Mick Waters considers the place of rote learning in education and its strengths and limitations.
Singing at end of brass lesson to internalise piano and forte.
Children respond to the name song, singing their own name to the backing.
I'm a little teapot and the 'ABC' song, pulse and actions.
Vocal specialist explains this song can be taught effectively to all ages.
Forensic look at the detail of teaching a role song.
Vocal specialist explains rationale behind using this expressive song
Encouraging participation requiring strong vocal line from children.
Vocal specialist explains rationale behind this kinaesthetic vocal starter.
Listening and joining in to a catch-on song with increasing complexity.
Vocal specialist makes the case for teaching vocal starters.
Vocal specialist explains rationale behind 'Give Me 5' vocal starter.
Children respond to teacher actions like 'Give Me 5', Give Me 10, Low 10...
Vocal specialist explains the rationale behind 'Have you brought your voice?
Children are encouraged to respond to a question in contrasting voices.
Chime bars are used to perform rhythms created from food names.
Using food names, children improvise rhythms.
Listening to an organ piece, children recap their knowledge of tempo.
Encouraging listening children identify instruments in Baroque style piece.
These Whole Class Instrumental Teachers have brought all three year groups to the hall for a larger singing lesson.