Training my choir (and getting away with it)
Choir at Pelican Primary School is a hot-ticket item – I have more than half the children from the eligible classes taking part each week (about 40 students all together). They are noisy and rowdy, they take a long time to settle down when they first arrive and to maintain focus whenever we ‘transition’ from one activity or song to the next. Most weeks, 1 or 2 children are sent back to their classroom for distracting or unhelpful behaviour.
But they are improving slowly (they are a nice little choir already, but it is their willingness to learn that is improving), and this gives me hope! Last year, for example, we started singing songs in two parts. I divided them into two groups of sopranos and altos, and they have maintained those groups and quite proudly identify themselves with one or the other voice type.
Singing in two parts means that I need to give each group their starting pitches before we begin a song. Last year, I would give these pitches, and both groups would ‘over-sing’ them – getting louder, and whooping their pitches up and down to make each other laugh. “I hate it when you do that,” I told them once, grumpily slumping back in my chair, tired of such end-of-the-day silliness.
But me hating it meant that I also needed to explain to them the purpose of these starting pitches, how they should respond, and why it was counter-productive for them to move the pitches around. Every week, it was an effort to make this part of the pre-song preparation work, but we persevered.
At today’s rehearsal, I gave the pitches for our 2-part South African song, and away we went. I realised later, reflecting on the rehearsal, that they hadn’t done their usual routine. They had taken the pitches, echoed them quietly, and used them to get the song started strongly – the way I want them to. Success!
I used to approach all my teaching at Pelican as ‘teaching by stealth’ (my own term) – creating activities that create environments that mean knowledge and understanding gets absorbed. This works well for the slowest and lower-achieving students, but leaves those with more ability and motivation to learn with fewer challenges than they deserve, and with fewer opportunities to put labels on their knowledge. Now I tend to announce to the older classes, “Information! I’m about to give you information! This is important for your learning so listen!” The more able students need this. They thrive on it. They are dying to know things.