A Reflective Lens: Music Pedagogical Research to Transform Practice | Page 125

A Reflective Lens:
Music Pedagogical Research to Transform Practice

Phases

General Behaviour

Term 3

With the audio splitters, the classroom was visibly quiet and students seemed
to be more engrossed in learning their selected song. However, there were
some who were still searching for their songs after 4 weeks. The reason for
this delay was due to group partners who were either absent in the previous
weeks, or were taken out of class for behavioural issues.
Nonetheless, most were generally more motivated in learning their songs.
There were times when some students were moving around the classroom
and unfocused in learning their songs. This usually occurred when they were
unable to find the songs they wanted on YouTube. Some even had to drop
the songs they had in mind when they could not find suitable videos. They
had to also take into consideration if their group partners were familiar with
the songs they wanted.
Once the students realised that it was compulsory to put up a performance,
there was a greater sense of urgency to practise the verse or the chorus of
their songs. The excitement intensified when they went around and heard
the progress of the other groups. It was quite obvious that they enjoyed their
friends’ mini-renditions and they wanted to outdo each other.

Performance
Day

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Most of the students were excited and nervous, and it was heartening to
see them giving their best in their performances. Sadly, a few students
did not get to perform, as their partners were absent. Yet, they willingly
contributed to the concert as helpers and stage hands. The teachers,
especially their subject teachers who were invited, were generally
impressed with the class’ performance.