Many music curriculums center around the idea of building a “musical family.” In the Suzuki method, for example, parents often take lessons alongside their children, learning a shared set of tunes to create a rich, musical environment at home and with peers. Programs like Suzuki, Music for Young Children, and Kodály (to name a few) offer extensive guidance on structured music practice for young learners.

However, one area that remains underdeveloped is musical play—self-directed, exploratory music-making—particularly for elementary-aged children.

In my K–2 music classroom, I’ve been incorporating a distinctly Montessori-inspired approach to independent musical work, with remarkable results. When students are given the opportunity to choose their own musical activities—working independently or in small groups—I’m able to observe and assess a wide range of musical skills that might otherwise go unnoticed in a traditional rehearsal or performance-based setting.

A Foundation of Movement and Music

At the beginning of the school year, I follow my Big as the World lesson plans, which emphasize music and movement. These include singing, movement activities, and work on foundational musical concepts. I also introduce music theory through hands-on manipulatives, storytelling, rhythm instruments, keyboarding, xylophones, and ukuleles.

Once students are familiar with these materials, we use them for centers.

What a Centers Day Looks Like

A typical class might have four centers—such as ukulele, keyboard, music theory, and either storytelling or coloring. Other rotating choices include a “Rock Band” station, percussion, or mallet instruments. Students are placed in small groups and rotate through the centers, choosing how they engage with the material.

One of the most surprising outcomes has been in the area of singing. Students who might hesitate to sing during whole-group activities often gain confidence in the center setting. I once witnessed an EC (Exceptional Child separate setting) student—who had never sung aloud in class—pick up a ukulele, strum open strings, and confidently sing the chorus to “Dream On” by Aerosmith. The freedom to choose familiar materials inspired him to find his voice and after that he felt confident to sing solos like “Magic Carpet” in front of a class with a microphone. 

A Truly Montessori Approach

In some classes, I’m able to offer a completely student-directed experience. Students freely choose their activities and move between centers without direct instruction. I observe them leading peers, using conducting gestures to indicate tempo and dynamics, and even improvising lyrics. One group used a sea creature mat to act out “Oh Row the Salty Waves,” adding their own storytelling elements to the song.

Students also compose their own rhythms using stuffed animals, popsicle sticks, and counters—later transferring those rhythms to paper. One student even created a drawing called The Great Musical Mountains (inspired by our nearby Great Smoky Mountains), assigning a unique note value to each peak.

Musical Expression Beyond Performance

These moments reveal the depth of musical understanding that might never surface in a more traditional, teacher-led setting. By offering choice and encouraging self-direction, students explore music in a way that aligns with both Montessori principles and the natural, joyful musical play that happens within a musical family.

Music Resources by Hazel Ketchum

Big as the World

https://open.spotify.com/album/4RN2C1LsEPvqoP7chy9e72?si=6SEE0efkRNel6AoOwebQcw

Say Darlin Say

https://open.spotify.com/album/3XRcyLZtU3qmLdv3oTFCnY?si=tGg0xxtTRiWrdyZkcpcysQ