At the Language School, the Lower Primary class are showing a growing interest in conducting and leading sounds. It started last week, when they first met Ryan, a young musician and fledgling workshop leader I am mentoring this term. Ryan is a virtuosic recorder player, and we invited the Lower Primary students to “conduct” improvisations with him, showing with their hands and limbs what they’d like him to play. As you can see in the video, they started things in a fairly contained way, but ended up with some very flamboyant, whole body conducting!

In this week’s class, we wrote a song together, and as we sang it through at the conclusion of the lesson, one of the boys leapt and vigorously pointed to each word in the song, bouncing his finger along in time to the music, and indicating when we should sing. He then moved on to the other words I had written up from student suggestions that weren’t yet included in the song lyrics, indicating that I should sing them too. I improvised my way through another verse from these words, and he was delighted.

Next week we’ll explore conducting further, and give each child an instrument – perhaps a range of chime bars, different pitches – and invite one person to point to the instrument they want to hear. This could be random, or we could fix it. Today we played a warm-up game that involved the children rolling a ball from one person to the next, and remembering the order that it went from child to child. We could apply the same principle to a circle of instruments, with an individual conductor making the initial choice about who plays when, but the order would then become fixed.

This could also be a way of creating new melodic material.

Why is conducting so engaging for these children? I think they are intrigued by the power of it, the idea that they can create a series of sounds with their gestures. They also enjoy the physicality of shaping the sounds – as is evident in the last child conducting in the video above. When you are newly-arrived in a country and you can’t understand much of what is going on, you don’t have a lot of power or choice – at least, not if you are motivated to try and fit in. You spend a lot of time copying others and trying to get things right. The Lower Primary children quickly worked out that with this kind of improvisation, they didn’t need to worry about it being “right”. They instinctively understood the freedom that they had, and they revelled in it.


2 comments so far

  1. Nicole Alexander on

    great video! I think I’ll show it to my Grade 3’s who are having their first recorder lesson tomorrow:)

  2. musicwork on

    Ryan is preparing a 2-hour workshop for primary school children through his work with me. Maybe he could come out to The Patch to do it?

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