We are going to introduce a web-based music education app later this term. The school-wide licence will enable children to complete projects, collaborate and compose in class, in the library or at home.
Parents will be able to get involved in this online music-making.
More on that later. Here is sample screenshot of how to create a soundscape on the Groovy Music App.
In our second lesson we created a soundscape on the Groovy Music app. Then we began exploring the sounds of the Orff instruments (marimba, xylophones, metalophones and recorders, plus a few ukelele).
The class had a taste of creating their own soundscapes. They were encouraged to adapt and work impromptu on 'real' instruments. After some preparation, each group performed to the class.
Room 21 creating a soundscape
Room 21 - Soundscaping
One group of three girls from Room 24 (Leilani, Kimberly and Javiyah) created a very beautiful piece. The other children asked to join in to add their own sounds to the imaginative soundscape. Take a look!
The Marimba Band will be a limited group. We now have two marimba, two metallaphones , six xylophones. This will mean the band is limited to around 12 players.
With over 200 children registering interest, I am going to be rather severe in my selection. We will hold auditions over Thursday lunchtimes for a group of pupils I have selected from the list. Those whose attendance is regular (any absences will need to be fully explained) over the last three weeks of this term.
I have met every child in each of the music classes now. I've introduced them to the growing array of instruments. If ever I wanted to have a messiah complex, this the best place to have one. I've been encouraging the kids to 'FEEL' music as a whole body experience and not just through their ears. While this may look like they're idolising their teacher, they're not. I promise!
You have to feel this sound rumble through your whole body.
Yesterday we "un-boxed" our marimba made by Len Buchanan in Dunedin. What excitement that was. It was so hard to get the kids to go home after school. Luka even brought his family in to see the enormous instruments.
What attracts me is the every-day-ness of the material that some of the instruments are made of. I've told the kids that they are not to tell Mrs. McLay that I have turned one of her pizza trays into a beautifully resonant gong! (Many thanks to Jeremy Hantler of Edendale Primary School actually!)
Today was the first day of my music programme with Rooms 9, 15 and 21. For two weeks I have been retrieving and repairing instruments kept in storage for 4 - 5 years. Now it's all ready. Each class stays with me for a full 90 minutes.
I offer a huge thank you to our principal, Ash Maindonald for making it possible to bring my music-making to our school.
I knew I was going to enjoy this new work but I was not prepared for what a rich experience this was going to be with the children. I told all three classes today that being a music teacher feels like Christmas morning to me. It's exciting and full of surprise. I hope I'll help children be artists - to savour and expand their musical environments.
Rm 15 explores dance shapes for Les Saluts (a French Canadian folk tune)
The work
We started with the question: What do we need to respect in a music room? From this we built a dance to match the form and movement of the music. We bowed to the objects in the room, to our classmates (who responded with their own salut) and of course, the children all bowed to the teacher. And the teacher bowed to the wonderful children.
Matthew (Rm15) & Mr McLay accompany the dancers
Sasha (Rm 21) astounded and delighted me by saying that one thing we need to respect is the music! I observed this talented girl and she really soaked up the various instruments. What an important idea to offer and she's only 9 years old!
Performing to others is part of music-making. So we also learnt how to be a member of an audience. We learnt that we do the following as an audience:
Attend - pay full attention and become absorbed in what the performers are presenting
Allow - enable the performers to do the best they can without distraction
Applaud - acknowledge their effort and risk-taking of performing in front of peers
Appreciate - tell the performers something that was memorable about their performance
We also played with the six elements of music (more on that later) while the senior class explored the new instruments - marimba, drums and tuned percussion, and I nearly forgot, we opened a box of ukeleles that we will be able to play after Waitangi Weekend.
Room 21 children play xylophones and metallophones
My special flute
The flute I am playing is a gift from my father's close friend Feri. He too is a musician who has inspired me my whole life. He gave me his flute long after my father died. When I play it, I am honouring Feri's and my father's gift of music to me and, as Sasha said, music itself.
