Early years classes can have a wide-ranging mix of representation. Whether through emigration or asylum, the different languages and heritages represented in groups has made diversity an aspect of life that is here to stay. History shows us that maintaining boundaries and division only increases separation and greater feelings of “us” and “them”, but sharing cultures and customs increases bonds of compassion, understanding and friendship. We know that music unites within groups, and there is now evidence that music with children can unite across groups, too.
In comparison with other EU countries, the UK has the fourth largest number of asylum applications, which works out to only 8% of all applicants applying for asylum to all of the EU, EEA and Switzerland. Countries with more applications than the UK include Germany, France, Spain and Italy. The UN Refugee Agency UK (UNHCR, 2022) states that the highest nationalities claiming asylum in the UK in 2021 were from Iran, followed by Eritrea, Albania, Iraq and Syria. The current unrest between Russia and Ukraine will already be making an impact on these statistics.
A study in another city affected by conflict was published in 2021 (Hefer & Gluschankof, 2021). The authors considered the experience of parental participation in early years music classes where participants were Palestinian and Jewish. After running the sessions, videos were made, diaries maintained, and interviews held towards understanding why these parents had chosen music classes, what their experience was during the sessions, and how the family experienced music at home. The results found that participants had positive attitudes to the “other”, and that they did not observe prejudice against their children, indicating that music was able to reduce stereotyping. This also suggests that their children may not develop negative stereotypes because they may not be exposed to negativity, despite being members of societies that hold systemic ethnic biases.
Back in the UK, presenting music in multicultural situations can become a challenge of “them” teaching “us,” or “us” teaching “them”. This can become even more challenging with musical differences within cultures, as we get used to familiar sounds of our culture early on. Interestingly, the song Frère Jacques has been used in multiple ways and used in multiple languages. In fact, there is a website of the different ways that students and teachers from other countries sing the song: http://demonsaumonde.free.fr/frere.jacques/index.html.
Mama Lisa (https://www.mamalisa.com/) specialises in a number of free-to-access songs from around the world. Often there are links to You Tube recordings or even audio recordings to better understand how to pronounce the different languages.
“We have collections of a lot of songs that are sung around the world, including Twinkle, Twinkle Little Star. I think it’s a great way to introduce kids (and adults) to other languages since they already know the tunes. I did this for my daughter’s Girl Scout troop when she was younger (she’s now 20 and in college). Kids love to try to pronounce different languages.” Lisa, from Mama Lisa.
To celebrate this approach to multiculturalism, there are links below to the Persian, Tingrinya, Albanian, Kurdish and Arabic versions of Frère Jacques, with a bonus version in Urdu from Pakistan! (https://www.mamalisa.com/?t=e_family&c=55 will take you to Mama Lisa’s page of different versions of Frère Jacques around the world.)
References:
Hefer, M., & Gluschankof, C. (2021). Building a future through multicultural early childhood music classes in a conflict-affected city. International Journal of Music in Early Childhood, 16(1), 71–87. https://doi.org/10.1386/ijmec_00028_1
UNHCR. (2022). United Nations Refugee Agency UK. https://www.unhcr.org/uk/asylum-in-the-uk.html
چشماتو ببند(Persian, from Iran) چشماتو ببند | Pronunciation Cheshmaato beband, | Direct English translation: Close Your Eyes Close your eyes |
Brother Isaac (Tingrinya, from Eritrea) ኢሳቕ ሓወይ | Pronunciation Esak hawey | Direct English translation: Brother Isaac Brother Isaac, |
Arbër Vlla-e (Albanian, from Albania) Arbër vlla-e, | Direct English translation Brother Arber Brother Arber | |
Brother Monk(Kurdish, from Iraq) Birayê keşê, | Direct English translation: Brother Monk Brother monk | |
Brother John Arabic, from Syria هل أنت نايم ؟ هل أنت نايم ؟ | Pronunciation Hal inta nayem Hal inta nayem? Khouya john, khouya john Jaras alsubho yarenno Jaras alsubho yarenno Ding dang dong Ding dang dong | Direct English translation Are You Sleeping Are you sleeping, |
Brother John (Urdu from Pakistan) | Pronunciation Aap so rahe hain Panie Janie | Direct English translation: Are You Sleeping Are you sleeping? |
Answers to Common Questions
Our Approach to Music Education
What We Offer
At Musicaliti, we understand the power of music in promoting unity and breaking down barriers. That’s why our approach focuses on inclusivity and cultural diversity. Our experienced training comes from a variety of backgrounds, and we strive to incorporate music from all cultures in our classes. We believe in providing an environment where children from all over the world can come together to learn and have fun through the universal language of music. Our sessions not only expose children to different cultures, but also teach them to appreciate diversity and build connections with others. Join us and experience the joy of making music with children from all walks of life!
Our Teaching Philosophy
At Musicaliti, we believe that every child has the potential to learn and enjoy music. Our teaching philosophy is based on creating a positive and nurturing environment where children can experience and explore their creativity, developing their musical skills at their own pace. We use a variety of teaching methods and techniques to engage children and make learning music fun and enjoyable. Our goal is to inspire a lifelong love of music in every child we teach.
Our Curriculum
Our curriculum is designed to provide a comprehensive music education that covers all aspects of music, including theory, history, and performance. We offer a range of session material for children of all ages and skill levels, from birth to 7 year olds. Our sessions are structured to provide a balance of individual and group instruction, based on our proprietary teaching materials and resources to keep children engaged and motivated. Our curriculum is constantly evolving to meet the changing needs and interests of our students.
Our Author
Our author is an experienced musician, educator and researcher who is passionate about music and teaching. She come from a variety of backgrounds and has a wealth of knowledge and expertise in different musical styles and genres. As an author I am dedicated to creating a positive and nurturing environment where children can learn and grow as musicians and individuals. I use a variety of teaching methods and techniques to engage children and make learning music fun and enjoyable.
Our Resources
Our resources are designed to provide a safe and comfortable learning environment for children. We use world-leading concepts, incorporating easily-accessible instruments and props. We include suggestions for each age and stage, allowing you to see the development of the program. Through it all, we also encourage participation for parents and guardians.
Join Us Today
Join us today and experience the joy of making music with children from all walks of life. Our curriculum is designed to provide a fun and engaging learning experience that will inspire a lifelong love of music. Whether you are a beginner or an advanced musician, we have a resource that is right for you. Use our links to explore our resources and see why Musicaliti is the best choice for music education.