Those who found the task difficult were given the slowest part while the more advanced pupils were given a complicated, fast part. Pupils were placed into groups according to their ability. Subsequently, using keyboards and percussion instruments, the pupils rehearsed, performed and recorded a pre-prepared Gamelan piece (see Figure 1 above and Figure 2 below).įigure 2: Pre-prepared Gamelan Piece in Staff Notation This was designed to give pupils a clearer idea of the texture of Gamelan, the gongs only playing once a bar, and the higher, faster instruments, playing almost constantly. It began with simple listening exercises during which pupils became familiar with the characteristics and sounds of Gamelan, answering specific questions on the music heard.įigure 1: Pre-prepared Gamelan Piece Notated Using Lettersįurthermore, during the first lesson, I devised a practical whole-class activity in which pupils were split into groups and asked to say the name of a specified Gamelan instrument on particular beats of the bar. Initially, I designed a unit on Gamelan music of Indonesia to last for seven In order to carry this out, I focus on pupils' individual and whole-class work, with comments on the assessments Although my aim is not necessarily to make comparisons between the four classes, I wish to establish the overall effectiveness of the unit, both through its musical outcomes and the way in which the pupils responded to it. I taught the unit on Gamelan to four different Year 8 classes, each of which had thirty pupils. The school is situated in the London Borough of Tower Hamlets and its pupils show a wide range of abilities. This article reports on a unit of work which was carried out at a large, mixed comprehensive school with no sixthįorm 1. General Music Lessons in a Secondary School: An Investigation
The Teachers' Day Programme of the 8th Biennial InternationalĪn Internationally Reviewed Bulletin of the Centre for Intercultural Music Arts.I endeavor to guide students through this process and help them discover a musical voice that is uniquely their own.General Music Lessons in a Secondary School: An Through music study we learn about ourselves and about life, a process that is both exhilarating and sometimes difficult. Music study is an intimate and visceral experience. I invite students into a relationship with music. Teaching is an invitation to a relationship. I want to impact lives with the power of musical experience. There is a simple reason behind my decision to teach. I am extremely excited about being at Fulton Elementary for my eighth year of teaching and can't wait to inspire hundreds of young musicians! My Educational Philosophy Upon completion of my Bachelor's degree, I moved to New York City to obtain my Master of Music in Voice from Mannes School of Music. After high school, I pursued my Bachelor of Music in Vocal Performance from Northern Arizona University. RogersĪ Chandler resident for 13 years, I attended Bogle Junior High School and graduated from Hamilton High School in 2010. Kingergarten-2nd Grade Opportunity - Mrs.Elite Performance Academy (on CTA Humphrey Campus).Chandler Traditional Academy - Liberty Campus.
Chandler Traditional Academy - Independence Campus.Chandler Traditional Academy - Humphrey Campus.Chandler Traditional Academy - Goodman Campus.Chandler Traditional Academy - Freedom Campus.Chandler Early College High School (Program).
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