A Reflective Lens: Music Pedagogical Research to Transform Practice | Page 108

Becoming a Reflective Practitioner: A Music Teacher’s Exploration of Singing Games The last person who gets the ball will play a clapping game with a teacher, then a friend first in 2s, then 3s, then 4s, others play the boomwackers • Teacher introduces sight-reading of a new song to pupils which the still have much difficulties with ○ Not familiar with rhythm ○ Not familiar with the tone set • Pupils really enjoyed the games but find it a challenge to do the ‘theory’ part of the lesson on rhythm ○ Accurate pitching is still the issue Teacher’s Reflection: Lesson 6 • Most pupils are more familiar with the tone set of s-m-l-d • Able to do inner hearing of the songs by themselves thus able to recognise the songs found in the game • Pupil are able to recognise the different songs through the solfège ○ Learnt the songs • Hopefully to scaffold their 1st compositional writing ○ Teacher scaffolded the 1st line of the song and the last ending note do where the song goes back to the tonic ○ Teacher also scaffolded the rhythmic notations of the composition where pupils needed more help ○ Pupils were also able to work in groups - Natural leader emerges (usually pupils with a stronger sense of rhythm and solfège leads) e.g. Pupils Ir, Am, A, Kh • Able to lead, coach, praise, encourage, team mates • Though the musical idea is there, but accuracy in pitching correctly is not seen in many groups. Teacher’s Reflection: Lesson 7 • Inner hearing game as an AFL was quite effective as it gives me a gauge to whether pupils are able to: ○ Know the hand signs ○ Know the pitch and the tone set ○ Memorise the solfège for the different songs that they have learnt • Pupils still like it as a game even though it was an assessment • Some pupils know what have prior knowledge of what a lullaby is, able to share that it is something that they listen to before they sleep • Respecting other cultures and remembering the greetings from a previous song that we’ve learnt (Not laughing at the “konnichiwa” the pronunciation of the words of the song) • Pupils are exposed to different genres of music, gave an example of improvisation to a rock song – repeated some phrases. 105