I can’t believe that’s my first week of placement over already! What a brilliant week it has been!
Here are some of the experiences that I have been involved in:
During the Kodaly sessions, I saw p1 children learning about the foundation elements of music, including rhythm, pitch, and tempo. This learning happens in a fun, active, and play based way, which reminds me of the circle games that I might use with my pre-school children at nursery. An example of this was when children were learning about tempo: they made 2 trains (standing in a line with their hands on the person-in-front’s shoulders), with one being the fast train, and one being the slow train. As they moved around the room, each train had a chant:
Engine, engine, coloured green,
The fastest train I’ve ever seen!
Engine, engine, coloured black
going slowly down the track!
The children were also required to use the additional skill of walking their feet in time to the beat of their chant. This helped them to recognise that the tempo of their chant related to the speed that they were moving.
I feel that I can definitely bring this style of learning into my own teaching and look forward to using this in my Early Years placement.
These sessions allowed children to learn and practise different rhythms and patterns. They did this through call-and-response, a ‘Simon says’ type game, and drumming along to backing tracks.
I loved how these activities seemed so simple, however involved many different skills; listening, remembering, motor skills, and creating different sounds using the parts of the drum. Children had also learned about the history of these drums, speaking about where they were from and what they would have been used for in the past.
Children learned a few simple chords which allowed them to play along with some songs. They practised the fingering for these chords and looked at how to strum these in time with the song (which is linked to reading music). These lessons were also linked with learning that was taking place outside of music lessons, for example, some children had been learning about fairy tales and folklore, and therefore were learning the songs: 3 Billy Goats Gruff, and The Ugly Duckling.
I was very impressed at how well the children were able to create the chords (placing their fingers in the correct places on the strings and frets) and strum in time to the songs! Many children even managed to read the words and sing along at the same time. This activity is helping them to develop many skills, including those used in sight reading music.
Orchestra and Wind Band
I was a bit nervous about these classes, as I was asked to bring my clarinet along and play with the children. While I CAN play, I’ve never been hugely confident in my ability, so this pushed me out of my comfort zone. That being said, I’m really glad that I did, because having my instrument allowed me to make a connection with some pupils (fellow clarinet players) and I feel that it helped children to respect me as someone who ‘knows what they’re talking about’.
In these lessons, pupils were practising their fingering and formation of notes, as well as timing and being able to listen to those around them. One way which they did this was through a ‘Hocket‘ style activity, where children were split into 5 groups (of mixed instruments) and given one note each. The conductor would then point to the groups, indicating that it was their turn to play. In this way, the children could play some simple tunes (e.g. Mary had a little lamb), and some even had the chance to be the conductor and create their own tunes by pointing to the different groups.
This was such a simple activity, but was great fun. It also allowed the children to practise a note that they may not be confident with, without the added problem of changing between notes. I can see how this activity could be used in a future music lesson, as it could be used with any instruments – from chime bars, to xylophones, to recorders…
Rock Band is a fantastic project that I saw taking place with 2 p6 classes. It involved children learning instruments that may be used a band, such as guitars (electric, acoustic, and bass), drums, keyboards, and their singing voices. They had been learning music from different decades, starting with Elvis’ ‘Hound Dog’, then The Beatles ‘Love me do’, and now moving on to Bob Marley ‘3 Little Birds’.
During a previous week, the classes had been videoed, allowing them to review their work and decide on 2 stars and a wish. The children were told that they would be making more videos so that they could set up their own ‘Rock School’ Youtube channel. This sparked a lot of excitement, and the children could hardly wait to start designing their channel logo.
I was really impressed with how enthusiastic and engaged the children were with this project. I think this this is partly because the children were given a choice in which instruments that they wanted to learn (which had led to some beginning formal music tuition in their chosen instrument). I also feel that these children were enjoying learning songs that they could recognise, rather than classical music, or music simply designed for learning.
I would love to be involved in a project like this in my future teaching career, however I would need the support of another teacher (or teachers) who had some musical ability in the keyboard and the drums as my own musical knowledge doesn’t stretch that far.
On Thursday, I saw 2 classes as they ran through their final rehearsals for their big show on Saturday – The Rite of Spring, which is taking place at the Caird Hall. These dances had themes connected with nature (the sun and global warming, and trees and deforestation). Every child had a part to play, with some taking on solos and more complex routines. Not being a dancer myself, it was great to see the variety of simple movements, and how these came together to create a lovely complete dance. I was also interested to see how the children’s own ideas were incorporated into the dance, giving them some ownership and pride over their work.
The dance teacher had a great rapport with the children, oozing enthusiasm and praise and I feel that this inspired the children to work harder as they wanted to impress him. He was also willing to dance along with the children – filling in for any who were absent, or just demonstrating new movements. This reminded me of the importance of putting my own self-consciousness to one side and being willing to get involved in the learning, as this can support the children.
I was hoping to attend the show this evening, but unfortunately will not be able to make it. However, from what I saw at the rehearsals, I know that it will be a wonderful event!
Oh, and I was also involved in the opening ceremony of the brand new Sidlaw View Primary School! The children put on a fantastic musical performance and it was wonderful to see such a range of talents.
As you can see, this week has been very busy!
I’ve had the chance to see lots of different aspects of the Aspire project, and work with many different children from p1 to p6, in a variety of different schools. This is a completely new way of working for me, and brings some challenges. One of these challenges is that it is difficult to get to know the children very well, especially as a music session may last for as little as 40 minutes, and that may be the only time during the week that I worked with a class. Despite this challenge I was impressed at the way that the Aspire teachers interacted with the pupils and had built positive relationships. This is something that I will continue to work on as my placement continues and hopefully my timetable will not change very much, meaning that I will be working with the same classes from week to week.
This week, I have also had the chance to speak to some of the teachers in the different schools. All teachers that I spoke to seem to have a positive view of the Aspire music project, and of the experiences that are offered to the children. One teacher reinforced the idea that many teachers do not feel confident to teach music (as discussed in my previous post) and stated that she was very pleased that the children had the opportunity to learn with the Aspire team who had the specialist knowledge that she did not.
Next week I hope to take on an even more active role in all of the music sessions. Now that I have an understanding of what goes on in each of the different lessons, I hope that I can help through team-teaching and acting as a support teacher for children who are struggling. I hope to also have the opportunity to lead some sessions, particularly the Kodaly classes.
I will also speak to the Aspire teachers about how they plan their lessons and links to the curriculum. I am interested in how the learning that takes place in these sessions could be linked into cross curricular learning, and how it can support other areas of the Curriculum for Excellence. I would also like to find out how (if?) the Aspire teachers record and assess the learning that takes place in their sessions.