Group Classes – Sound

EXERCISE EXAMPLES

  1. Students are introduced to the world of music through mental images of Nature. The teacher plays a short musical piece, during which the students listen with their eyes close. At the end of the piece, students are asked to express the image that they saw in their mind while listening. During this exercise, students begin to perceive that music is in fact a direct expression of Nature.
  2. Through mental images suggested by the teacher, students begin to internalize musical dynamics (level of intensity of sound in musical pieces). For example, students are told to image a huge mountain at the same time that the teacher plays a piece with the dynamic of FORTE, or to image small drops of rainwater during the performance of a piece in PIANO.
  3. The dynamics are brought to the physical level through a movement exercise. For example, while listening to a piece in FORTE, students are directed to march firmly with the rhythm of the piece, and on hearing a change to PIANO, they stay still. In this way, they are listening attentively to the difference of the intensity of the sound, and they learn to perceive dynamics on a physical-mental level.
  4. Students play a musical piece with dynamics while at the same time visualizing an image of Nature that corresponds to the dynamic being performed. Through this exercise, students bring into practice the connection between a particular mental image and a particular emotion, which in turn corresponds to a particular and precise physical action.
  5. Students are required to listen to a specific musical piece, and comment on the emotion that the piece provoked in them. In this way, students begin on a conscious level to relate the world of emotions to the world of sound. Thus, music may achieve one of its prime functions: the harmonization of the physical, mental and emotional dimensions of each student.
  6. Students are encouraged to imagine an experience provoking a particular emotional response that corresponds with a particular piece of music they are required to play. For example, if their piece they are to play is ALLEGRO (joyful) they may choose to imagine a sunny day playing in a park, or another specific experience that provokes the appropriate emotion. In this way, their performance of the piece will be integral and natural and will transmit the full force of music.

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