SongWorks is a collection of teaching strategies and techniques built on the premise that students should be at the center of and actively involved in the study at hand. Most SongWorks educators use SongWorks techniques and teaching strategies in their classrooms.
During SongWorks activities, learning often takes place in the form of singing games. The games provide the context for student immersion in social interaction, movement, language, thinking, listening, and music.
Singing activities are designed to be engaging and enjoyable, and at the same time they provide groundwork for serious progressive study and skill development. Challenges that elicit maximum responsiveness from students are constructed by the teacher and provided through the singing games.
Antiphonning is a way of performing a song in which a leader and responder(s) alternate performing successive parts of the song.
Chinning is the act of singing a song on a neutral syllable such as “loo”, “la”, or “doo”.
Solfege (solfa) is a set of syllables that represent pitch or relationships between pitches in music.
A music map is a line that represents the flow or movement of music.
Movement and making music are inseparable activities.
Presenting a song as a “Secret Song” entails performance of a song in other than in whole form.
Song Dots are made by tapping the rhythm of a pattern or a whole song with chalk or a marker, leaving a visual record of this movement.
In ideographs, symbols or pictures are used to represent phrases or chunks of a song.
Stress Patterns in the English Language
Word accents (stresses) are especially important connections between song and language because they give shape, expression, and meaning to both.
Vocal production within the SongWorks framework refers to the “lifted voice” and a voice that is well supported by breath energy.
Singing a song in your Inner Hearing is the same as singing it in your head.
Fielding Student Responses
Student involvement in a lesson may be determined by the way we field their responses.
Principles of Teaching and Learning
- Students have the right to be treated with respect and dignity for their ideas, skills and stages of development. (Video)
- Students deserve an engaging learning environment in which they feel safe enough to demonstrate freely their understandings and skills through various types of participation.
- Student learning is the responsibility of both teachers and students.
- Learning is holistic and constructive.
- A teacher’s attitudes, behaviors, and methodologies should be compatible.
- Accurate and constructive feedback helps students become independent learners.
- Quality of life is enriched through music and singing.
Principles of Teaching and Learning Music
- The major goal of music study is the development of a responsiveness to music.
- The musicality that is critical to music performance is just as important in music study.
- The fundamental skill in music behavior is listening.
- The way music sounds rather than how it looks guides the selection and presentation of patterns for study. (Video)
- A distinction exists between skills and concepts that are musically easy and those that are musically simple. (Video)
- Song provides direct involvement for making music and studying sound relationships.
Bennett P. D. & Bartholomew, D. R. (1997). SongWorks I: Singing in the Education of Children. Bozeman, MT: SongWorks Press.
Bennett P. D. & Bartholomew, D. R. (1999). SongWorks II: Singing from Sound to Symbol. Bozeman, MT: SongWorks Press.