This document outlines a music course implemented in a Greek public school to introduce students aged 14-15 to Greek composers. The course focused on 6 exceptional Greek composers over 2-3 lessons each. Lessons included listening to music, watching videos, singing, orchestration, and group performances. Students initially reacted negatively but changed their views after learning about each composer's significance and the quality of their works. The course aimed to engage students creatively and cultivate their musical skills by following their interests and views on each composer.
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Let’s introduce a composer to pupils_Perakaki_Komotini_2012
2. 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).
3. 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.
4. 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?
5. 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
6. 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.
7. 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.
8. 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.
9. 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.
10. 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.
11. 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.
12. Setting an example
Stavros Xarchakos (1939 - )
Composer, conductor
Co-operated with Leonard Bernstein (’70)
Music compositions for theatre, cinema,
television.
17. 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).
18. 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.
19. Let us introduce a composer to pupils
creatively, following their views, in order to get
a positive response,
such as…