Let’s introduce a composer to pupils

Elissavet Perakaki

Main aims of music education

To cultivate pupils aesthetically.

To bring them in contact with all ranges of

music and the most “exceptional”

composers.

To teach pupils in a creative way – active

participation (Kokkidou, 2009).

Teenagers’ musical preferences

Teenagers change their mind about their

music preference, choosing mostly pop

music, hip-hop and rock (North et al. 2000·

Papapanagiotou, 2004, 2009).

Research has shown that teenagers are

influenced by their friends.

so…

What can we do in order to attract pupils to

attend a music lesson about a type of music

and a composer, and at the same time to

participate actively?

Implemented music course

Topic: presentation of 6 exceptional Greek composers (artistic music = έντεχνη μουσική)

School year: 2011-2012

Public school in Pireaus / Athens

Pupils aged 14-15 years old

Targets according to teacher’s book

Pupils are going to learn significant songs

of Greek composers.

Pupils are going to come in contact with

poetry and music.

Pupils are going to understand to some

extent the structure and the harmony of

greek songs.

In addition…

Pupils are going to:

be familiarized with the music of specific composers,

associate their works with personal experience, and

connect the past with the present, underlining the quality of all these musical works and proving that they are still contemporary.

Teaching procedure

Duration: 2-3 lessons for each composer

Co-operation between pupils and teacher for

the whole procedure, taking into account

pupils’ experiences, interests and their

degree of maturity.

Lessons consisted of …

listening to music

watching video extracts of the news, concerts, performances, films etc.

singing

orchestration

performing (they imply former knowledge in music theory: pulse-rhythm, types of meter, notation, chords)

taking decisions

working in groups.

1st lesson

Through discussion, photos and watching videos:

when, what, with whom, what’s new, why.

During videos:

Pupils focused not only on music, but also on other

features, such as: gestures, clothes-mode,

architecture.

Connection with other kind of arts (cinema, dance

etc.).

In the end: what we learnt about the composer and

what their opinion was.

2nd – 3rd lesson

Pupils sang, orchestrated and performed

their favorite songs, applying their former

musical knowledge (notation, rhythm,

structure etc.).

All these activities took place either in groups

or with the participation of the class, as a

whole.

Setting an example

Stavros Xarchakos (1939 - )

Composer, conductor

Co-operated with Leonard Bernstein (’70)

Music compositions for theatre, cinema,

television.

Media Clips

Media Clips

Media Clips

Media Clips

Assessment

Though first pupils’ reaction: negative

Pupils changed their mind, transformed their

prejudices, form their view, realizing

composer’s significance and the quality of

works and songs.

They took part actively.

Cultivation of musical skills of all domains

(cognitive, affective, psychomotor).

Conclusions

Importance to help pupils express their

prejudices about a composer.

Following their view, teachers and pupils can

plan the content of the lesson.

The use of video keeps their attention.

By singing and performing songs they like,

they express themselves.

Let us introduce a composer to pupils

creatively, following their views, in order to get

a positive response,

such as…

“IT WAS A PLEASURE

TO MEET YOU!”

Let’s introduce a composer to pupils

Elissavet Perakaki