Musical Head Start

Music and Movement Program for Parent + Child.     

Songs!    Percussion!    Games!   Relaxation!

Enrol Here

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What to Expect

Each session is approx. 45min and is age specific

Bubs (0-1)

  • Lullabies for the sleep deprived

  • Rhyme time for mundane moments

  • Baby massage for wriggly bubs

  • Familiar tunes + songs from faraway places

  • Rhythm – is it natural or learned?

Tods (1-3)

  • Familiar tunes + songs from faraway places

  • Songs with actions

  • More songs with actions

  • Games & Tasks

  • Exploration of the music variables: pitch, tempo, mood, volume, rhythm & melody

  • Facilitated improvisation / jamming

  • Rhythm – is it natural or learned?

Kinder Kids (4-5)

  • Clapping / Singing / Drumming

  • Simple songs on simple instruments : glockenspiel / keyboard / thongophone

  • Songs with Actions

  • Games & Tasks

  • Exploration of music fundamentals: A-G, left & right, finger numbers 1-5, long & short notes

  • Invention of new tunes: group composition

  • Rhythm – is it natural or learned?



  • Songs, instruments, activities - Instructions / Guidelines

  • Comfortable Space

  • Filtered tap water and hot tea

  • Nappy change table in the bathroom


  • Whatever you need to look after your child


  • Much the same as your little one would! Wear comfy clothing for sitting and rolling on the floor.


More about the music:

Music will be presented in a variety of formats.

  • Recorded tracks with accompanying slide show for easy sing-a-long

  • Live music on real instruments – keyboard, guitar, ukulele, hand drums, thongofone & various percussion (just not all at once)

  • Song list will recognise the many cultures that make up our community. The repertoire of songs will include music in languages – Kuarna, Yorta Yorta, Hebrew, French, Spanish, Italian, various African languages; and open to the inclusion of more.

More about the movement:

Children and their big people will participate together, engaging with the music via:

  • Movement – following simple steps & actions; sitting in a circle on the floor or roaming the room

  • Body percussion – clapping and tapping and tongue clicking

  • Small percussion – shakers, click sticks, junk percussion

  • Melody instruments - boom-whackers, thongophone, black keys

  • African drums – learn a little hand coordination

  • Singing along

More about the process / purpose:

Children learn through Observation, Participation & Absorption.

Parents / Carers will remain closely connected to the child, engaging with the activities as equal participants or more often than not, as role models.

Children and carers alike will thrive on the opportunity to tap into musical skills that are innate and that stem from the need to communicate and to relate. Through musical activities and shared tasks, parents and children may find new ways to provide each other with respect, affirmation and positive reinforcement.

Music is a language. It is a language that has been part of human experience long before we had schools, writing or even words. Music can be learned by anyone and does not require talent.

Dedication and enthusiasm is all you need.


More about me:

I am a performing musician and music teacher. I have broad experience performing music; delivering music lessons to schools and small groups; and facilitating music workshops for educational and therapeutic purposes.

Last year I presented my own production in the Adelaide Fringe Festival - The Grand ‘Kinder-Jazz’ Time Machine.

As a jazz musician, improvisation is core to how we play – as it is for children. Inspired by this parallel, I have engaged children with jazz and blues music, through sing-a-long sessions and also through crafting their own songs. One such example is a song written at Lady Gowrie Childcare Centre called I Like Carrots.

As a classical musician - technique, balanced body and harmonious habits are integral to how we play. Learning music is a whole body experience and I do spend significant time teaching students how to ‘find their feet’, so to speak.

I enjoy playing many instruments – piano, guitar, ukulele, African drums, found objects and recycled junk. However, my roots, training and majority of my teaching experience has been with the piano. My mother was a concert pianist who taught from home as we were growing up. I began at age 5 and pursued studies in classical piano until I found out that jazz could be studied at university. I am still in pursuit of this discipline, pouncing on any pocket of time the day allows for a dose of music play time. Music is my medicine and my muse.

Please click these links to find out more information via my website, resume, and Enrolment Form.

Why am I writing this program?

In my twenty-two years of experience teaching instrumental music to students of all ages, I have become familiar with various obstacles that students encounter when attempting to learn an instrument. Most of these difficulties arise from the lack of early exposure to music and the absence of a solid understanding of the basic rudiments of music. These rudiments can be explored and absorbed in the early years. There is no need to wait. Furthermore, these early lessons are best delivered via the child’s parent / carer, within the tapestry of the many and varied exchanges during those early years.

In my seven years experience of being a parent I have observed and come to understand how my role as a parent and role model, plays a significant part in the development of my child’s disposition to learn.

Music is a language that fires up all regions of the brain. It is complex but it is also extremely simple. Music is a language accessible to people of all ages and abilities. We are born already engaged in this language and equipped with curiosity and eagerness, to find fluency.

Enrol Here