[HANASHIR:14566] Re: using instruments

[Meris Ruzow <meris...>]

Yeah Judy!  Isn't it wonderful to develop ears at such a young age. My
kids know that one of the things I always look for is a "clean cut-off."
"Can we all end together?"  (Of course you say this while you're setting
up the activity).  We want to teach them to be discriminating listeners;
makes you a better musician, right?   They know that they can't all cut
off together unless they're looking at me!  Amazing how kids can learn
cues from their "conductor" even if the cues are done by one's eyes or
body (I'm a pianist).  The best thing in terms of managing the class and
gaining the most musically from them is teaching them to WATCH and
LISTEN (to both you AND others).  Then as they get older it's only a
subtle reminder once in a while - a great way to test this of course, as
they get older is in the middle of a piece, if you feel they're not
watching, all of a sudden you play EXTREMELY and obviously much slower
than usual.   Those that sing with you, you know are following!  The
others off on the Planet Mars soon realize why they're singing alone!
Ah the joys of teaching!
Meris Ruzow
 
Meris (at) nycap(dot)rr(dot)com
 
-----Original Message-----
From: owner-hanashir (at) shamash(dot)org [mailto:owner-hanashir (at) 
shamash(dot)org] On
Behalf Of Judy Ginsburgh
Sent: Wednesday, June 11, 2003 9:47 AM
To: hanashir (at) shamash(dot)org
Subject: [HANASHIR:14565] Re: using instruments
 
 
This is perfect advice that Ellen provided about making the most of
using instruments.  I use this as a technique not only to teach about
musical form (as Meris suggested) but also to help young children learn
how to listen and be in control of themselves.  It provides a perfect
opportunity also to teach about the dynamics of a band or an orchestra.
I hand out the instruments and mention that now that everyone has an
instrument, we have formed a band.  And every band has a boss or a
leader -- called the conductor or director.  They guess who the leader
is -- of course it's the teacher.  Then I use this as a time to show
them some conducting technique -- play, stop, soft, loud, etc.....  They
are instructed to watch the conductor and follow their lead.  The
"cut-off" (or cue to stop) is always important and it is a game to see
if everyone can stop at the same time so the conductor does not have to
"fire anyone".
 
Judy :)
Judy Caplan Ginsburgh, Professional Singer
1999 Louisiana Professional Artist of the Year!
judy (at) jewishentertainment(dot)net     -    judy (at) judymusic(dot)com
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Hot off the Press!  My Jewish World - a new early childhood music
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"I've learned that you shouldn't go through life with a catcher's mitt
on both hands. You need to be able to throw something back."
 
 
----- Original Message ----- 
From: Ellen <mailto:ellen (at) peterandellen(dot)com>  Allard 
To: hanashir (at) shamash(dot)org 
Sent: Wednesday, June 11, 2003 7:45 AM
Subject: [HANASHIR:14562] Re: requests
 
Dear Beth (and others who work with young children),
 
A technique for using rhythm instruments with young children involves
songs that have two sections, an A and a B section. Once the children
recognize the two distinct sections (usually either the lyrics tell them
which are the two different sections or the music is different enough
that it helps to differentiate the sections), you can assign a group of
children to be the rhythm band. They are instructed to only play on one
of the sections (either the A or the B section). Or you can have two
different rhythm bands, one plays on the A section, one plays on the B
section. This helps the children focus and pay attention, as they want
to make sure to play their instruments at the right time. If per chance
you have enough instruments for each student, then you can have everyone
play on one section and keep their instruments VERY still on the other
section. This does take some work, especially if the children haven't
worked with rhythm instruments before. There will always be one or more
who play the instruments when they're not supposed to (either
intentionally or not), or use them to bop other kids, so you really have
to work hard at helping them understand your rules when using the
instruments. 
 
By the way, a song with an A and a B section can simply be a song with
verses that alternate with the chorus. Or it can be a song that has the
form of ABA. I can't think of one off the top of my head (too early!).
But I think you get my drift.
 
Good luck!
 
All the best,
Ellen Allard
Worcester, MA
-----
Peter & Ellen Allard
Specializing in Music for Young Children
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