Do you ever catch your child making up their own songs, singing along to the radio station, or tapping on a plate with a fork? Introducing music to young children has many benefits to their cognitive development. Today, we invite our early childhood music teaching artist, Ms. JennaMarie Warfield, to share some of these positive impacts and to answer some questions about our new early childhood classes!

 

What’s your background in early childhood music education?
I’ve loved music since I started piano and music with my mom at 2 years old and when I was about 6 I attended the Peabody Conservatory Prep Program. Although I studied music performance, I wanted to teach in some form later in life, so I took extra courses in pedagogy and was trained in Kodály and Orff Schulwerk methods. I have been teaching students of all ages for 10 years, and in the last few years my focus has been on early childhood music. I am really excited to share my love of early childhood music with all of you and the Mason Community Arts Academy this year!

 

What do you enjoy the most about working with young children?
I love their creativity, spontaneousness, and their seemingly unending curiosity! Working with children keeps me on my toes and inspires me in so many ways.

 

 

What are the benefits of introducing music to young children?
There are so many benefits to introducing music at a young age. Researchers have shown that receiving a music education at a young age increases motor skills and coordination, supports language development, and improves concentration and memory. Students also build a foundation for fundamental math skills, discipline and teamwork, and self-confidence and self-esteem.

 

How does music help my child’s language development?
Many scientific studies have shown that learning music activates the same parts of the brain as learning languages. Learning and memorizing words to songs help build stronger connections to these parts of the brain. As the child gets older, they also start to learn how to express themselves through music, which not only helps with language and communication skills, but also helps with emotional development.

 

How are the classes structured?
Structure is important now more than ever. Each class will be formatted in the same way to create structure and so students know what to expect. The class will include interactive exercises such as “sharing time,” to work on communication, social skills, and have kids interact with kids their own age. There will be a Dropbox for any materials or song tracks that families may need for each class.

 

 

My child has a short attention span, what if they don’t stay still?
There are many benefits of these classes being offered online: They are in your own home, they are flexible, and they are fast paced. These classes are developed in a way to work on skills such as attention span, memory, and communication.

 

Do the music classes require parents to have any musical skills?
No, these classes are perfect for both parents and students that have little to no music experience! It is such a special experience to see parents learn along with their children!

 

What’s one advice you would give to parents at the end of these programs?
Remember that these classes are about exploration not perfection (for both the parent and the child). I encourage parents to allow their children to explore music in the world, whether it be banging on pots and pans in the kitchen, going outside and listening to the sounds of nature, or tinkering around on an old family piano. Exploration (not perfection) is so vital to developing the child’s love and appreciation of music!

 

 

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About Ms. JennaMarie Warefield
Ms. Warfield is a flute performer and educator, who has more than a decade of teaching experience. She has an active private flute studio with students of all ages. Ms. Warfield is specializing in early childhood music education. Prior to teaching at the Academy, she has developed and taught classes in Montessori schools in the Northern Virginia area. She is certified for teaching Kodály and Orff Schulwerk methods, the most widely recognized teaching methods in K-12 music education.

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Click HERE to learn more about our early childhood music classes.

Ethan Hemmings is a violinist, musician, student leader, and future Shenandoah University Conservatory student. These are just a few ways to describe Hemmings, who is a graduating senior from Wakefield High School. Hemmings began private lessons with Claire Allen, Academy Teaching Artist in 2013, and joined her studio at the Academy in 2018.

Hemming’s passion for pursuing a career in music has been growing since he first picked up the violin in fourth grade in his elementary orchestra class at Patrick Henry Elementary School. In an interesting twist of fate, the teacher, Mrs. Estelle Roth, of that orchestra class was the same teacher who started Ms. Allen on her own violin journey a couple of decades earlier.

“As I was starting my teaching career, I reached out to my own first teacher for recommendations,” says Allen. “She connected me with Ethan, and I never could have imagined the journey we would go on over the next seven years. Teaching Ethan makes me feel closer to my own musical roots, and our experiences together have helped me grow as a teacher.”

 

 

Hemmings’ violin studies have led him to participate in a variety of exciting musical experiences, including his school orchestras, honors orchestras including the Arlington Junior and Senior Honors Orchestras, VBODA District 12 and Senior Regional Orchestras, recitals for the MusicLink Foundation, the Arlington Philharmonic’s Crescendo Program. He has also performed as a guest musician with the Arlington Philharmonic and the St. Olaf Orchestra. At Mason Community Arts Academy, he has been involved with Mason Strings Academy, the Music Recording Studio, and Violin Bootcamp – at which he met his new violin teacher, Akemi Takayama of Shenandoah Conservatory, at a masterclass.

Six years after starting violin in his elementary school orchestra, Hemmings returned – but this time as a guest artist, performing La Folia by Corelli for an awed class of younger students.

“I remember hearing one of the kids tell me after my performance say, ‘I want to be like you when I grow up’. Although some might see this as a cliché response, it reminded me that how I presented myself, how I played the music, and my general demeanor inspired that student to stick with arguably one of the hardest instruments to learn. It was a reminder that my love of music not only benefits myself when I listen to my playing, but also can make a person’s day brighter,” said Hemmings.

The inspiration felt by that elementary student is the same inspiration that he feels when he works with his teacher, Ms. Claire. When reflecting on his private music lessons, Hemmings said, “It’s not been easy so far, but she’s helped tremendously in helping navigate my interests and improving as a musician.”

 

 

“Ethan is one of my hardest working students,” said Allen. “He not only comes to lessons with assignments prepared, but with his own musical ideas and he isn’t afraid to challenge me as he shapes his own path. He has been such an inspiration and a role model in my studio. Recently, one of my younger students told me that her goal was to be ‘a stronger player.’ I asked her what she meant by that, and she said ‘I want to play like Ethan. I love his tone and his expression.’”

In addition to inspiring younger violinists, Ethan has also inspired and challenged his teacher. When choosing repertoire for his senior recital program, he asked her to help him find music that was written by black composers. “I was so glad when Ethan asked me to find repertoire by black composers for his recital,” said Allen. “It is so important for students to have composer role models who they can connect with, and at least some of which look like them.”

“I’m ashamed to say that I wasn’t teaching very many works by black composers, and I’m starting to do the work of expanding my awareness and educating myself about composers who have been neglected by history. One of the pieces Ethan is currently studying is a sonata by Joseph Bologne, the Chevalier de St. Georges, who was a virtuoso violinist, composer, and conductor, as well as being a champion fencer and the leader of the first all-black regiment during the French Revolution. He’s written a remarkable body of work – symphonies, violin concertos, string quartets, sonatas – and I wish it was taught with equal weight alongside Mozart and Haydn. This music has passion, brilliance, and excitement. I’m grateful to be discovering it alongside Ethan, and I will continue to study and explore new works to teach all of my students.”

During Hemmings’ time at Wakefield High School, he has been not only a musical leader but a social justice one as well. He was involved in bringing Mental Health and Suicide Awareness events to his school, and during his junior year, Hemmings was selected to attend the Minority Student Achievement Network Conference in Boston.

After attending the conference, Hemmings and some fellow students hosted an event for Arlington Public School middle school students of color. The event for the middle school students focused on leadership, college preparation, and career readiness.

 

 

His love for violin and music comes from the same intention: be the change and make an impact not just to someone’s day, but to their lives. “Music is sonic expression, and I feel sometimes I’m able to tell my story or perspective in some shape or form through the music,” explained Hemmings.

“One of Ethan’s tremendous gifts is his ability to connect emotionally with his instrument and to channel that passion into music,” said Allen. “He’s dedicated to the technical elements of developing his craft, but I really see him come alive when he is focused on the artistic message of his music. I can’t wait to see how his musicality develops as he takes the next steps in his studies at Shenandoah Conservatory.”

Another inspiration for Hemmings is his good friend, Chris Tate, as a source of inspiration. He describes Tate as “a cellist, bassist, arranger, composer, producer, and overall great guy. He always is telling jokes and is consistently passionate in pursuing music. He embodies what I hope to be, a person who can take their craft seriously without taking myself too seriously.”

 

 

With the support from these musical inspirations and many other significant people, including his parents, who have encouraged and cheered him on from the beginning, Hemmings has grown stronger musically and achieved more in each stage of his growth. But, when he isn’t practicing his violin or studying music, you might find him on a run, reading, or watching a Star Wars movie.

For the future, Hemmings hopes to continue to be a performing violinist in a variety of musical environments and to make a difference to the world. His dreams include owning a recording studio in his hometown as a producer and creating a music-oriented youth-outreach program.

“I’ll see what happens, and plans constantly change as I experience more things and build relationships with the people I meet along the way,” Hemmings said. “I will take it day by day, focus on what I can do during the day, not what I can’t.”

Music brings love, care, and support to a community. Chloe Lewis discovered this truth while developing her passion for the piano.

Growing up, she enjoyed playing chamber music with her siblings, choreographing musicals, playing in her church’s worship band, or volunteering to help kids through music therapy.

“Music has always been a huge part of my life and my family’s life,” said Lewis, who began piano lessons at three years old with her grandmother, a classically trained pianist and avid music lover. “I really appreciated my grandma, who has inspired me to follow in her footsteps. I am also thankful for my older brother and my mom who have been amazing role models.”

In 2015, Lewis began taking private piano lessons with Academy Teaching Artist Michelle Richardson, where Lewis found a much deeper appreciation for her instrument. She also found her dream—to be a collaborative pianist, where she can work with other musicians in ensembles or accompany vocalists and instrumentalists.

 

 

“I have been so fortunate to have Chloe as a student,” said Ms. Richardson, director of the Piano Adventures and co-director of the Summer Piano Academy.  She observed that for many piano students, one of the biggest challenges is to not get stuck with a mechanical style that focuses primarily on technique, but to move past that and truly create music.

“The most difficult job we have as piano teachers is to encourage a student to play the piano beyond its initial capabilities and get the piano to sing between the notes. This is where music is truly made. Chloe captured this potential and progressed through advanced repertoire,” she said.

 

 

Throughout Lewis’ time at the Academy, she challenged herself to accomplish her musical goals one lesson at a time. She also took advantage of many opportunities to connect with other young musicians and participated in programs including the Summer Music Chamber Intensive, Summer Piano Academy, Vivace! Music Enrichment, the Academy’s spring and fall recitals, and the Music Competition.

Beyond learning opportunities in the studio and classroom, Lewis’s volunteer work as a musician keeps her engaged in the local arts community. While at the Academy, she has devoted hundreds of hours as a teaching assistant and as a collaborative pianist, working with younger students at various piano programs and performing at outreach events such as Arts By George!, Mason ARC Conference, and the City of Fairfax Spotlight on the Arts Festival.

 

 

“Chloe stepped above and beyond our piano lessons, accepting opportunities that stretched her as an accompanist and as a teacher,” Richardson added. “She volunteered to accompany in her community, learning the love of musical collaboration and chamber music. Additionally, she has been a tremendous help to me during summer piano camp weeks. I am so extremely grateful to her for all of those weeks when she was my piano camp assistant.”

We are proud to share that Lewis will be attending Shenandoah University Conservatory in the fall, where she will take her passion for piano, collaboration, and community to the next level.

It has been an unusual end to senior year for the Class of 2020, and Lewis said she is sad that she couldn’t have her solo senior recital and accompany other musicians in their recitals, concerts, and auditions. However, she has been cherishing her time with her family and playing the piano before leaving home for college, and she feels thankful for all the love and support from her family.

 

 

“My family has always been there for me. Their love for me, others, and music has made me strive to put my best foot forward and try to be a selfless, loving, and serving person,” said Lewis. Besides her family, she is also grateful to have Ms. Richardson as her piano instructor in the past seven years.

Lewis shared that Ms. Richardson has been an inspiration who encourages her to pursue her love for music. “She has not only been my teacher but also a mentor and somebody I have and will continue to look up to and respect.”

Academy violin student, Jiening Zhang, won the third place in the Aspiring Violin category of the Washington Performing Arts 49th Annual Joseph and Goldie Feder Memorial String Competition. The competition is open to string students grades K-12 in Washington, D.C., Maryland, and Virginia. Students compete in the preliminary round and live final round in one of four categories based on performer’s instrument types and playing level: beginner, aspiring, intermediate, and advanced. This year, the video preliminary round was considered as the final round as part of WPAS’s social distancing procedures. As the third-place winner, Jiening received $50 cash awards. Jiening is a student of Claire Allen.

“I’m very proud of Jiening’s accomplishments,” said Teaching Artist Claire Allen, Jiening’s private music instructor. “Her love for music and dedication to developing her craft has been evident since she started violin at the age of four, and she continues to work hard, explore different parts of her musicianship, and courageously tackle new performance challenges. It’s a joy to be her teacher!”

Jiening joined the Academy in 2013, where she was in the first ever Violin Beginnings class, and since then she studied pricate lessons with Ms. Allen, in violin group classes, private music lessons, Chamber Music Ensembles, and Violin Summer Bootcamps. She has performed in Academy’s music recitals, Spotlight on the Arts showcase recitals, in Harris Theater, the Academy Music Competition honors recitals, and last year, Carnegie Hall as a winner in the American Protégé Competition.