Here are this week’s activities:
- Make a straight line with one hand and a circle with the other.
- Not easy for anyone to do, and most were not able to accomplish this. However, it allowed us to become acclimated to our temporary room which contained a large wall mirrored wall. I allowed them to look at themselves for a while, and then announced, “There actually is no mirror here,” hoping to discourage them from being distracted by it. It mostly worked!
- Association: quarter note=walk; eight notes=stop and clap
- I played very simply on a drum, and asked a student to play. This is the first time students have played for a movement exercise. I was surprised at how carefully they played and listened to each other, though it was challenging to sustain interest by the time we got to the last student. I participated with the movers.
- Same game, but I played on the piano, using the low register for the feet, and the upper register for the hands.
- I stuck to the rhythmic structure I had set up, but gradually moved it into a dissociation: the feet stepped quarter notes and the hands clapped eighth notes. Many were successful. For some this is challenging.
- Ah Poor Bird
- I transitioned into this simple but beautiful little round which some already knew. I put them into ‘nests’ and asked one to ‘fly’ into another’s nest and land right at the end of the song.
- Ice Skating
- By special request, we repeated this from last week. This time, I played for it and asked them to develop a trick or series of movements that they could demonstrate. Each took a turn. They moved with abandon!
- As they relaxed on the floor, I began to lead them in associations with 1, 3 and 5 of the scale (showing what they hear with arms, legs, fingers as they liked). I slowly introduced the Haydn to see who might recognize it. Some did. We then used tone bars to invent phrases using 1-5 of the scale. We then played and sang phrases using tone bars of 1-5 of the C major scale. Some sang with numbers, with varying degrees of accuracy. I chose not to correct, but to just let them experiment without feeling like they had to ‘get it right’. There will be plenty of time for that!
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