By Peggy D. Bennett
Professor Emerita of Music Education at the Conservatory of Music at Oberlin College
With so many restrictions, constrictions, and curricular demands made of educators, your classes and lessons can seem not your own. It can feel as if your aliveness in your classroom has been systematically eroded. And, if you feel depleted of vitality, your students may feel that also. Reviving the passion and enjoyment in teaching and learning is key to offering your best teaching to your students. And, I believe that imaginative playfulness is an extraordinarily effective way to revitalize your energy, your passion, and your enJOYment for teaching.
Playfulness is an attitude. It is a twinkle in the eye and an open, encouraging (sometimes smiling) face to accompany open-ended questions: “I wonder what would happen if …” “Describe what you see …” It is a loosening of rules in order to welcome spontaneity and surprise. Playfulness is the tapping of imaginations as students contribute images and ideas for a rhyme, song, or instrumental recording. It is inventing ways to elicit imaginations and verbalizations as we lead children to study and perform music. It is demonstrating the inflected speech, conversational curiosity, and spontaneous delight that we would like to see in our students as well as ourselves. In short, playfulness can make music come alive for both children and teachers.
To play with nursery rhymes, consider asking these kinds of questions: “Why did that mouse run all the way up to the top of the grandfather clock?” “When the mouse looked down from the top of the clock, what did it see?” Questions such as these help prepare children to create a scene from their own imaginations as they explore the nursery rhyme “Hickory Dickory Dock.” Children can also be “plopped” into the story by giving them a first person voice as the scene unfolds: “Brandon, you are the little mouse. What caused you to run all the way up to the top of that clock?” “Katie mouse, when you looked down to the floor and spotted that cat, were you worried? Why not? How did you know that cat?”
Imaginative play with music masterworks helps children embrace them as beloved treasures and pave the way for listening again and again. Floating down the Moldau River with their friends on a beautiful boat and stopping along the way to describe what they see on the riverbanks can keep children engaged in “performing” Smetana’s symphonic poem about that river. “Oh, my goodness. Look at that crowd of people over there near the Moldau River. What do you think they are doing?” As Americans in Paris with the teacher as the Tour Guide, children stop when Gershwin’s music pauses and the guide tells them about a famous Paris bakery that makes delicious food. “What will you buy when we go into that bakery? … Oh, what kind of cake is your favorite?” The Americans in Paris can also encounter the wild Paris traffic as they try to cross a busy street with very fast drivers, drivers who are also amazingly safe and skillful because they rarely cause a collision.
Tapping into children’s imaginations through playful questions and story-making creates a unique experience with a song, rhyme, or masterwork. Stories give songs, rhymes, and instrumental works meaningful context, especially when the story is created (or partially created) by the children. The images and stories your students create are uniquely theirs for that song. Singing “Skip to My Lou” with “little red wagon painted blue,” one class may decide that the red wagon was painted blue because they didn’t have any more red paint. Another class may decide they painted the red wagon because blue is their favorite color. In answer to “Where are you taking your newly painted wagon?” Joshua may answer “to the store to get some candy.” Kaeli may answer “to my friend’s house so we can take our dolls for a ride.”
Follow-up questions and comments are especially important for energizing imaginative play. To follow up with Joshua’s trip to the candy store, you might ask “What is your favorite candy? … Oh, I like those, too!” “Do you plan to share it with anyone when you get home? … Is it your sister’s favorite candy, too?” “How much do you think it will cost? … That seems like a bargain to me!” With Kaeli, you might continue with “What is the name of your doll? … What an interesting name!” “Where did you get your doll? … Wasn’t that a nice birthday surprise!” “Where will you take your dolls in your wagon? … Be sure to be safe and watch for traffic as you take a trip around your neighborhood.” Frequently interspersing story-making with repeating the song, rhyme, or recording is critical to these questions energizing rather than bogging down the pace of the lesson.
Playfulness does not necessarily involve playing a “game.” But, when playfulness sets the tone for the plans we make, the questions we ask, the inviting facial expressions we display, the trust we show in venturing into a new way of interacting, and the spontaneous decisions we make based on students’ verbal, physical, and musical responses, teachers and students can regain vitality, their sense of liveliness for learning and teaching. And, when we infuse a song with context of meaning by giving it an imaginative story, we sing the song with meaning: we sing it more musically.
You may be wondering how you will find the time to be playful with music activities, given your schedule demands. My experience with infusing imaginative play into songs, rhymes, and classics has convinced me that a brief investment of story-making can transform our experience with the evolving study of the music. I most often hear an energized expressiveness in singing, speaking, and moving as a consequence of children’s creative responses to my open-ended questions. And, when I hear expressive, fluent singing and speaking of songs and rhymes, and see energized, sensitive movement to recordings, I know that we are making music musically.
Activities cited here are published by Alfred Music and may be found in:
Bennett, P.D. (2012). Playing with the Classics: Music Masterworks for Children, Volume 2.
Bennett, P.D. (2011). Playing with the Classics: Music Masterworks for Children, Volume 1.
Bennett, P.D. (2010). RhymePlay: Playing with Children and Mother Goose.
Activities may also be seen at SongWorks for Children: A Video Library of Children Making Music
Thanks for this wonderful post. Gave me so many ideas on how to get my students more involved in piano class.
Love your suggestions for making the listening classics and cherished nursery rhymes come alive. Additionally, your ideas for creativity meet several of the core standards for higher order thinking and judgment skills. It is a win-win for all! Thanks for the reminding music educators to keep lessons fun and challenging.
Thanks for expanding our notions of play beyond the playing of a game. I can see how “plopping” oneself in a poem, song, or story can immediately engage the imagination in a playful way.