SO UN D I N G T H E T E A CH IN G
2
Exposition
EX A MI NI NG MU SI C LEA R NI NG EX P ER I ENC ES
F I N D I N G S
Facilitation Strategy and Students’ Response
CASE 1
D A Y 2 Listening for Harmony
This was where the artist led students
to listen for the harmony part and got
them to build triadic harmony with chord
progressions.
1
Students experience the
processes in listening
and singing
2
Artist and teacher
unpack the processes
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3
Students apply the
processes to identify
their harmony part
OBSERVATION OF
STUDENTS’ RESPONSES
Lack of application of the process
above, perhaps due to a lack of
awareness of the process to get their
harmony parts.
Students crave music-making
experiences as seen in their active
jamming during tea breaks.
The groups were offered help by the
artists as they worked. However, some
were frustrated when they were not
able to achieve what the various artists
expected of them.
One group of students did not work
well together.
These actions were taken to address the
responses above:
The teacher consolidated, clarified and
reiterated the process to students.
The group that did not work well
together was asked to stay back and
help unpack the process of working
together.
Artists and teacher decided to give
students more space on Day 3 to work
together and to intervene less.
Students crave for
music-making experiences
as seen in their active jamming
during tea-breaks.
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XIE ZHIZHONG