1.1
ENGAGEMENT AND SUPPORT
Shown here are examples of posters made at different
times to advertise the group.
Office staff posted them to relevant places such as; FDAM,
I have also visited libraries and advice centres, to
put up posters.
1.2
Learning
opportunities
Because the nature of music is diverse and organic,
there are options available to all abilities of learners.
Choice of instruments is fairly wide. In the class we
have:
· Drum
kit
· Acoustic
guitars
· Electric
guitar
· Bass
guitar
· Keyboard
· Percussion:
Congas, bodhran, bongo drums, tambourine etc
· Voice
It is true
that all but the simplest percussion and voice require a certain level of ability
and application to create an agreeable sound. Abilities do vary widely within the group, so materials differ. They range
from the simplest songs to more complex arrangements.
But simple pieces are often not the most inspiring and
are hard to come by.
An example of a fairly easy and interesting piece would be:
· ‘El
Condor Pasa’ (Chords used = Em,
G & C)
It uses 3
chords and the changes between them are not too quick. An even easier
example is:
· ‘Flower
Of
Although the original uses more chords, it can be played with just ONE! This is possible, as it lends
itself to an eerie discordance, reminiscent of the drone of the bagpipes.
Correct strumming is still an issue but the concerns over chord changes are
lifted.
However, the majority of pieces are not this simple.
Summary - A difficult piece may involve:
· More than a few chords
· Different keys which may require barre
chords (for guitars)
· A fast or slow tempo (Both requiring equal
control)
· ‘Stops’ and ‘starts’
‘Cycling’
We can play a song at slower tempos to allow everyone
to get used to and familiarise themselves with the changes. Or we can ‘cycle’
around a particular part that may be causing problems until learners are more
comfortable with it.
Repetition
I can also demonstrate the part first and then have
the learner follow by copying or playing along. This is useful when teaching a
vocal melody by having them repeat the line directly after I have just sung it.
Isolating chords
Where an individual’s chord changes are not as quick
as others, I may have them only join in where that chord is being played i.e.
following the song and playing on and off one particular chord (perhaps adding
some others as we progress) where it is required.
Summary - Different approaches to learning a song
include:
· Playing a song at slower tempos
· ‘Cycling’ around a particular part
· Demonstrating then/or having the learner immediately
copy what has just been played or sung
· Focusing on one or two chords
1.3
Delivery
Planning mostly involves choosing an appropriate piece
or song for the group to play.
Once a piece is selected, the
song sheets are created using the computer, by:
1.
Finding
words and/or chords on the internet if possible
2.
Correcting
any chords or words by comparing and playing along with the original recording
3.
Designing
an appropriate layout; e.g. one page or two, font size and style, bold or unbold print
4.
Playing
through, using the printed sheet to test the arrangement and make necessary
corrections
5.
Photocopying
6.
Handing
out copies to class members
7.
Demonstrating
the song
8.
Discussing
any points of interest or difficult areas in the arrangement
9.
Trying
the piece together
10.
Reviewing
Sounds Of
Music is fortunate to be
in a position to appeal to the more advanced needs of some members. I feel that
these individuals’ needs are of equal importance to those of the complete
novice and need just as much attention and nurturing, without becoming elitist
and isolating beginners.
Written music:
Very occasionally I will use written music if I feel
it is beneficial to an explanation.
Either where a member already has an understanding or where I sense they
will be able to grasp the basics.
Recording Plan:
If we are to record a song I will also plan which
instruments and in what order they will be recorded.
A possible recording plan:
1.
Record
drums first with a rough backing track OR record drums and as much as possible
the rest of the group together. In this case a vocal is usually sung softly, as
taking the time to record it later is preferable. A rough vocal can be used as
a ‘guide’ until then
2.
Record
bass guitar and then rhythm guitars OR fix any mistakes using ‘drop in’
facility
3.
Put
down keyboards
4.
Add
any percussion, backing vocals or solos
5.
Re-record
the lead vocal
6.
Mix
New Members
When a new member arrives in class he/she is:
· Introduced to the group
· Never forced to play immediately and are
welcome to observe until they feel like joining in
· Asked if they have any instrumental skill
already. After enquiring, they or I may suggest an instrument or option
· The style of the teaching materials used is
explained
1.4
Learning
Experience
Grouping
Sitting the group in a circle is an ideal setup to create
visual and audible contact between players.
Requesting songs
Learners frequently request songs that they would like
to learn or play in the group. Consideration is made to the abilities of the
class and only the very trickiest or inappropriate of songs are discarded.
Original material
We also have a handful of songs written by class
members. These have already been recorded and committed to CD.
Recording equipment
Learners can operate the equipment during a recording session
although anything but the basic operations are complex and something I mostly
control to save time. Members are, without exception, very patient during
recordings, as silence is required from those not playing and attention may be
focused, for a time, on only one individual. This is unavoidable but
fortunately the class time was extended from 2 hours to 3 in order to
accommodate this.
Other options
Some other learning options available, aside from
playing are:
· Microphone technique
· Recording techniques
· Voice instruction
Practice
Class members are encouraged, if it is possible, to
practice out of class hours.
Improving musical awareness
When playing together, a musician may not be aware of how
well or not so well his part may fit into the ensemble. A great deal of the
learner’s skills can be gained by:
1.
Listening back to their part(s)
2.
Recognizing where any problems lie and if a part needs
closer attention
3.
Discussing where instruments may compliment or clash
with each other
4.
Solving problems in the arrangement by debating
possible solutions
5.
Rerecording the part
6.
Listening and reviewing
Recording can highly motivate the learner. And in the
same way that some people like to see themselves in photographs, they can enjoy
the fruits of their labour at any time and take pleasure from friends and
family being able to hear their efforts.
1.5
Assessment
as part of learning
Assessing the popularity of a song and whether it ‘works’
or not is done after it has been played a few times. Often something new can be
rejected by a member until it becomes easier and so more fun to play. If this
isn’t apparent after 1 or 2 sessions it is normally discarded, perhaps being
more difficult than at first thought. Similarly, a piece can sometimes be more stimulating to the group than first
anticipated. Occasionally a revisit to a song at a later date can provide the
very opposite outcome to the last attempt.
The process of assessing an individual’s progress may
involve the following:
· Receiving feedback from the individual
themselves about how they believe they are improving. For example, there will
be a marked difference during a period where an individual has practiced their
instrument or part at home
· I may ask how they feel about playing a
particular song or their role in it and respond accordingly. Perhaps by
focusing on that learner’s needs, or removing the song altogether
· I may re-edit a song and, if possible, make
the chord changes simpler. Or I may use two versions for different class
members, but both will sound ok when played together
We are fortunate to have the facility of keeping a
permanent record of individual’s progress in the form of a CD. This can be used
as an enduring record to examine learner’s development.
1.6
Participant
Achievement
Group objectives:
· Providing opportunities for the group to express
themselves through music
· Learn different musical instruments and
styles.
· Teamwork, demonstrating patience and
building self-confidence.
· ‘Group playing’ encourages an awareness and
understanding of the needs of other people
Learning:
· Musical structures and arrangements as part
of the recording process
· original compositions for the group to
perform and record as I believe this demonstrates an increasing self-awareness
and understanding of any internal issues and provides a safe, relaxed and
accepting platform to work through these issues without ridicule or rejection.
· an outlet to
express themselves through music
· relaxed,
sociable atmosphere
· Skills learned
at Sounds of Music can be
transferred to many other aspects of daily life
· Learning to play
a song in a group setting,
class members stimulate memory, develop sensory awareness, increase social
skills, and consider the needs of other class members
There is a high level of motivation both in and for
the class, and this has been reported to me as an unusual event in their
everyday lives. Within the class, strong friendships have developed and this is
one of the more obvious ways that recovery is manifested by the members.
A
class decision on much of the content each week I believe is an aid to
establish trust. The aptitude of the class members varies but I try to find
ways to make sure we can all play together, whatever their musical skills.
Guidance is also offered on:
· Purchasing of musical instruments
· Things to practice
· How to practice
· Using the internet to find
music/songs/bands/PNP website
· Changing guitar strings. Choosing
drumsticks
·
Using
a capo/amplifier/effects units/metronome/guitar tuner/tuning/
·