Angie & others
I was browsing and noticed Angie's message without response. So, one
year later... There are some interesting comments on notation from
Andrea and others already in the series.
About book work: Gr 1, we sometimes draw pictures of songs. After
we've played the flute, we make a page for each tone that corresponds
with the name I've given it. (THe names of tones come from Andrea, I
can go into it all if you are interested.) Then we make a flute book
with all of these pictures bound together with yarn. I use blank ML
book for just drawing in Gr 2, characters and settings from songs and
"path" of a flute song..
In Gr 3, I use blank ML book but eventually get to a fence (like
Andrea) with flowers and then a staff on its own. I have them draw it
carefully across 2 pages and then give them jewels or pennies to put
on staff as the tones. I also have them write tones from simple
songs, but the jewels give them lots of practice finding lines and
spaces as well as finding tones I play or sing and being able to
correct.
In Gr 4, I use Mercurius red manuscript book that has a wide staff on
one side and blank on the other. That way there is room for making a
Rhythm Bingo card, illustrating songs, writing music words and other
things that bump into the staff lines.
In 5 and 6, I use Mercurius purple which is all staff lines.
Sometimes I keep the same book for 2 years, as I don't have them work
in it every lesson.
I am in ASTA but have never gone to a conference or contest. I would
ask myself what experience I wanted to give the students there. If if
looked like the best opportunity, I would take them. Keep in mind,
you have to cancel other classes to go on a field trip so by going,
they also miss something. I have been trying to arrange a middle
school Waldorf music festival with nearby schools but haven't quite
been able to pull everyone together on a date. We would each have our
ensembles play and maybe play one group piece all together.
Rounds: I like to make sure the unison is really strong and musical
before going into parts, especially in younger grades. I think it is
a delight for students to learn each song from a quodlibet on a
separate occasion, almost to the point of barely remembering the first
one. Then, when the new song is at its peak, bring in the beloved old
song with one group. Its very satisfying for them to really know what
they're doing and to get a surprise.
You've probably learned a lot this first year... so tell us all about
it!
Thanks,
Carol Adee (Marin Waldorf)

--- In anawme@yahoogroups.com, "Angela Mobley" <angela_mobley@...> wrote:
>
> Hi all!
> I'm having a great time here at the conference and wanted to ask a
couple of
> questions here so I'll have food for thought when I get home, as the
> conference is so full and exhilarating...and those of you who aren't
here at
> the conference can chime in online.
> First question, do any of you get involved in your state's music
> association,( which usually consists of public schools, but they do
have
> opportunities such as combined school choruses and orchestras,
contests for
> the upper grades, etc.) ?
> Second of all, (this pertains to Waldorf pedagogy)...what is your
favorite
> way to teach harmony? I have been jumping right in and teaching the
whole
> class to sing each part before dividing them, and was curious about
other
> ways of doing it. Harmony singing is so satisfying for the children,
> though...And, one more topic: book work in the lower grades...when
do you
> start? What kinds of things do you have students include in their
music
> books?
> What are you experiences with introducing rounds and quodlibets?
Would you
> introduce one first and then the other or do they go hand in hand?
> I hope these questions don't sound too basic, and I promise I'll get a
> mentor!
> Have a lovely evening,
> Angie
>
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