Sr. Lorna Zemke, DMA, is a national and international clinician in the Kodaly Approach to Music Education. Dr. Zemke is currently the Director of Graduate Music Studies at Silver Lake College, Manitowoc, Wisconsin. Sr. Lorna earned her MM and DMA degrees in Music Education from the University of Southern California (USC) after spending several years collaborating with Katinka Daniel on a Kodaly pilot program in Santa Barbara and six months collecting primary source material on the Kodaly method in Hungary. She has taught on more than 100 college and university campuses and has presented at many state, regional, national, and international conferences.
In 1984 Sr. Lorna developed a Music for Tots program at Silver Lake College which has more than 400 children enrolled each year, This program is used throughout the US and in several foreign countries and has been published in English and Korean with a Flemish translation in progress. Sr. Lorna has also published several books, numerous articles and has spoken at international conference and seminars in Japan, Greece, Australia, Belgium, England and Canada.
Music and Prenatal Development
In 1986, Sr. Lorna established Lovenotes: Music for the Unborn Child for expectant parents, which is used throughout the US and in several foreign countries. Early Childhood Development begins before birth, not after and starts with the interaction of parents with child. Since an ECMMA focus is “to support family structures by encouraging positive interaction between parents and children through the sharing of music,” this session strengthens this focus.
Sr. Lorna will explore the use of music to stimulate the unborn child and to promote parental interaction and bonding with the baby during the prenatal period. Musical techniques and ideas used relate to singing, touching, hearing, moving and imaging as developed by the author. This is scheduled as a general session on Friday afternoon, August 6.
Musical Motivation + Materials = Musical Meanings
This session presents a variety of musical activities for developing skills in beat/rhythm, vocal/singing, ear/listening, instruments, and movement experiences, which translates to practical, effective and appealing approach for the development of basic music skills in children. Techniques appropriate for developing and enhancing musicianship training include interactive experiences in a variety of rhythmic, melodic, movement, improvisatory and other creative ideas that establish a foundation for a love and understanding of music by young children.
From Exploration to Musicianship
Effective early childhood education logically leads to musical literacy in 6 and 7 year olds that foster the ECMMA focus “to serve the needs and encourage ongoing professional development of educators in music and other areas of early childhood education.”
Musical literacy is a primary goal of the Kodaly Music Education Concept. This session demonstrates the development of musical and conceptual understandings through interactive experiences for young children, ages 6 and 7, leading to the attainment of music literacy.