PG, N1​

Exposure to Muse Arts Teaching Methodology​

Introducing Music as a form of Instruction​

Instill Muse Arts Routine  ​

Allow the child to better understand our requirements of them during each lesson. Setting ground rules on when to play and when to listen.​

Building their music foundation via the  introduction of Music and Movement with Music​

Getting used to move in a coordinated motion with the Music.​

Instilling a culture of Freedom within Limits’.​

Exposure to Musical Instruments​

Year 1: Percussion Instruments​

Year 2: Melodic Instruments​

N2, K1, K2​

Reinforcing Muse Arts’ Teaching Methodology and Routine​

Instilling our Teaching Methodology and Routine to become second nature in them to enhance its effectiveness for the purpose preparing them to participate in activities that require a stricter control of progress, and adherence to time line, e.g., Preparation for a Performance.​

Exposure to orchestrated performances​

Learning to work together and listen to each other so as to create a cohesive musical piece.​

Exposing them to more specific musical instruments, such as Keyboard / Ukulele / Xylophone​

Further enhancement to their musical knowledge via exposure to more specific Musical Instruments. This allows parents to discover their child’s area of interest.​

• Provide concrete and real-life materials for learning
• Plan learning experiences that include an integration of various learning areas
• Allow children to experiment new ideas through play and planned learning experiences
• Children are able to connect classroom learning experiences with real-life experiences
• Learning experiences provide choices
• Learning experiences cater to the different interests and developmental stage of young children
• Learning experiences derived from assessment of children’s learning on a regular basis

• The Developing Child
• The Intentional Programme

• Teachers work closely with parents in curriculum making
• Teachers use positive language to communicate with young children and their families
• Teachers observe and plan respectful learning experiences that embraces the diverse backgrounds of young children
• Teachers model good language and tone when communicate with children during routines, transitions and learning experiences
• Centre may invite professionals to provide talks and workshops to keep our parents abreast of the latest
  development in infant services and care for young children

• The Involved Family
• The Professional Educarer
• The Intentional Programme
• The Engaged Community

• Ongoing assessment of children’s learning is carried out everyday
• Teacher has a systematic plan to observe and record children’s progress on a regular basis
• The content of each summary report is based on regular documentations of children’s learning
• Assessment processes include children’s views and voices

• The Developing Child
• The Involved Family
• The Professional Educarer
• The Intentional Programme

• Teachers and children are co-learners in the classroom
• Teachers develop children’s critical thinking skills by asking effective and age-appropriate questions
• Teachers create a conducive and rich environment for learning
• The learning environment promotes opportunities for choice-making and interactions
• Teachers provide feedback and encourage children to improve their own work

• The Developing Child
• The Involved Family
• The Professional Educarer
• The Intentional Programme

• Storytelling
• Songs and Rhymes
• Picture Talk
• Field Trip

• Puppetry
• Picture Talk
• Dramatization

• Mathematical activities
• Discovery activities
• Cookery
• Puppetry
• Songs and Rhymes

• Creating 2-D and 3-D artwork

• Wipe the tables
• Putting things back to its original places
• Washing of hands and tools
• Sweeping

• Listen to a soothing music
• Close eyes and rest

• A story
• A song
• A rhyme
• A word/phrase
• An action