Term 2 Week 5

SYF is finally over. Even though the choir got what they have hoped for (a silver!), but my stand still remains that this entire competition is an unhealthy sport. I liken this competition to the ABRSM system of Music exams many kids go through.  For 1 entire year, they do nothing but practice 3 pieces. In many cases, students attain their grade 8 just by playing 24 pieces. When asked to play something out of their repertoire, they give that blank look. The same goes for the SYF (for any group for that matter). I’ve seen once too often the dramatic reactions of students when they do not get the medal they have hoped for. It’s as if their world has crumbled to nothingness. But what they have forgotten is the journey and experience leading up to that day. It’s the journey, not the destination they say.

Yes I cannot deny that these pieces do drill in them techniques needed to be a good musician, artiste, but the original purpose of making music is lost. Students are so keen on the medal that they lose sight of the purpose and meaning in the reason for their incessant practice. For almost a year, they forget why they sing, dance or perform. The love for the art is killed because of that. How can that love for performing be reinforced if all they do is practice the same old 3 pieces every other day for a year? One can only cultivate that love for music only through constant exploration and exposure. The SYF has done nothing but to eliminate those factors which drive that passion.

I constantly have to remind the students why they sing, why they love music; that they mustn’t just be singing notes, but that the notes are vehicles of expression. Music is a universal language that expresses the emotions; this language is nulled if the expression if not conveyed. How can one then put a medal to a form of expression?

All is said, this SYF has been here since the longest time and will be here to stay. Since it’s almost impossible not to not participate in the SYF, I guess I just have to keep reminding students of the purpose of making music. Well for now, there’s 2 more years to soak in the music before the dreaded time is here yet again.

Term 2 Week 4

This week was Lesson Ob for me. Was a bit adverse to the video taping initially cos it’s just strange having to watch yourself unless of course you are so in love with yourself. After the video was left on my table, it took me quite a while before I decided to play it. Haha.. But in all honesty, besides STILL finding it strange watching myself, there were definitely some things I could take away with me.

 One of the things that became clearer to me after watching the video is that students really cannot be left alone to their own devices. However there’s only 1 of me and 40 of the rest. I do not know how I should deal with this? Having more instruments in the class may help to keep more students occupied but that would be a money issue. I need help with this!

The other thing I find is that I tend to repeat myself too often (sign of ageing) I try to cover as much ground as possible but it may just result in losing the students altogether if I talk too much, and not to mention too quickly sometimes. I think my talking speed has slowed down over the years. But until the video was played, I thought I was talking fine. So I’ve gotta slow down more and talk even less! Which means I’ve keep it short and sweet!

But I still enjoy hearing the sweet successes of students having learnt and mastered what they need to. It’s music to the ears, literally. I only wish they are able to play more beautiful pieces of music. However with the limited time and knowledge of music they have, it is actually quite hard. Well, I’m only but a teacher, or teaser if you can call it. In my limited capacity and resources, many opportunities opened to the student serve only to tease their tastebuds in hope of them going out to indulge in the fullness of it all.

Term 2 week 3

Since last week, the Sec 2’s started their project presentations on Movie Analysis. So far only about 1-2 groups manage to do their presentation each week; thanks to the highly incompetent laptop in the music room. That aside, I was able to see how some groups have learnt how to watch a movie from a critique’s point of view while some are still in the infant stage of wanting to know the plot and worse, when their favourite movie star is going to appear next. For those who have been successful, I am glad they are able to break down the director’s intentions of camera, lighting, colour and most importantly music, for the viewer. In fact, some observations made by students were rather impressive. I in particular, like the analysis of “Twilight” done by this group from 2E1. Manygroups have chosen this movie but so far this group has done pretty well. I hope students can take this skill with them for the rest of their lives; they will no longer watch a movie the same way they used to. I remember taking a module in NUS called “Film Art”. It changed my viewer’s perspective permanently. Till today whenever I watch a movie, it is second nature to watch it critically. I hope what has been taught to the kids about movie analysis will have the same impact.

For sec 1’s, they are now in the midst of learning the 2nd song on the xylophone. I thought the song was relatively easy but i was quite wrong. Section A was but not B. Even the best class had some difficulty managing it. The difficulty came about as they had to play 2 notes at a time. Even though the 2 notes were 3 notes apart (which was why I thought made the song easy),they somehow got very confused. I tried showing to the them the pattern of the song, didn’t help much. Then I told them to memorise the tune of the song as that’s how people who don’t have music background learn music most of the time. Worked for some but many were still grappling with having to coordinate the 2 notes. The last method I tried, which is still in the process of being tried out, is getting students to play the right hand part first. Once they’ve got that,  they just need to put in the left hand which is 3 notes away from the right hand. So far I see more progress. Most students are able to manage that. Of course with the help of having already memorised the tune. Next week, they will move on to putting in the left hand and I hope it will be voila!