There are parallel links between Howard Gardner's multiple intelligence theory with music and academic subjects. According to Perret and Fox (2004) 'reading music is a linguistic task ... while rhythm involves logical-mathematical intelligence, playing an instrument draws on bodily-kinesthetic ability; and ensemble playing is both a spatial and interpersonal challenge. For these skills to add up to something pleasing and meaningful requires musical intelligence' (Perret & Fox 2004, cited in Narey 2009, p. 162). The following lesson supports all types of learners, especially the mathematical, visual and kinesthetic learner. 

‘We believe that every child has the capacity to take the ingredients of music and to make from them a recipe, however simple, that is peculiarly his own, that delights and satisfies him, and that can often be shared with others. To create, the child needs a basic vocabulary of musical experiences and skills … As these are acquired … so the creative acts of music making will appear’ (Haines & Gerber 1999, cited in Pica 2010, p. 199). 

At approximately 4-5 years of age children use singing voices distinctly from speaking voices and they have the ability to match pitch and sing in tune. Children enjoy singing ‘silly’ songs and singing games. Children return answers in echo singing and have an awareness of beat, changes in tempo, dynamics and pitch through movement acknowledging similarities and differences in music. Additionally, children show an awareness of beat, changes in tempo, dynamics and pitch and similar phrases through playing an instrument. Children at this pre-school age are also able to listen to short musical pieces attentively, and respond with movement. They have the ability to use simple musical vocabulary to describe different sounds and can recognise some orchestral instruments, demonstrating pitch, beat, tone, volume and form (Phillips, 2013b).

Making music with children is an invaluable experience for both the educator and the child. It gives an insight into the child’s musical thinking and to what extent the child is able to interact, and in what ways, musical or other. ‘Even at the simplest level of keeping a beat together, a young child gains the experience of what it feels like to keep steady, or gradually to increase volume or slow down against someone with greater control’ (Phillips, 2013a).

‘A song or album may sound the same to you every time you hear it, but to [a] child, each listening period is another opportunity to gain mastery of it. By hearing the same music over and over again, she absorbs combination of tone, rhythms, words, phrases, concepts, and emotions’ (Pica 2010, p. 195).‘Five aspects of musical experiences should be part of every child’s life; moving, listening, singing, playing, and creating’ (Bayless & Ramsey, 2004; Haines& Gerber, 1999; McDonald & Simons, 1989, cited in Pica 2010, p. 197).