In today’s part 2 of a three part series, Anne & Victoria talk about the next level of melodic arranging, in a way that allows for student agency and voice (pun intended). This episode is focused on models of melodic arranging that start specifically with singing and then allow for opportunities to expand to barred instruments or beyond.

Anne shares a way to take the same song and activity from last week and add another ostinato based on student speech to the arrangement of Peas Porridge Hot. This can be done first with the voice and a limited, prescribed toneset and then moved to the barred instruments. Victoria shares a similar activity that can be paired with popular music for older beginners. Her use of movement, student choice, composition, as well as repertoire selection serve as carrots for those older kids. We also discuss canons and rounds, as well as the difference between exploratory and curricular based goals in the music classroom.

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annemileski.com | @annemileski on instagram
victoriaboler.com | @victoriaboler on instagram