We like to do things “the right way.” It is easier to trust an authority than it is to trust ourselves as researchers in the classroom. A teacher who is knowledgeable about the process of music learning, comfortable with various meters and tonalities, and somewhat skilled in leading the various interactive experiences of Rhythm Dialogue, Resting Tone Activities, Macro/Micro Beat Activities, and Tonal Dialogue, not only has so much to give to the children, but also can learn so much about music learning from the children. Our classrooms are the richest laboratories in which to further uncover the process of music learning.
It is easy to Google questions, but far more satisfying and growthful to search and re-search in our own classrooms for answers to our questions about music learning. Is unusual unpaired meter really more difficult than unusual paired meter? It seems that pairs of macro beats would be easier than non-pairs, yet many children hook into unusual unpaired meter before paired—perhaps because of the anti-symmetry. Experiment with your children and see what you discover. Are songs that are below the resting tone really harder for children than those above the resting tone? Experiment and see what you discover.
You will understand the theory and the practice far more by looking to children’s musical response for answers to your questions about the process of music learning. Use your own creativity to devise activities to explore your questions. The “right way” is to continue to grow in awareness about the process of music learning, continue to grow in comfort with various meters and tonalities, continue to grow in skill in leading Rhythm Dialogue, Resting Tone Activities, Macro/Micro beat Activities, and Tonal Dialogue, and continue to grow in faith in yourself and your own creativity. Then trust the authentic musical response of your children to validate, challenge, and expand your understanding of the process of music learning.
