Two Dots : Revisited

Predicting the future

MusicXT is all about discovery, allowing students to establish their own connection to music and expression. This post will describe a game I’ve been developing for grades K-3. The way it is sequenced is carefully designed to allow students to uncover their own realizations about the elements within. I sincerely hope you find it useful, please let me know if you do! I’ve enclosed a video toward the end of the post, which might be helpful in explaining how to play the game. I’ve also recorded a piano improvisation that you could use in lieu of your own improv. But first…

Housekeeping:

What can I do to help you on your journey? One of the TEAMM subscribers wrote and asked me for a full piano transcription of “Walk With Me & Stop.” Sure! No problem!

Walk With Me & STOP

From the Archive:

I’ve heard this maxim thrown about in the Dalcroze circles, “an education IN and THROUGH music.” The essence of this idea is that our work is great training for musicians, but through this training there are all sorts of outcomes we can point to as beneficial for human development. I have definitely observed how the work that I do with public school students contributes to their growth in myriad ways. Whether its developing concentration and focus, or connection to emotions, or social interaction; I have much anecdotal evidence of these benefits.

Often times, I’ll construct an activity to achieve a certain musical goal, but very quickly I’ll realize that the extra-musical outcomes of the activity are obvious and powerful. The activity will work its way into my rotation of games more for those goals than for the musical ones. The game I call “Two Dots” is an example of this. The game started as a way to use a quick reaction to teach the concept of rests. I think it does achieve that goal, but there are so many other things I like about it.

Begin by pulling out a hand drum. Whenever I use any kind of hand-held material or prop, I usually start from a place of wonder. I spend a few dozen dramatic seconds looking at the drum, examining it as if I’ve never seen such a device. Usually, the kids are spellbound by their own wonder, as in “I wonder what he’s about to do.” Then I play a single note on the drum, enjoying the sound. I experiment a bit with the different sounds the drum can make, settling eventually in to playing two quarter notes, with a nice tone at the edge of the drum head.

The next thing I do is hold the drum out to a student, beckoning them to echo me. I play the two notes and they echo. If they slap the drum hard or if they are thoughtless in their technique I pull the drum back and demonstrate the correct approach. It’s very important to introduce them to the drum thoughtfully. One mustn’t tolerate any disrespect of the instrument, even for a moment.

I walk about the room and give every student a chance to play the two quarter notes. If any student demonstrates improperly, they must do it again. If a student refuses to do it correctly, I wouldn’t let them have a drum just yet.

After every student has had a chance to demonstrate, call a single student up to stand next to you. Hand them the drum and ask them to hold it tightly in front of them. Demonstrate how you play the drum while they hold it. Again, only two quarter notes. Call up a second student to take your place. Now you have one student holding the drum and one ready to play. The instruction I give is “find the two dots.”

I move over to the piano. I play a little theme, usually in a minor key, and I culminate with a short cadence followed by two staccato quarter notes in a high register. Those two notes pop out and the students recognize the “two dots.” The first time they’ll probably miss it, but after a few tries they’ll find it. It’s important that you play a similar cadence each time to warn them that the two dots are coming.

Put the rest of the students in partners and hand out drums. One student holds while the other one plays. After they’ve got the feel for it, stop playing the two dots and only play the cadence that leads up to it. The students will know where the dots are supposed to be and fill them in. When they have a good feel for this, teach them a cue that means “switch jobs.” Now the other person plays the drum while the partner holds. Go back and forth a few time, varying the amount of time in between “dots” and “switches.”

If they’re getting a feel for this, let’s add some energy to it. Now invite the student who is holding the drum to stand very still and strong. The person who plays the drum should jog lightly AROUND the person holding the drum while they wait for the “dots.” Now they have to think a bit ahead to be in the right position to play the drum. When you cue the “switches” it starts to get exciting as the students must really think about their role and listen carefully.

If the students are succeeding at this level, I’ll ask the students holding the drum to remain very still and strong. The students who are playing should now leave their partner and jog anywhere in the room, until of course the “dots” arrive, then they should play the drum that’s closest to them. This is really interesting as they have to predict the future plenty in advance to make sure to arrive at a drum on time. Again, very strictly enforcing the gentle playing technique. The excitement of jogging and finding a drum should not forgive wild slapping. Watch the confusion when you do the “switches” here, as the students will have some fun figuring out who to switch drums with, their original partner or a different one?

I love how this activity requires careful listening, following directions, quick reactions, and positive interaction. I’ve recorded some audio of my piano improvisation here, if you’d like to use it in your classroom you’re welcome to!