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The human body is the first instrument
The most important key to this method is imagination
Getting the student to move with the music and develop better understanding of musicality
Having the student develop their inner ear. Having the student use body language and motion to understand the intervals of pitches.
To push the student to expressing themselves by using all the musical knowledge they have in their arsenal.
This is instructed by manipulating movement to work with the students musicality and rhythm
With the use of sofege hand signs and, students and see visually the difference between, for example, Sol and Do. With improvisational exercises there can be a beginning process of developing the inner ear and open the door to students using their creative knowledge of music to complete a response of a call and response.
With the help of a fixed-do system, children can develop a pitch sense with the sue of their ears, muscles, and the mind. With movement exercises (snowman melting activity) students can begin to hear the difference of pitches as they descend or ascend
With movement activities (quarter note = walk, and so on) students can internalize rhythms through an eventful lesson
Write out a measure phrase and have students complete the next measure with their own creative expressions
With movement and aural training exercises, students can continue the process of developing a better internal pitch and have a better sense of technique
Kids are engaged with being able to move and use all of that energy for music lesson purposes. The teacher is able to use this engaging method to teach kids the difference between short and long notes, for example. Music and motion are connected and work as a great teacher to show musicality, rhythms, and basic aural developmental skills.
Hearing to moving, moving to feeling, feeling to sensing, sensing to analyzing, analyzing to reading, reading to writing, writing to improvising, improvising to performance