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Vocale Kucheza - improvisatie in de klas

Thesis

Vocale Kucheza - improvisatie in de klas

Abstract

English: Improvisation does not have its place in the musical curriculum of the Dutch primary education system. Through a shortage of tools, vision and working methods, the threshold is often too high for music teachers in this field. In this thesis working methods related to the philosophies of Vocal Leadership and The Intelligent Choir are examined, with the goal of finding the most useful methods for improvisation in the classroom. The Vocal Leadership and TIC philosophies are a proven concept in the vocal environment of choirs and vocal groups, but the translation to primary school classrooms has not been made. By using these working methods in the classroom, shared leadership among students can develop, musical elements can be physically experienced, and the comfort zone of the students can be extended. The role of the teacher has to change to a facilitating level of teaching, causing improvisation and the groups process that comes with it, to get a constructive place in the musical curriculum of the Dutch music education in school. By doing this, having fun and learning by playing (‘Kucheza’) will facilitate teaching students how ‘music in the moment’ feels. Dutch: Improvisatie komt amper voor in de muziekles van het primair onderwijs. Door een tekortkoming van tools, inzicht en werkvormen is de drempel vaak te hoog voor een vakdocent muziek. In dit onderzoek worden methodieken onderzocht gerelateerd aan de filosofie van Vocal Leadership en The Intelligent Choir, met als doel om improviserende werkvormen te vinden die werken in de klas. Deze filosofie is een bewezen concept in de wereld van koor en vocal groups, maar de vertaling naar het kind is nog niet gemaakt. Juist door de werkvormen gerelateerd aan deze filosofie toe te passen wordt het nemen van leiderschap, fysiek ervaren van muzikale elementen en het vergroten van de comfortzone van de leerling bevorderd. De rol van de docent moet hier naar een faciliterend niveau worden gebracht, waardoor improvisatie en het groepsproces daaromheen een constructieve plek krijgt in de muziekles. Hierin staat het hebben van plezier en spelend leren (‘Kucheza’) voorop en ervaren de leerlingen hoe ‘muziek in het moment’ voelt.
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Improvisation is a vital part of an elementary general music education. While some music teachers successfully include improvisation in music instruction, others have fears and face challenges when attempting improvisational activities in the classroom. This article acknowledges obstacles facing music educators when attempting to incorporate improvisation in elementary general music, such as lack of instructional time, lack of experience improvising as part of personal musicianship, and lack of training to teach improvisation. Suggestions to address these challenges are provided, and practical lesson plans have been designed to help teachers get started with classroom improvisation. Ideas include combining improvisation with other musical skills while maintaining the integrity of all endeavors, starting with simple lesson ideas, setting guidelines that can be loosened as improvisational skills develop, using familiar methods and materials, and connecting improvisational activities with music that is desirable to students outside of school. Lesson plans that can be adapted for various classroom settings are included.
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I have youngsters in the age of twelve until 15. In all different kind of levels. So it's interesting that they are able to make mistakes and that it's OK to do that
  • Stephanie Yeah
Stephanie Yeah. I have youngsters in the age of twelve until 15. In all different kind of levels. So it's interesting that they are able to make mistakes and that it's OK to do that, and that we are looking at the process instead of the main goal at the end.