On Imagination and Inner Hearing

"We should read music in the same way 

that an educated adult will read a book:

In silence, but imagining the sound."

~ Zoltan Kodaly

This quote by Zoltan Kodaly, one of the greatest music educators of our time, captures very well the philosophy of my music program.  For the past few weeks, students have been working on developing their "inner hearing", i.e. imagining the sound before delivering the performance.  This could mean what the melody, rhythm, dynamics, articulation, expression might be in an ideal performance.  

Kindergarten and Grade 1 students have been working a lot on interpreting a text and finding the right sound or mode of expression to communicate the meaning of the text.  Grade 1 students have extended this skill to "score reading".  They were asked to interpret a graphic notation and used different vocal qualities, dynamics and articulation in response to what they saw in the "music score."  Grade 2 and 3 students have been working on imagining a beat of silence in the midst of sounds.  This is a kind of "inner hearing" that is important in developing rhythmic precision when playing with other musicians.  Grade 4 and 5 students focused on the concept of "balance" when playing in ensembles especially when certain instruments, e.g. the recorder, have a softer tone than other instruments.

The Power of Music

Music begins where the possibilities of language end.
~ Jean Sibelius

In our music program, students have the opportunity to experience the power of music.  Kindergarten and Grade 1 students continued to explore the four families of non-pitched instruments and see what possibilities they have to offer.  Kindergarten students created their first non-standardized "musical score" while Grade 1 used these non-pitched instruments to tell a story.  Grade 2 students continued to build on their inquiry on "polarities" (or opposites) in music.  They identified high vs. low, loud vs. soft as different "polarities".  Now they are experiencing sound vs. silence as another type of "polarities."  

Grade 3 students performed a three-voice texture through chant. They experienced the connection between language and the musical language and will soon be transferring these complex rhythmic levels into non-pitched instruments.  Grade 4 students learned about how the composer Franz Schubert, in an absolutely ingenious way, told a musical story, e.g. how the piano was used to mimic the galloping of the horse and how one singer took on four different characters in the song.  Grade 5 students took on the challenge to incorporate a recorder part into their complex multi-voiced texture.  Through instrumental playing, not only do students have a chance to experience what ensemble playing means, they can also feel the power of music, which is capable of evoking a huge range of moods.

Blow, Wind, Blow

Students continued to use Autumn as the unifying theme to explore different concepts in music. 

After having explored different vocal qualities and body percussion, Kindergarten and Grade 1 students learned about the four families of non-pitched instruments:  wood, metal, shake and scrape, and membrane.  Grade 2 students begin to explore beats groups in 3s rather than 2s.  Grade 3 reviewed basic rhythmic reading while Grade 4 continued to build on their skill to notate the rhythm of familiar songs.  Grade 5 students performed complex multi-voiced texture on barred instruments, the drum and the recorder.

Autumn songs

As we enter into the season of Autumn, students learn songs about this beautiful time of the year.  Through these songs, Kindergarten and Grade 1 students explore the concept of high vs. low in music.  Grade 2 students use these songs as an inspiration for the creation of a soundscape.  Grade 3 students and 4 students build on their instrumental playing skills with a multi-voiced texture.  Grade 5 students explore unique rhythmic patterns in Israeli songs about harvest.