The “energy of the line” propels the musicality of the song in all its nuance. It includes the interplay between musical elements, the momentum that drives the song from beginning to end, the climax of a line, repetition and contrast, the twists and turns that add to the musical drama of the song—the inherent musicality that makes the song worthy of children’s artistry. It is the musical narrative, without words, that spins a yarn through those things we may have studied in a course in form and analysis. It is the movement of the line through every musical nuance. It is the musical drama. It is the power of the art, itself, which allures children to literally lose themselves in the expression of the song—just as it does professional musicians.
The energy of the line can be manifest in movement. We use movement to develop rhythm and tonal skills, but movement comes onto its own in artistry as musical energy that flows through rhythm, tonal, style, dynamics, articulation—all musical expression. Every musical nuance can be expressed in movement. We have to move beyond the practice of children standing still to sing ”properly,” and we have to move beyond conducting beat patterns. We have to allow ourselves and our students to become utterly musical in movement.
Every musical encounter can become a “sandbox of musical energy” in which every individual in a community of artists—including the teacher, can build a line, explore the interaction between rhythm, tonal, and text, and rehearse musical expression, in both song and movement. Artistry awakens when children can become the song and rehearse all dimensions in movement as well as singing. It is through movement that we can summon, direct, and speak to rhythm and tonal skills in flight. Verbal reminders about dynamics, articulation, and vocal technique speak to the thinking mind. Movement speaks to the musical mind.
The energy of the line becomes fully tangible in movement through numerous repetitions of each song. Every musical nuance is a push and pull of that energy. Through successive repetitions in song and movement, children can “play” with the energy of the line, uncovering the power of text, rhythm, melody, and the interaction between the various elements of the art. Singing and moving musically through multiple repetitions of a worthy song are how children “practice” music—practice being musical.
