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You work at a private school or have taught your children in one of these schools? You know Tongue Drum and want to introduce it in your children's school?

We'll give you all the keys, from those that will reinforce your certainties to those that will help you perfect your argument to school administrators.

Promoting the competence of teachers

You can't improvise musicians, any more than you can improvise soccer players or gymnasts. It takes years of practice to master a musical instrument like the piano or flute.

Teachers consider themselves to have little expertise when it comes to music education [1], even though it has been on the curriculum since 1882 and entries can be found in the 1834 and 1836 syllabi [2].

The tongue drum is an instrument that inspires confidence in both teachers and students because of its ease of play.

Introducing children to music with an instrument that is easy to play because it is numbered and does not produce false notes is extremely interesting.

Especially since teachers and secondary school teaching staff are most in demand of a subject that opens children to the arts and cognitive development.

Advance the effects of music on development.

Music instruction enhances vocabulary development as well as literacy [3] and math skills [4].

Even better, music lessons significantly improve children's ability to think spatially [5].

The goal of school is to prepare our children's brains to take in complex information, process it, and most importantly, use it.

Making music in kindergarten as well as in elementary school and later in lower secondary school is part of this goal that national education strives for.

All teachers agree that they try to use the best instruments to enhance the learning of the children in their care.

The Tongue Drum is one such tool that can serve as a vehicle for better educational policy.

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The Tongue Drum, the instrument of renewal

The introduction of the Tongue Drum in schools in place of the traditional recorders would represent a profound paradigm shift.

By abolishing music theory lessons, which are supposed to allow teachers to introduce music to children who know nothing about music, the introduction of the tongue drum would be a real conceptual revolution.

Even more, the introduction of such a new instrument (from 2007) would be a sign of a real aggiornamento within the institution.

To start with the introduction of a Tongue Drum

Since changing awareness is very complicated, the best way to introduce the Tongue Drum in schools would be to acquire one, even if it is only one.

Offering teachers to see such an instrument in action is the best way to convince them of its benefits.

The beauty of its melody, its great robustness and its aesthetics that combine rustic and elegant elements make it a popular companion in the classroom.

Therefore, the introduction of tongue drums in schools requires drawing on the content of recent studies on the role of music in brain performance.

The Tongue Drum would also motivate teachers who are unfamiliar with music to offer music to children without having to scratch their heads over sheet music that is incomprehensible to both the teacher and the students.

Finally, the melodious harmony of this new musical instrument can convince even the most stubborn objectors that the tongue drum is a great way to calm down the somewhat difficult lessons and help everyone regain their concentration.

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[1] Musikerziehung in der Grundschule: Welche Beziehungen bestehen zum persönlichen Verhältnis des Lehrers zur Musik?, Maizières, Les sciences de l'éducation - Pour l'ère nouvelle, 2011/1, Band 44, Punkt 28.

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[2] Musique scolaire et société dans la France de la Troisième République, Alten, revue internationale en sciences de l'éducation et didactique, numéro 25, 2005, point 11.

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[3] Hearing the Music, Honing the Mind, Scientific American, 1. November 2010.

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[4] Music and Mathmatics: Modest Support for the Oft-Claimed Relationship, Vaughn, The Journal of Aesthtic Education, Band 34 Nr. 3/4, 2000.

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[5] Learning to Make Music Enhances Spatial Reasoning, Hetland, The Journal of Aesthetic Education, Volume 34, No. 3/4, 2000, doi: 10.2307/3333643.

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