Want some elementary music worksheets to help young children get a grasp of Music Theory?

Imagine for a minute your youngest student – We are talking under the age of 7, little kids. Some teachers have students as young as 4, some even younger, it doesn’t matter!

Whatever age your young children are – just focus on them and see if I can magically describe them for you:

“..… They are fidgety, they are hard to keep focused, they really struggle reading music and never practice! They do alright when it comes to the practical parts of the lesson, they seem to concentrate alright, but when it comes to theory you are really stuck. “

Am I right?

Well hopefully on this page I’ll be able to share a few ideas to help you in this area, that you can take and use in your next lesson when you’ve got one of those struggling children, or a kindergarten or young childrens music class that you need to inspire about music theory.

Just imagine – you can inpsire and motivate children to make music lessons and practice a happy and joyous time – where they will come in and enjoy every moment they spend with you!

It doesn’t matter if you are a Private Music Teacher, Classroom Music Teacher, General Elementary School Teacher, Kindergarten Teacher, or even a Parent helping children learn music the strategies on this page can help you!

Please, read this article right through to the end… Then we’ll have some free elementary music worksheets for you to assist in making lessons with your youngest students worthwhile and fun!

Dear Friend and Colleague,

Welcome to the page where I going to give you some teaching strategies to help teach young children all about music theory.

At the end of this page there will be a product you can buy – if you want. The price is $50, so if you want to give up because this is a “Sales page” and you won’t get something for nothing then please


And read the next sentence:

The important stuff on this page… the teaching strategies are completely FREE

You’ll even be able to download a free printable pdf with them, so whatever you do don’t leave this page until you’ve read it all COMPLETELY, from head to toe, and then if you want to learn more then you’ll be able to.

Often the teaching books or tutors will have some theory in, sometimes not. If you have any handouts to give them they are always too general, too complicated, have lots of terminology on them and you never know how to incorporate them into the “already packed lesson”….

Before we get into the strategies lets go over the reasons why we teach music theory at all…

Is it:

So that the children can read music?
So that we can prepare them for their theory exams?
So that what they learn in our lessons is familiar with what they learn at school?
So that the parents will think we are doing a good job if they have to do written homework?
So that we can occupy them for a few minutes of the lesson?

Of course I’m being a bit silly with those last couple… but I invite you to take a moment to reflect on the real reasons why you teach theory at all – it is vital to your understanding of what we are doing here, and WHY.

My husband and I are incredibly passionate about music education for young children, and our experience has shown us that theory is an essential part of the music lesson mix. We know that you must also be passionate about music education, otherwise you wouldn’t be on this page.

So What’s the Why for us?

Its because of the brain.

The linkages that occur in the brain when you write something down, are different from those that occur when you are told something.

That’s it.

Of course, that is our reason, and I’m happy to debate this topic – I’m going to be delving into this on the Music Teachers Blog in the next few months, and I’m keen to hear all your feedback and opinions about it.

What is it about the brain and why we teach theory?

Research shows that when humans hear something, even just listening to it, the chances of it being retained are about 10%. (This is ALL humans, not just children!)

However if a human hears something and writes it down then it jumps up into the 50% range.

Also, if the human hears something, writes it down and actively does something with it.. then the chances of it being retained are well up into the 80-90% range.

Children are no different!

Now thankfully as music teachers we don’t have much of a problem getting them to DO something because we are teaching them a practical subject. That is of course unless we make one of the three main mistakes…..

Three mistakes which commonly occur when young children are learning music theory

When I was researching this product I found that a lot of teachers and parents out there are really challenged by this topic how to get young children to actually learn music theory concepts and retain them.

What I found was that there was three common mistakes that occur and prevent children from effectively internalizing the concepts.

Teaching Theory to young children Mistake #1

Teaching it in isolation

The first mistake (as we see it) is taking a theoretical concept and teaching it because…. It’s the next page in the book!

OR… It’s the page we are up to for homework this week
OR… It’s the only handout you have copied and ready for them!
The reason and the only reason to teach a theory concept is that you’re going to do something with that knowledge. IMMEDIATELY! NOW! RIGHT THIS INSTANT!

Sometimes you do some playing, then you do the theory.
Sometimes you do the theory, then you do some playing.
Sometimes you play a game, then you do the theory.
Whatever you do, the concepts must be related.

Therefore, if you’re teaching a piece of music, and your students are having an issue with a particular rhythm, lets say leaving out a rest or something.. What do you do?
Teach them the song, help them with the rhythm, and then say “lets do a theory sheet now?” and give them a theory sheet on Pitch?
Here is my “perfect world” scenario for a music lesson:
The children are having an issue with the rhythm (they are leaving out a rest). You stop them, you say “lets practice that rhythm, and you DO something about it – you clap it, play it or whatever you like. You then say “now isn’t that squiggly thing interesting… do you know what that’s called?
If they don’t know you can tell them of course that it’s a rest.
Next question… Do you think you could WRITE one of those?
Then you pull out the appropriate worksheet from your inexhaustible stock folder, and they stop and do it right then and there.
You then go back to the piece they were learning and reinforce the concept once again. You don’t have to, but you can.
The key concept here is relation. Relating what you do on the page to what you do in the child’s practical work.
How much better do you think those children will retain this one concept? The next time you ask them what that swiggly thing is you’ll almost certainly get the right answer!

Teaching Music Theory to young children mistake #2

Mixing Concepts

Have you ever read a book, and been totally overwhelmed by the number of characters that appear early in the book, that you can’t get a grasp of who is who, and you end up just putting the book down because its just too hard?

For me that was the book the “Lord of the Rings”. I’m sure others have read it and love it, but for me it just had way too many characters in the early stages – I had little chance of getting to know each of them well enough to be able to make any sense of the story.

That’s similar to teaching music theory in this way:

“Now johnny, here’s a theory sheet. What you have to do here is write the treble clef, then write the scale of C major, as crotchets. Mark the semitones with slurs and don’t forget the double bar line.”

WOW! Now if Johnny is twelve years old and is preparing for grade one theory, then that’s probably a fair enough thing to be doing.

However, if Johnny is a typical young child he probably didn’t hear much past the word “treble”. You’ve just asked him to remember twelve concepts in that one exercise. Count them and see if you agree with me that this is actually an incredibly big ask which we throw students in and then get mad at them when they make mistakes!</