Transmission

From individual to interaction

The overall theme for my lessons is musical interaction.

It´s obivious that I have to differentiate my teachning in relation to which group I´m teaching and the young people in-between. My main focus will be on the advanced team, because they quit easy can learn and play the tunes I´m gonna show them and therefore the basics to play together is already there.

 

– To my presentation I will elaborate the contents of the following headlines below this page –

 

Sammenhæng / Context

What: Music course in Toveshøj/Gellerup youth-school (course in saz/baglama and turkish music). The course is given under the youth-school, so it´s after ordinary school time the course begins.

Who: 3 groups (beginners, intermediate and advanced). I´m going to teach seperately in these 3 groups, but my main focus will be the advanced team. The other 2 group are very new on their instruments and ensemble playing will be a long term work why I´ll concentrate on the group that can play, but haven´t got the experience to play with others.

Time frame: Every wednesday from 5-8pm and sunday from 12-3pm, from medio april to medio may

 

Mål / Aims and Objectives

Aims for the course with beginner team (also for the intermediate and advanced team):

– Students must achieve a secure sense of pulse (sagfag: pulse) and (samfundsfag: Common/Community)

– Students must be aware of each other as part of the musical activity ie. they should achieve musical attention (sagfag: reproducing music) and (musisk fag: ”without me it will get stuck”) and (samfundsfag: Common/Community)

– Students should know and practice in using different rhythms (sagfag: rhythm / motor skills)

– Students must be challenged physically, so that they achieve greater physical freedom (sagfag: motor skills) and (musisk fag: physicality, self-confidence)

 

Aims for the course with intermediate and advanced team (also for the beginner team):

– Participate actively in joint musical forum in games and ensemble (listen and be aware)

– Use body, voice, musical instruments and other sound sources in creative musical work

– Use body and voice in creative musical work

 

Evaluering og Tegn / Evaluation and Signs

I have chosen to evaluate in the process, as I believe that I in this short course get more out of that I in the situation can talk with the students or by observing their motivation in class.

I observe and sense where the students are in the process. Since the course is not longer than it is, and since it is a start that can be expanded in future work, I choose to downgrade the final evaluation for continuous observations. Signs that I’m looking for towards the aims I have set myself is

  • Engaged students
  • They are attentive and listen to what they are playing in ensemble situations
  • Are the students inhibited, or do they loosen up?

 

I learned that at the time I had the students they had a hard time loosening up. They did not ask much for the things we did and they were in general very quiet in the class. Funny because, it was a totally different story during the breaks, though my approach to them was the same in both in class and during the breaks – casual and humorous.

I think it has something to do with the fact that I was new and they simply didn’t managed to have a comfortable safety feeling with me, which they clearly had with their original teacher. Maybe they also felt that they had to be in a certain standard, as they knew I came from the Music Conservatory, though I didn’t expressed this, neither orally or with my attitude.

Ultimately, it also has something to do with their personalities. Some of them talked and asked more than others and this will always be like this.

 

Tiltag / Actions

Note: Couldn´t find exact and correct translation of the two danish words sagfag and musiskfag.

Lesson content to the beginner team

ACTIVITY FOCUS COMMENTS
Send a clap around in the circle on 1, 2, 3, 4 and on1, and, 2, and, 3, and, 4, and Train pulse feeling sagfag: pulse

musisk fag: ”without me it will get stuck”

social/samfundsfag: common/community

Send a clap across the circle Musical attention sagfag: reproduce music

musisk fag: ”without me it will get stuck”

social/samfundsfag: common/community

Go around the room – it must always be filled.Vary the tempo Attention sagfag: musical reproduction

musisk fag: –

social/samfundsfag: common/community

Send a clap around in the circle as quickly as possible Attention sagfag: reproduce music

musisk fag: ”without me it will get stuck”

social/samfundsfag: common/community

Slave steps and clap Pulse sagfag: pulse and motor skills

musisk fag: –

social/samfundsfag: common/community

Stop dance – the teacher decides the movements Physicality sagfag: motor skills

musisk fag: confidence for own abilities

social/samfundsfag: –

 

Lesson content to the intermediate team

ACTIVITY FOCUS COMMENTS
Mendil kapmaca

Yag satarim bal satarim

etc.

(turkish games)

Motivation We start the lessons with turkish games, so the blood circulation gets started and so the students are motivated to the lesson which may feel a little theoretical to begin with
Listening to turkish music

Introduction to turkish music

Introduction to turkish instruments and their sounds

Interest/motivation

Compare/transfer (instruments, sounds ..)

Turkish music = Turkish folk and classical music

After listening to the pieces we talk about them – comparing characteristics and sound

 

Lesson content to the advanced team

ACTIVITY FOCUS COMMENTS
Yag satarim bal satarim

Mendil kapmaca

etc.

(turkish games)

Motivation We start the lessons with turkish games, so the blood circulation gets started and so the students are motivated to the lesson which may feel a little theoretical to begin with
Play a turkish tune (ensemble) Musical attention

Communicating

There are books with turkish music that is already been harmonized (traditional turkish music is not harmonized) and these can with advantage be used, but we picked a tune called “ah bir atas ver” that I harmonized.

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