`CMV’s position
1. The
reasons why we sing and make music
LEARNING
CAPACITIES
Singing
and music making together develops memory capacity, attentiveness, pattern
recognition, rhythmic understanding and facility, body/mind coordination, volume
control, connectedness, curiosity and creative initiatives.
Singing
together is particularly good for learning literacy and numeracy. It develops
language structure and grammar, playing with language (eg:
rhyming, alliteration), pronunciation, accents and rhythm of language. Because
there can be limited text and much repetition with singing, it helps to
reinforce many of these concepts in an enjoyable way.
TEACHING
METHODS
Singing
and music making is an effective memorisation device and an engaging introduction
to history and culture. It’s great for mood control, for example: facilitating
relaxation and calm, focusing and energizing learners as well as content
delivery, integration of play and instruction, and the enhancement of events
and occasions.
PERSONAL
DEVELOPMENT
Making
music together brings an awareness of self and others, provides emotional
expressions and outlet, and develops identity, confidence, self esteem, a sense of achievement, expressiveness
and health (mental and physical).
SOCIALISATION
Making
music together fosters cooperation and interaction (together we can do more
than we can alone), simultaneous listening and vocalisation, group awareness
(bonding/sense of belonging), the direct experience of synergy (the sum is
greater than the parts), and embodies the values of diversity and respect
across gender, age, culture and skill level.
IN
ADDITION!
Studying
and practising music is valuable as an end in itself (not just as a way of
becoming better at literacy, mathematics or personal development). It develops
an understanding and appreciation of a beauty that is uniquely musical. We
learn that by manipulating the elements of music we produce different results
and can explore this unique and ephemeral art form.
We
believe:
2. Musical
activity should be a daily event in Primary Schools
The
focus should be on inclusive practical music making with an emphasis on
singing.
Classroom
teachers should feel empowered and equipped to lead or provide the opportunity
for their students to engage in singing and music making activities.
Music
Specialists as well as providing more in depth musical experiences, including
music literacy and instrumental experiences, should be
helpful in resourcing the classroom teachers as well as sharing ideas and expertise
with classroom teachers.
The
daily classroom music practice need only be a few minutes at the start or end
of a session. It can be integrated into a current classroom theme or used as a
teaching method or tool for other subject areas (see ‘Learning Capacities’ and
‘Teaching Methods’ above.)
It
is important to develop a culture of singing and music making and for it to
feel like a normal classroom activity. Five minutes at the start of each day
will be more effective for developing a culture than one half hour per week.
1. We suggest you make contact with
VOSA (the Victorian Orff Schulwerk Association) who
run fabulous, affordable music-making and music leadership workshops in Victoria
open to teachers, parents, early years workers and anyone else who is
interested in making music with kids. www.vosa.org. Phone:
(03) 9535 7020
2. Come
along to Community Music Victoria leadership skills workshops. Many people who
work in schools have found them to be really useful as a place to learn and
practice their skills, slot into a network for continued peer support and get
great repertoire ideas that can be used instantly. Check out our CMV Events page
for details of upcoming workshops.