Hands On - Theory into Practice
Developing independence and creativity through teaching approaches that promote collaboration and risk taking.
After getting an idea of each one of my S3 students; their musical interests, favourite genres, having heard them play their 1st and/or 2nd instruments and know a little about their musical environment at home, I can say that similar patterns arose in the way that they all expressed the same musical needs in terms of tools and the importance of music in their lives.
Students made me reflect on what it is about music that makes it meaningful for me:
How was I first attracted to music?… what keeps me returning to it?
They are desperate for musical tools which will get their fingers flying when playing a musical instrument. They all want to know about harmony and are fascinated at how chord progressions work in a piece of music. So, I wanted to help them in the best way possible because after the long holiday, they all felt they had gone backwards.
They want to know how to do all these things because they have personal interests! They need the tools to express their life experiences through songs, which will be created or performed in their favourite styles or perhaps some students invent a new style.
I always find it challenging to get music students engaged with the theory of music. Specially the circle of keys (major and minor keys and their relationship) because all they want to do is play their instruments!
Like in maths, the main operations; add, substract multiply, divide, are essential, I can say that in music, the knowledge, understanding and application of the circle of keys is essential. Let’s say scales and chords.
For that reason I decided to try a series of strategies and methods, and best results were the ones inspired by the book “Music & Keyboard in the Classroom. Let’s Get Creative!” by Michael Griffin.
The author expresses the importance of regular feedback in order to keep students engaged and challenged. So, while students are working with headphones, the opportunity presents itself for the teacher to monitor the work done by each student. Then, each student and myself annotate when done successfully.
The students then transfer their knowledge to different keys and will have the necessary tools to compose a pop song! Little by little, students develop complexity in chord progressions and together with progress in an instrument, will be evidenced as a whole when creating and performing.
There are many songs which use only 4 chords (click the link below)
There’s nothing better than the ‘Do Now’ moment!
I managed to put the correct number of keyboards in my room, each one with two pairs of headphones so students can work in pairs and started to include ‘Do now scales & chords’ once a week.
For example, if the previous lesson students learned the scales of D Major, A Major and Bb Major together with the indicated chords, a week later I will be asking them to get in pairs for 5 minutes and pick up any of those 3 scales and 2 chords and play them.
They can help each other in pairs and some of the students have a music mentor/monitor as a partner.
Then I go around one by one and ask them to play. If the student plays everything fluently I will then ask for more – the next scale. Will teach more chords and/or add the 7th.
If a student showed difficulty with the task, I asked him/her to review the previous scales and will get back to check on that.
What went really well was that the students were highly motivated and felt challenged as they were in pairs and could ask their partners to clarify any doubt. Also they could interact in a way that one pupil was playing scales and improvising on the same key while the other was playing a chord progression.
It could be even better if they can do it with their first instrument as they will transfer knowledge and will have room for creativity. This could be implemented as an extension for a full period lesson.
Also, at the beginning a couple of extra keyboards were needed. We managed to borrow two more from another room. That took a bit of time but was worthy.
What surprised me is that no pupil even tried to press the demo button to distract or disturb the ‘Do now’ moment.
In around 10 minutes all students have refreshed their memories with the topic and are ready to move on to the focus of the lesson which ideally will be connected to one of those scales.
Example, Ternary form – analysis of a piece in ternary form in D Major where chords I – V – vi – IV are being used.
For the next double session, students get in groups and start their pop song compositions in any of those keys. They are meant to use the same chords but in different progressions. Risk taking!
As supportive material all students are given Theory into Keyboard practice booklets.
Students gain more confidence and do not fear failure. In this way they can improve and correct the theoretical concepts, transfer their knowledge to other keys and situations and use it when creating.
S3muC – Do now! Showing progress, scales & chords!
S3muC group 1 - arrangment
S3muC group 2 – composition