Operations Manual Introduction

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Welcome to the Musical Bumps Ltd Franchise! We hope you will enjoy many happy (and profitable) years teaching Musical Bumps classes.

This Operations Manual aims to tell you everything you need to know in order to run successful Musical Bumps classes. It should be used in conjunction with the online songs database, teaching notes and lesson plans which can be downloaded from our intranet site and the various notes you will have received on your training courses.

Key Points on Different Class Types

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NEWBORN GROUPS

Mum

  • Opportunity to meet other
  • Bonding time
  • Establishing routines
  • Calm fears

Baby

  • Facial movements
  • Touch/close contact – 1 part of the body at a time (otherwise confusing)
  • Eye tracking

Teacher

(UPS’s – Unique Selling Points)

  • Keep calm with adult and child
  • Holistic – family orientated
  • Move around – babies are used to beat of mother’s heartbeat
  • Discourage vigorous bouncing
  • Social time
  • Find alternative ways to do exciting songs

Musically – be more adventurous but remember that the safe songs are just as important

REPERTOIRE

Newborn

  • Acapella, lullabies and songs to move to (calming songs)
  • Rhyme – expressive voice
  • Limited repertoire (twinkle twinkle, round and round)

Baby

  • Add more backing tracks
  • Wider range of repertoire
  • More playful

1+

  • Least ‘Kodaly’ based – least progressive – yet the most popular age to enrol child
  • Opportunity to embed lots of repertoire
  • Repetition – use the same lesson plan as the week before (see the progression)
  • Talking to children
  • Actions

LEARNING INTENTIONS

1+

  • Sense of pulse (passive)
  • Eye vocabulary – directions (stop, go)
  • Routines (tidy up, biscuits, sitting, standing etc.
  • Joining in (verbal, non-verbal
  • Singing at home (MB songs)

2+

  • Sense of pulse – active
  • Start singing (most will join in) – get parents to hold lycra and get children to sit underneath – they love it!
  • Independence
  • Social skills
  • Following verbal/visual/aural instructions
  • Element of surprise – participation (get things ‘wrong’ to encourage participation)

3+

  • 12 months before start of school
  • Confident in pulse, pitch matching, voice matching, phrase, rhythm, internalising, solo
  • Call/response
  • Louder/quieter
  • Faster/slower
  • Higher/lower
  • Notation

 Source : Franchisee training 12/13 May 2012