Jambaluka is a friendly entertainer bear who enjoys working alongside teachers to help children achieve developmental goals set for Sound Beginnings. Being a musical bear, naturally music is his chosen learning medium. The theme song captures his philosophy:
Theme Song
Hush, hush, there’s magic in the air,
there’s magic here somewhere.
So, come and play,
come have some fun,
blow a trumpet, beat a drum.
Let your imagination run –
It’s playtime with … Jambaluka!
Let your hair down, feel the beat,
Clap your hands and tap your feet.
Come dance and sing, swirl and swing,
It’s playtime with Jambaluka.
We’ll have a fun and dandy time,
With action songs, puppetry and rhyme.
With teddy bears and other cuddly toys,
And instruments to suit all girls and boys.
(Words by Heidi Sheppard)
The experts have this to say of the benefits of music to which we agree
“Music does more than entertain our children – it shapes their minds!”
(Frances Rauscher, Ph.D, Research Psychologist, University of Wisconsin-Oshkosh)
“The whole of man’s life stands in need of the right rhythm.” (Plato)
Our mums and dads have also commented on the programme
“We have seen Megan grow in confidence with Jambaluka. The classes are creative, inspiring and well-planned. Each week holds surprises for the children, which keeps their interest and challenges mental growth. Jambaluka brings that ‘special something’ to learning. We enjoy it too!”
This musical programme is built into the Sound Beginnings curriculum as a complementary programme.
About the Programme
Using a music-centred, fun-oriented approach Jambaluka, the friendly and relatable bear, helps support the curricular goals set for Sound Beginnings. Fundamentally, the programme has been designed with the teaching of Kodaly and Dalcroze in mind. Firstly, Kodaly (1982 – 1967) believed that music belonged to everyone, since it was a spiritual food which illuminated the soul. His programmes of musical training for children used folk music, children’s love for games and the voice as the primary instrument for learning. We embrace these ideas, but we use all genres of music. Secondly, Dalcroze invented ‘Eurythmics’, meaning learning dynamically, that is, using the children’s natural desire to be on the move. The blend of these two philosophies results in a movement-based programme where music (singing and recorded in our case) becomes the precursory learning tool. For instance, learning 4/4 time is easily taught by having the children feel the beat, by marching to a piece of music containing four beats in a bar (4/4 time signature), counting ‘one-two-three-four’ or ‘left, right, left, right’. This movement pattern can then be transferred from the feet to the hands (clapping) and then onto a percussion instrument. The benefits of such a programme are profound. Motor development occurs as neural pathways in the brain are extended, not forgetting that singing supports language development too.
The teacher’s role is to guide children’s involvement in respect to their needs as an ‘individual’, as well as a valued member of a group or team, for which the programme caters. All children, whether inherently musical or not, benefit from the programme, as children respond positively to music. The programme is a balance of actions songs for individual development, circle songs for group interaction, singing and instrument playing. The use of props and visuals help us achieve our goals by creating enjoyment and keeping the child focussed.
The programme is delivered in a hierarchical and structured way. Structure is particularly imposed in the younger age groups, where children first find security in routine and structure. By three and a half years of age, they will have the confidence to work more creatively and independently and are encouraged to do so. Thus, the approach becomes more flexible. By the time children are ready for school, they will have good listening skills, be self- aware and self-confident and have a good introduction to music, providing a head start should they wish to pursue the discipline of learning to play a musical instrument.
The programme morphs as children grow through the sessions with more thematic links being created to assist the brain in organising information, memory recall and growing attention spans. Consequently, items included in the programme are of varied lengths. At times we might encourage active participation and at times we might challenge children’s ability to just rest and listen.
Jambaluka is always on hand to assist the teachers and to encourage little ones to TAKE BIG STEPS! The programme goals are to effect physical, musical, social/emotional and mental development.
What you can Expect from Jambaluka
- A broad range of songs, including traditional/classical and topical songs, selected for developmental content and enjoyment.
- Structured programmes which complement the Sound Beginnings curriculum
- A themed approach to learning, introducing the world in an organised way.
- A varied selection of percussion instruments, especially chosen for small hands to foster rhythm and teach musical concepts (like dynamics, pitch, duration, timbre, rhythm).
- Movement to music, focussing on fine and gross motor development and co-ordination using related rhythms (tonic solfa), like taa for walk, te-te for run, taa-fe for skip, fe-taa for gallop and taa-aa for step-bend or creep.
- A wide array of props for team-oriented activities/social and movement development (like parachutes, puppets, puppet shows, balls, shakers, beanbags)
- Jambaluka and all his soft, cuddly friends to complement the musical programme and reinforce learning.
- Puppetry and prose (spoken and sung) to encourage literacy.
- Items to develop numeracy and challenge mathematical thought processes, like number songs (counting in twos, counting up to ten, counting backwards from ten) or songs involving the letters of the alphabet or phonics involved in making up words.
- Simple movement routines challenging mental (memory and concentration), physical (effecting the movement pattern repeatedly) and social development (working as a unit to achieve a mutual goal or as an individual for self-challenge).
- Introduction to a variety of musical genres/styles (pop, folk, classical, traditional Eurocentric nursery rhymes or traditional African-centred songs) music for appreciation and developing listening skills.
- Active participation to build confidence and enhance social skills.
- A programme supporting Early Learning Goals and develop potential of the whole child through the language of music.
The Benefits of using music when teaching
- allows the child to experience the sheer pleasure of creating with different sounds and integrating these sounds into a full orchestration
- powerfully captivates the senses and engages the child mentally to augment learning
- creates a channel for the emotions and provides opportunities for self-expression
- provides opportunities for the establishment of pulse and rhythm, a means for better co-ordination (physical, mental and the combination of the two)
- progresses opportunities for language and numeracy learning
- effects development holistically integrating the musical, emotional, social, mental and physical self
Live long the Bears
Live long the Bears,
Live long the Teddy Bears
Whatever the colour,
Whatever the size,
A teddy is always the nicest surprise!
We all love Bears
We all want Teddy Bears
Come on and sing out
Our wonderful beat,
Everyone tap their Teddy Bear Feet!
(Songwriter anonymous)