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Listening and Responding
A pedagogy of listening
'Listening to children's theories enhances the possibility of discovering how children think and how they both question and develop a relationship with reality. This possibility is magnified when it occurs within a group context that allows for the experience of others to be shared and debated' (Phillips, 2013a).
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As part of children’s play they run a vocal or verbal soundtrack with many functions, physical, absent minded accompaniment, commentary or different characters within role play (Phillips, 2013b). ‘Young children move fluidly across these boundaries between vocalisation, speech and song; voicing their lay can be kaleidoscope in its use of sound and language, continually shifting as the activity engages them’ (Phillips, 2013b).
Educators must listen for;
* rich exploration of vocal, timbre and control of timbre and dynamics
* ideas which start off as rhythmic or melodic fragments and turn into more extended chant/songs
* patterns which gradually change and develop (Phillips, 2013b)
Linking music to the curriculum: other ways children can respond
Visual Art develops aesthetic sensitivity and satifies our basic need for beauty.
Dance: listening and responding to music. When I listen to music I feel free, free to be me and express my deepest feelings and thoughts, it takes me away to a beautiful place.
Fine motor development and self-expression: through other mediums such as clay the arts support self-expression and the identity of thy self. Listen to a piece of music, where does it take you, create your imaginary place.
Music making is away to get inside our students' heads, to understand them and assess their learing.
