Monty the Maestro and his Marvellous Magical Orchestra is a series that enables you and your children to get to know the musical instruments of the symphony orchestra in a fun and fantastical way. By reading the colourful picture books with the accompanying audiobooks your children will learn what the musical instruments look like, understand how the instruments work and discover what they sound like individually and altogether.
While absorbing this information, children will be entertained by the humorous plots, amused by the narrator’s character voices, stimulated visually by the stunning illustrations and be captivated by the musical soundtrack. Altogether this creates a thoroughly sensory experience.
For a child wanting to learn a musical instrument it is a very exciting time, but often deciding which musical instrument to play is made for the wrong reasons. Above all else there should be one main consideration when making this decision and that is whether the child loves the sound of their chosen instrument. This enchanting series is the ideal tool to expose children to the wide variety of wonderful instruments on offer and is an engaging way to help them decide which instrument they really want to play.
Gabrielle Amelia Ridgeon is the creator of Monty the Maestro and his Marvellous Magical Orchestra and company director of its publishing company GAR Publications Ltd. Gabrielle is a professional composer, arranger and music educator who studied composition at the Royal College of Music.
Gabrielle’s passion for wanting to engage young children in music comes from wonderful memories of her own musical upbringing – through listening, playing and singing – and although her introduction to music was through learning the piano from the age of 5, it was through playing the ﬂute and bassoon that she heard and experienced the orchestra ﬁrst hand. Gabrielle’s love of the orchestra now continues through her compositional work and her portfolio includes original concert hall works and scores for animations, documentaries and other mixed media projects as well as orchestrations and arrangements for professional ensembles and orchestral musicians.
Charlotte Gallagher is delighted to be a part of Monty the Maestro and his Magical Marvellous Orchestra. She is currently working with poet Kimberly Campanello on The Con|Eva Project, a work commemorating The Easter Rising (London Irish Centre). Theatre includes: The Judas Kiss (West End); Medea (Riverside Studios); The Tragedie of Cleopatra (UCL). Film and TV includes: Captain Webb (Marathon Films); Love Me Till Monday (Hardy Pictures); Jesus Decoded (National Geographic).
Charlotte’s solo show, Carlotta De Galleon – A Fool For Love, about love and romance novels was part of the 2015 Camden Fringe Festival.
Kate Slater is a freelance illustrator, author and designer-maker. She works in collage, sometimes using this to create suspended, relief illustrations. These 3-dimensional collages often look a bit like tiny, chaotic paper theatre sets which Kate photographs to produce the ﬁnal image.
While Kate mostly illustrates children’s books and magazines she has also produced work for all sorts of clients, including advertising and editorial, and has a growing business creating her own range of stationery, wrapping paper and homeware.
Our monthly MUSICAL-MUSTS MAP feature will be starting in August. We will give you the low down on concerts & musical activities that are happening so that you can enjoy them with your family. Make sure to visit again next month for more!
Do you have questions about how to get your children interested in music? Don’t want to be pushy parents? Would love them to learn an instrument and need some advice on where to start?
The blog will be launching later this month to answer your questions about engaging your children with music.
So what advice would you like and what would you like to know? Send us a message to email@example.com
This blog is an area designed especially for parents and teachers. It’s a place you can visit for more information on the content covered within the Monty series and where we hope you will find the answers to questions you may have regarding your children and their musical education.
In our regular blog updates we will cover a range of topics however if you would like us to cover something specific then please email firstname.lastname@example.org and we’ll do our best to include these in our posts.
Lots of research has been carried out into the effects of exposing young children to music; while in the womb, as newborn babies, and into childhood. It has been suggested that some babies have responded immediately to music on the outside world that their parents have played to them while they were in the womb, indicating that sound recognition occurs in babies before birth.
Not only do babies recognise sound but they quickly associate those sounds with how they feel when they hear it. They will usually associate the unique sound of their parent’s voices with comfort, white noise with bedtime or take an instant disliking to a loud sound that they’ve not yet been exposed to and are unfamiliar with. If babies can decipher between particular sounds and make connections to them, then why not introduce children to music from the very beginning?
Many parents encourage their children to have music classes aged 3+, as they’ve heard about the ‘Mozart effect’ study, research which suggests that exposing children to music (and Mozart in particular) can make them smarter. Although there is much to be said for this interesting study, I shall be putting it to one side to focus on the bigger picture in order to show that musical participation can offer children so much more than developing their intelligence.
There is no question that musical training helps develop our motor skills. Research shows that by engaging in music, we can prime our brains to think and work in certain ways. We only have five senses but when we learn a musical instrument or listen to music, up to three of them (sight, sound, and touch) can be used simultaneously.
Learning to play a musical instrument can be approached in a variety of ways. Some will play by reading notation, others prefer to learn by ear, many will use a combination of both methods. It is widely believed that the skills we acquire from learning music are the same skills that help us with problem-solving tasks. Research shows that those with musical training can be more successful at tasks involving spatial awareness and identifying patterns.
Children who learn to play a musical instrument by reading music will be quick to develop the ability to identify patterns visually as they are required to highlight patterns in their notated music and then translate them onto their instruments.
Learning a musical instrument by ear hugely improves cognitive and behavioral development. By learning to identify musical patterns by ear, a child’s aptitude for listening will increase and so will their perception and awareness of their surroundings. When a child listens to music astutely it will encourage their attentiveness and consequently develop their communication and social skills as a result.
When engaged in musical activities, children will also use touch and become increasingly aware of their own physical capabilities. In the earlier stages before learning a musical instrument, the basics of shaking a rattle or hitting a drum allow children to get to grips with coordinating and the concept of control. When they hit a drum with force it makes a loud sound but when they strike it gently it’s quiet. When children discover that they can decide what the drum can do, many children will enjoy the newfound control that they have, instigating creativity and encouraging them to experiment.
Allowing children to be expressive and explore without there being right or wrong is very beneficial to their development, however, music can also be a creative way to address discipline. Is your child hurting their (or your) ears by hitting the drum too loudly? Music provides families with the opportunity to experiment with the subject of crossing boundaries in an interactive way, testing a child’s listening skills while at the same time encouraging play and experimentation.
Some children might not be as outgoing or keen to experiment as others, so may require gentle encouragement to be exploratory. As they get older it is natural for children to develop inhibitions because they will become more conscious of getting things wrong. Musical activities are an excellent way to encourage children to question right from wrong and experiment creatively within a safe environment. The earlier a child is introduced to these ideas, the less they will be afraid of making mistakes in adulthood.
There are so many different reasons why exposing children to music can enrich their development and it’s never too late for it to become a part of their lives. It is undeniable that music helps to develop children’s motor, cognitive and behavioral skills and creates new pathways in their brains as they learn. It engages their senses and provides them with an open invitation to experiment with their creativity, explore new ideas, express themselves and socially interact with others. Music has the capability to provide children with a safe haven for self-discovery but most importantly helps children discover more about themselves. We can choose to expose them to music at any time, so why wait to find out whether it’s something they love when you can start now?
Monty has a new video out now! Watch it to discover everything you need to know about the book series and our accompanying audiobooks.