Writing songs of home

This term at the Language School, we are focusing on the theme of ‘homes’. We explore this in different ways with each of the three classes, but the starting point is the same – I ask each child to draw a picture of their home in their country of origin, and interview them about what it shows. I use the words from these interviews to create song lyrics.

Sometimes the process throws up interesting challenges. For example, in Middle Primary, the students had been learning lots of ‘house/home’ vocabulary and had little pictures of various kinds of dwellings stuck to their desks. When they started on their drawing task I realised that many of them were copying these archetypal images (square plus triangle plus small rectangle equals ‘house’) rather than drawing a picture of their own home. Did they worry that their real home might be considered ‘wrong’? Or were they just keen to copy a picture? Also, some students had been in temporary housing and countries (refugee camps, second countries) for so long they had only vague memories of their home in their country of origin. For some, recalling these temporary shelters was unpleasant as life had been hard – even awful – there.

Lower Primary painted their pictures – large, brightly coloured images that filled the corners of the page, and the detail led to two verses – one about kinds of houses (lots of apartments, reached by going in the lift/elevator, and pressing a button to go up, up, up…), and one about the people and things they left behind and now miss (grandparents, toys, even a baby brother and an older sister).

Upper Primary had access to some excellent books showing different kinds of houses around the world – mudbrick homes, bluestone farmhouses, igloos, simple dwellings from cow-dung or bamboo, glass and steel mansions, even emergency shelters made from UNHCR-branded materials. Their song – slow to emerge but now progressing well – considers all the different things you can build a house from, and the fact that shelter is a basic human right for everyone around the world.

Middle Primary’s song has emerged from the interview-to-lyrics process (I typed up their words and they read from these sheets to select the lyrics), and a ‘cycle of 8’ graphic score process to create melodic material. In today’s class we sang three of these melodies and improvised with words from the typewritten sheets to come up with a chorus and three verses. I think this song is my favourite, which is interesting because it came about through the most chance-driven processes, rather than me getting things rolling with a chord progression or catchy riff.

Some sample ‘cycle of 8 ‘ scores – first we practised counting the cycle, then they colored in the boxes they wanted to clap, then they assigned pitches, then we learned to play them and decided which ones would work well as song melodies.

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