Chapter 8 Points of Interest

The Playing Child

The first point of interest was the section about the body as a percussion instrument. I really like this section because it is very hopeful. Something that everyone must remember that we can lose everything, including our voice, and we can still make music with our bodies. I think this is such a great concept and I love that kids are encouraged to explore their musical talents this way.

One of my simple goals as a teacher is for kids to clap to a steady beat. This is a necessary life skill. You look foolish if you cannot clap correctly to a piece of music, and even more foolish if you do it when everyone is clapping correctly. Having my students start to clap early helps them understand a kinesthetic beat.

Furthermore one of my favorite art forms is stepping. Stepping requires to make the beat and rhythm up with your body. It is very cool to watch when done well. Another art form that I found that comes from this is called 'hambone'. Again, one must create a beat and rhythm with their own body. Very cool.

The second and third points of interests are the sections on the different instruments, pitched and non pitched. I was intrigued by how similar and different these two types of instruments really are. Because non pitched instruments tend to dwell in the percussion (hence why it is called percussion) class of instrument. This grouping separates these instruments from those who chose to play a wind or string instrument. This cannot happen.

It is necessary for students to understand the concepts of non pitched instruments so they can focus on rhythm and not different notes. Non pitched instruments takes out a hard concept that some students struggle with. Another thing that non pitched instruments do it put everyone on the same playing field. What I mean by this is, no one has an instrument that makes the the stereotype of the band. No one is bass line or melody, they are all just rhythm. This is also necessary for many different reasons; a big one being ego breaking.

However it is also necessary to teach pitched instruments so students can differentiate pitches and develop a good sense of tonality and texture. Again percussionists are usually shunned from this category because they start on non pitched instruments. Where there are cons to pitched instruments there are also pros.

Having every instrument assigned to a student gives that student a certain job. This teaches responsibility and self confidence in a job well done. Also pitched instruments develop and ear for tone, color, and timbre. These qualities are but a few of things that make great pitched instrument players.

I do realize that I left out harmony instruments. And while I do see a need for them, I was wondering why you cannot teach harmony with the single pitched instruments. I am not saying that we should get rid of pitched instruments, but I wonder if we can teach harmony without them. However, every child should be acquainted with a piano and know how to find noted on one. That is a necessary skill.

Tallie Brinson (Stepping starts at 50 seconds)

Steve Hickman & Matthew Olwell (Hambone)