- I am suggesting
that this new work take place as late as this in
the sequence of lessons. Assuming that the
teacher and students have investigated the focus
musically and with sufficient thoroughness, it
might easily be inserted earlier before, for
example, the seventh lesson. While there is logic
in the order of the sequence of lessons it is
certainly not the only logical progression and
teachers should feel free to interpret it in
whichever way best suits both their short and
long term plans for music in their classroom.
Some themes will, by their very nature, suggest a
bias towards creating, others towards making, and
so on.
-
- Wherever this stage
happens student understandings of attributes such
as form and texture, dynamics and tempo, in the
music should be used to inform new original
musical works. Students could be asked what
knowledge, concepts and skills do they think they
have acquired and what have they learned about
how music organises its elements to communicate
feelings between composer and audience.
- In other words,
reflecting the findings of previous lessons,
students could be encouraged either to re-present
earlier learned musical events by adding, say,
instrumental percussion parts or harmony lines to
songs, or to negotiate to create their own
original work in groups or as a class.
