening and following his directions - crawling as bugs and caterpillars and then becoming birds and flying. They were laughing, attentive and full of joy. It was such a wonderful experience for them, me and the teachers – clearly therapeutic! He has such a positive presence – a very talented artist indeed. Thank you again for all you and your artists do for our children and staff.”

“I loved when all the children became excited about, and engaged in a particular music lesson. I tried to duplicate these lessons during the week or to modify them to what we were doing. I also recall overhearing a child, working with playdough, quietly singing to himself the rhyming chant that is routinely used in music class: "cat – hat, sounds the same, they're rhyming words, and that's the name of our game." Having asked him "What sounds the same?" He said "shoe and boo." I then said to him "Oh really, what rhymes with cow?" He said "bow" and for horse he said "borse" This was the first time I had heard him rhyming spontaneously, and he was so proud!”

"Our scholars come from a variety of backgrounds, including different cultures, languages, socioeconomic status, and neurodiverse brains, and therefore represent a diverse array of needs. The Expanding Horizons Through Music (EHTM) program provided a music residency in which children could develop pre-literacy and regulation skills via a trauma-informed model. Our children enjoyed their music classes and demonstrated knowledge in rhyming, as well as using songs and music to calm their bodies. Teachers also learned about trauma-informed strategies and reported feeling more confident in integrating the skills and materials from the residency into the classroom to help with other areas of need. Thank you!"

"EHTM Music has helped my students learn skills that directly correspond to my preschool learning goals. I have witnessed tremendous impact on my students’ learning and social/emotional growth. The program has helped my students understand language and music concepts such as rhyming, patterns, counting, and the rhythm of sounds much earlier in the school year than previously. The program has also exposed them to the sounds of language, music, songs, and instruments with which they are unfamiliar, expanding their knowledge and curiosity of the world. When songs are in an ELL child’s own first language, smiles double in width! My students who are either very shy or overactive engage in music class with more focus, self-control, and increased participation as the music lessons guide them to work together with their classmates.”

“I routinely use the rhythms of music to foster self-regulation (rocking, singing, crossing the midline), use instruments to provide safe and acceptable outlets for stress, use music and movement to foster physical development.... and use all the songs I have learned to playfully engage each of my children in learning to play and to sing songs that promote healthy social emotional development – expressions of feelings, kindness, and helping others. This residency has deeply impacted my teaching style and has certainly made me a better teacher.  

I also recall in the middle of the year, when all of the preschool students were able to “play” their name with rhythm sticks by tapping and saying the rhythmic pattern (syllables) of their name. They progressed over the next month to tap the rhythmic patterns of the names of animals. Their acuity to hear sounds and the rhythm of sound had certainly advanced.”

“The professional development provided by this program has also been an effective long-term training for my colleagues and myself. Over the years the music program has inspired me and has influenced my teaching style significantly. I now use music more often and more effectively – for learning, for comforting, for transitions, and to promote physical and emotional wellness...and for plain fun! EHTM has deepened my understanding of the importance, use, and impact of music in the early development of children. I continue to benefit from this unique and worthwhile program."