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 孩子是天生的音乐家。从出生的第一声啼哭，到牙牙学语，再到用手轻拍物体、扶着物体蹲起、蹒跚学步等，这些在父母看来极具标志性的成长历程，在音乐教育者眼中也同样珍贵，因为这些是最原始、最美妙的音乐。在杭州惠立幼儿园的音乐课程中，我们遵从孩子的天性，进行“原本性”音乐教学，引导孩子主动参加音乐活动，用自然且本原的方式表达自己对音乐的思考。同时，为支持孩子的全面发展，我们会结合不同领域的发展目标，与不同班级的“项目研习”相结合，设计与孩子紧密联系的课程内容。

孩子们更容易从熟悉的歌曲中找到联接，所以我们的儿童音乐教学素材选取的是最符合儿童天性的民歌、童谣、谚语等。根据幼儿发展的特性选择以节奏为主的乐器，比如自己的肌体、原始发声乐器、及奥尔夫乐器等，带领孩子运用综合素材，开发身体运动的规律，建立全新的律动和舞蹈概念。 

我们还鼓励孩子将自己的兴趣爱好带到惠立社群。孩子们非常喜欢在“音乐花园”中展示才艺，经常主动报名。表演的过程中，不论是表演者还是观众，都能够感受到多元文化和音乐带来的冲击与力量。 

课堂的主体是孩子。孩子在富有启发性的环境中发现问题，主动探索答案，去寻找无尽的可能，通过提出问题并组织讨论，引导学生掌握学习内容。正如一切原始形态的艺术活动都带有自发性、创造性一样，“原本性”音乐教育的基本点之一就是创造。德国音乐教育家奥尔夫先生明确指出“让孩子自己去寻找，自己去创造音乐，是最重要的”，认为“儿童音乐的创造和音乐大师的音乐创造具有同等意义、同等价值。” 

在杭州惠立幼儿园，每个班级都会有各式各样的“项目研习”，这意味着音乐教学的内容要随着 “项目研习”的发展而发展。我们深入到每个班级的日常教学，与孩子和老师们展开研讨，共同参与项目研习，帮助孩子寻找不同的可能性，用多样化的视角加以探究，为“项目研习”注入活力。

音乐能力是儿童早期发展中的重要组成部分。在杭州惠立幼儿园，我们结合中英两国早期儿童发展目标为孩子设计兼具趣味性和启发性的音乐活动，促进幼儿在不同领域得到均衡发展。 

小小班的音乐教学活动目标主要在于激发和培养孩子的听觉，让孩子能初步感受音乐的快慢、强弱和所传达的情绪等，鼓励孩子跟随喜欢的音乐去演唱或者动等。 

小班的音乐教学活动在聆听活动中加入孩子对音乐感受的表达和对音乐偏好的表达；孩子尝试用乐器跟随音乐的节奏或韵律进行演奏，乐意用自己的体态、嗓音和动作参与音乐活动等。

中班幼儿听辨音的分化能力有所提高，能逐渐辨别声音的细微变化；一般能欣赏内容较为广泛、性质风格多样的音乐作品，如舞曲、进行曲、摇篮曲等；在器乐合奏时有与他人合作的意识等。

大班的幼儿能在歌唱活动中演唱自己熟悉的歌曲。用自然的声音歌唱，保持正确的唱歌姿势；能在音乐中感受乐句和乐段，并进行区分和处理；大胆地用乐器、自然物的不同音色、节奏型表现对音乐的感受和对事物的认识；能随音乐的变化改变动作的力度、速度、节拍、难度等。 

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Children are born musicians - from their first cry to learning language, to beating objects with their hands, to holding an object, to squat, to toddling (to name a few). In parents' eyes, these are essential and celebrated parts of the growth process. In the eyes of music educators, they are also precious moments. These behaviours are the most primitive and beautiful music. In the music course of Hangzhou Huili Nursery, we follow the nature of children, carry out 'The Elementary' music education, and guide children to take the initiative to participate in music activities and naturally express their thinking about music. At the same time, to support the all-round development of children, we will combine development goals in different fields with the 'Project-based learning' of different classes to design the curriculum content closely related to children. 

We choose the aspects most closely related to children's development, such as folk songs, nursery rhymes, and proverbs, all of which children can connect to with ease. According to the characteristics of children's development, the choice of musical instruments is mainly based on rhythms, such as their bodies, original vocal instruments and Orff instruments. The children are guided to use comprehensive materials, develop the body movement rules, and establish a new concept of rhythm and dance. 

We also encourage the children to bring their interests and hobbies to the Huili community. Children are keen to show their talents in the "Music Garden" and often actively sign up. In this process, both the performers and the audience can feel the power of music. 

In the classroom, children are the main body. They find problems in an inspiring environment, explore answers for themselves, explore various possibilities, and guide students to master the learning content by asking questions and organising discussions. As all primitive forms of artistic activities involve spontaneity and creativity. One of the basic points of 'original nature' music education is creation. Mr. Orff, the German music educator, clearly pointed out, "It is the most important for children to find and create music by themselves. We believe that the creation of children's music has the same significance and value as that of music masters." 

At Hangzhou Huili Nursery, each class will have a different "Project-based learning", which means that the content of music teaching will be tailored to the different classes. Therefore, we are deeply involved in the daily education of each class, holding discussions with the children and teachers, participating in the project learning together, helping the children to find another possibility, exploring with different perspectives, and injecting vitality into the project learning. 

Music ability is an integral part of children's early development. In Huili Nursery Hangzhou, we design exciting and inspiring music activities for children based on the Chinese and British Early childhood development goals to promote children's balanced development in different fields. 

EY1 music activities mainly aim to stimulate and cultivate children's hearing, allowing them to initially feel the music's speed, strength and mood whilst encouraging them to follow their favourite music or rhythm or to sing.  

Music teaching activities in EY2 will add children's expression of musical feelings and their musical preferences in listening activities. Children can try to play with musical instruments to follow the rhythm of the music. Children are willing to participate in musical activities with their body, voice and movement. 

At EY3, children's ability to distinguish sounds has been improved, and they can gradually identify the subtle changes in sound. As a result, children can generally enjoy a wide range of content, nature and style of music works, such as dance music, march and lullaby. In addition, in the instrumental ensemble, children can have a sense of cooperation with others. 

Children in EY4 can sing the songs they are familiar with in the singing activities. They can sing in a natural voice, maintain correct singing posture, feel phrases and passages in music, and distinguish and process them. They can boldly use musical instruments, natural objects with different timbres, and rhythm to express the feeling of music and understanding of things. They can change the movement's strength, speed, tempo and difficulty with the change of tune.