Seven Jumps

The session began as usual with a song! This time we used our fingers to count up in steps as we sang scales. Similarly we used techniques like raising our hands to match the pitch or notes we were singing. (For example counting from 1-5, varying the pattern and making jumps, using different note lengths etc)

we we also began to look at melodies starting on the the tonic, third, and fifth dominant whenever we use modal music. Ostinato rhythms or like drones are used underneath vocals to add to the music. Working in modal can be useful as minor and major chords do not need to be worried about and it makes things a lot simpler in the classroom in terms of resources and time restraints. It uses lines of music instead of chord blocks.

Using things like canons, inverting the tune, singing in harmonies are good ways to get all pupils involved and to get their oral skills working to identify different ways to sing music and different notes to start on.

Cambridge study 2012 discussed singing in primary schools which I found particularly interesting.

"Results indicate a variety of successful approaches to promoting singing in primary schools. Essential motivators for developing singing include an enthusiastic staff member, a supportive headteacher and support from other school staff. Additional motivators include access to musical expertise within and beyond the school, and a singing leader with keyboard skills. Challenges to good practice center on the issue of confidence and skill in singing from both teachers and pupils, individually and in groups, recognising and rewarding quality in singing, and the sustainability of externally funded initiatives as pupils move through their schooling and particularly from primary to secondary school. Good-quality support from specialists and external organisations can facilitate good practice in schools, but it seems to be important to integrate singing into children's wider musical learning and development within the curriculum, in the extended curriculum and beyond school in order to help sustain a lifelong interest in singing."

This is suggesting teachers need confidence in their teaching and they need to make an active effort to integrate music into wider learning more. By using these simple modal techniques for class singing things like maths concepts or English rules could be taught using songs to reinforce learning and to solidify.

Using modes modes at first was a little strange as I am so used to working in chords but I feel that this technique will be useful in professional practice even to do small amounts of conducting using my hand to pitch the children.

The second part of the session we took part in the piece of music "seven jumps".

https://www.youtube.com/watch?v=LcpXUy_CPBo

This could even be seen cross-curriculum for PE as it incorporated music and dance with actions. The group moved around in a circle and every few bars the music would change and a different Action or pose needed to be struck before the dance would return to the beginning. It both varied in speed and duration of notes so children are encouraged to remain engaged and listening to the song to know what action to make in that moment. Despite it working really well in a group of about 10-12 i don't think it would work as well with a whole class of children. I think they would definitely split into two groups ensuring there is an adult with each to make sure each child is on task.

LAMONT, A. and KEELE, 2012. Singing in primary schools: Case studies of good practice in whole class vocal tuition | British journal of music education | Cambridge core. British Journal of Music Education [online]. 29 (2), pp. 251–268. Available from: https://www.cambridge.org/core/journals/british-journal-of-music-education/article/div-classtitlesinging-in-primary-schools-case-studies-of-good-practice-in-whole-class-vocal-tuitiondiv/DBE49C5ABC30783D7C5B5E857486290F [Accessed 3 January 2017].

#Music #Crosscurriculum #Maths #PE