|
Begin by showing students this short film without sound, and tell them to create their own musical soundtrack in their head (including any sounds as well).
Watch it again a couple of times so they can get familiar with it. You may suggest some things to consider as they watch (character, orchestration, mood, est...) Organize the students into small groups and have them compose a score for the short film (as you keep replaying it). The end result will be so entertaining! Some will create wonderful soundscapes while others may prioritize sounds, create lite motifs, or only use their voices and body percussion. This can also become an exercise that can become a performance for a concert judging on how well executed it can become. |
|
Melanie DeMore begins with immense enthusiasm with her workshop. Making sure everyone is not only engaged, but engaging with over-exaggerations! I believe that an instructor must be willing and able to be over the top (and in many instances be 'silly' and entertaining) not just to get keep the students engaged, but to introduce them to humility. That being expressive and accepting their uniqueness is a top priority.
The confidence David McCauley displays while teaching dance is another fine example of how to make students feel comfortable, by ironically bringing them outside their comfort zone. This clip speaks to me, as I am always looking for fun physical activities that incorporate music principals. |
This example from the 1950's is a stark contrast to the previous one not just for the sake of humor, but because I myself have heard the things Mr. 'Grimes' has said in my experience in elementary school through a wide range of subjects (not just math, though math is a typical example to use since it is so difficult to teach effectively).
This is the most extreme example of not just bad teaching attributes (lack of enthusiasm, dispensing guilt, and prioritizing average test scores), but it personifies everything we consider wrong with the current education system. Mr. 'Grimes' has no interest in partaking in dialogue, nor does he seem keen on changing his teaching approach. The students are the victim of his stubbornness, and they have to deal with it, along with the trend of diminishing grades. |
|