This week all the music lessons are based on the ‘Philosophy for Children’ model (P4C). On the website www.philosophy4children.co.uk it is stated that “Philosophy for Children (enquiry based learning) offers a way to open up children’s learning through enquiry and the exploration of ideas. Children learn that their ideas have value, and that the ideas of other children have value too. Through Philosophy for Children they realise that they don’t always have to be right, but they gain the confidence to ask questions and learn through discussion.”
For the last few years there has been a schools steel band competition held in London called Classorama. In the Summer of 2015 two small groups went to Classorama from my school. The Youtube footage here is from that competition. This group plays ‘Show You the Way to Go’ by The Jacksons. These players were in Year 4 and Year 5 at the time. They have learned with Kyron Akal (@KAPANMUSIC).
In 2014/15 I organised a project with parents and staff singing songs from their own national backgrounds. In three different studios over the course of the year we recorded 17 songs. The CD we produced includes songs from Somalia, Bangladesh, The Philippines, Poland, England, Lithuania, Hungary and Kenya. To listen to all these songs just continue reading. You will also find lyrics and translations.
In 2015/16 we recorded children singing songs from their home backgrounds. We produced a CD with 14 songs reflecting the great diversity of families at the school including Somalian, Polish, Bengali, Scottish, Syrian, Kenyan and Kurdish. Continue reading to listen to these songs and read lyrics/translations.
The Year 1 class enter the Music Room and sit down in front of me very quietly. I think about possibly talking to them about something or other just to break the ice. In the end I just hum a simple little two-note melody. They hum it back. I vary it a few times and it works as a little warm-up.
I tell them that I’m going to sing ‘Hello Everyone’ three times. I explain that it might be high pitched, low pitched or in the middle. As I say this I encourage them all to show these different pitches by holding a hand up high or in front of their chest or down near the ground for low pitch. Continue reading “Yr1_First The Experience Then The Concept”
Over the last week I have been recording my own music lessons. You can listen to seven recordings here that give a little more insight into the development of musicianship through singing.
All recordings made in January 2017
This is a collection of recordings made during lessons. These are not rehearsed items. Each recording is from a regular weekly music lesson with a class of 30.
The children arrive.
I sing a very simple ‘Hello, how are you?’ to the class and explain that the response is ‘Very well, thank you’ to the same two-note tune. I still do not have a record of all the children who can pitch-match independently so I’ve made a list of a few names. After some whole class responses I ask these individuals to respond. In the end I have a complete record for this class of twenty nine: 17 can pitch-match independently, 5 sing with the correct intervals but below pitch, 2 more or less talk and 5 are too shy to sing solo.
The children enter the Music Room noisily and full of excitement because they’ve just had playtime. I have a good way to tap into this liveliness: a funny call and response rhyme that is always met with smiles and laughter (each line is announced by the teacher and repeated by the class):
“Hey, Hey, Bob Diddly Bob (clap hands four times)
I’m gonna get back to my job (point with thumb over shoulder four times)
Autumn Week 10
It’s 9AM and so I start the lesson in a calm way. I just sing ‘Hello Everyone’ (A-F#-DD-D or so-mi-do do-do). They all sing back echoing this tune. I hum the same tune and ask the children to show me the handsigns if they think they can. To my surprise the great majority of the class are confused by this. We’ve been working on our new pitch ‘do’ for quite a few weeks now. Eventually I spot one girl who is showing me the correct handsigns and I invite her to show the class.
Stimulus: ‘Que Viene al Coco’ for two guitars (Paco de Lucia and Raman de Algeciras).
This is a lively Flamenco piece with the added excitement of castanets towards the end.
Talk about different feelings; make a list of ‘feelings’ words (e.g. happy, angry, calm etc); listen to the music; discuss how we felt while listening
“I liked it because it was fun! It was real music”…