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[HANASHIR:14570] Re: using instruments

I also emphsize watching me for entrances. By the end of the year, 
Kindergarteners and first graders can tell me the beginning syllable of a word, 
then we are able to talk about clean entrances and making sure we hear the 
first syllable of a word, and making sure all of their consonants are clear, 
especially ending ones. If all a congregation hears is "ruc", they won't know 
the word is supposed to be "Baruch."
Devora
Original message attached.

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!
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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 Allard

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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For information on our award-winning recordings, children's concerts, and teacher workshops/keynotes, please visit http://www.PeterandEllen.com or call tollfree 1-888-746-4481

 

 


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