Meet Beth, Anne, James, and Laurel: Heart of Our Music Together® Classes

Last week, Ms. Glenda got to chat with Beth Platfoot after class—and wow, what a joy! Beth and her family help make our weekly classes full of music, laughter, and connection. I asked her a few questions that led to many reminders of why we do Music Together! 

Glenda: I always love asking you this question especially, Beth, since you're bound to have many different opinions: What are some of your children's favorite songs either from the current STICKS song collection or from others your family has experienced?

Beth: Anne, who was with us the very first class back in 2022 has always dearly loved Dancing with Teddy, which I think is in the upcoming spring MARACAS song collection. I'm looking forward to singing that again with her soon!

The semester we learned Betty Martin, she loved "tip-toeing" her fingers on her palm, and would do that motion whenever we listened to it. Laurel is watching her siblings and everyone around her so closely. I now know what this deep observation leads to! She will soon be doing what she's busy observing right now. (Anne and older sister Sally three years ago in Ms. Gina's class.)

Glenda: Beth, I know that music has always been a part of your life. With a musician dad, and a sister who plays in the New Mexico Symphony and your own lifelong skills playing French horn, I'm curious to know what you value most about the Music Together program.

Beth: I would have to say it all comes down to the "funness" of it all. The classes help music making into a fun kind of sport woven throughout everyday life. The songs and chants that are asymmetric—which can seem hard even to those of us with musical skill—are not any harder to the children than anything else they're learning! I've heard James say the entire chant Rocketship while playing with his blocks, and it floored me how easy it seemed for him.

 (James joyfully observing three years ago while big sister Anne makes a new friend. And is that Sally holding his hand??)

Glenda: You're two semesters now into your second cycle of our nine song collections! And at home you have older kids including two who experienced classes, too. What has the music meant to your family over these last few years?

Beth: The older kids don't always like to admit it since they are pretty cool teenagers now, but they still like the music, too. And I think they're secretly glad—a mom knows these things—when I put on the music in the car for the younger children. Even though they've moved on to studying piano with Ms. Gina, they always enjoy coming to class with their younger siblings when school is out.

Glenda: Thanks, Beth, for sharing with us, and for allowing us a glimpse of the musical side of your family.

We are so grateful for every family who joins us, and for any amount of time you spend with us singing and dancing as we make beautiful music together—it's what we love most!

Parent Topics: Observations of Musical Development

Rhythm: What We Notice First

In the early stages of rhythmic development, children often respond to music with characteristic gestures — bouncing, swaying, clapping, or moving in ways that may or may not line up exactly with what they're hearing. Even when movements don't appear synchronized, the important thing is this: the music is causing the movement. That's where development begins.

As children grow musically, their movements gradually begin to align with the beat for longer and longer stretches of time. When a child can maintain a steady beat while music is playing, they've cleared step one of a two-step process.

When they can keep a steady beat without any external music — relying only on their own internal hearing (audiation) — they've reached an important milestone in rhythmic development. Our goal is to provide the rich musical environment that makes this growth possible.

Next week: Early Signs of Pitch Awareness...

Make-Up