We attempt to capture the musical mind of beginners, and employ a number of techniques to keep from interrupting the musical narrative. We redirect the musical mind by moving from rhythm to tonal or tonal to rhythm, giving it a bit of a break with a Play Song, while keeping the energy going through successive activities. Over time, through immersion, interactivity, and effective technique, we compel the musical mind to sustain focus through consecutive Activities in the same meter or tonality. For example, we might go from a Tonality Song, into a Resting Tone Activity, then an Art Song, all in the same tonality. The musical mind of these advanced students, (who might be only 2 years old, with a year of immersion,) can become so focused in consecutive Activities in the same meter or tonality that a deliberate a break in audiation, following the intense time in a meter or tonality, is most effective to completely change and redirect energy, literally jarring children out of their musical imaginations.

We can interrupt and redirect audiation by following an intense tonal experience with a rhythm experience, or by following an intense tonal or rhythm experience with a Play Song,  or by moving to another area of the room for what is to follow. We are manipulating energy—musical energy and children’s energy—interrupting the musical mind, yet redirecting it. We know too well that words interrupt the musical mind! A few well-chosen words now serve to break the intensity after an extended period in a meter or tonality. A lengthy expanse of time in a tonality, in particular, casts a spell that when broken, is startling. The broken energy begs to be filled. Now we use words to serve rather than inhibit audiation. The momentary break following an intense time in meter or tonality helps to manage children’s energy, keeping them bubbling throughout the length of the class, which can now stretch to an hour.