Sometimes a teacher wants to reward the extraordinary efforts of a In conclusion, while the initial effort of putting together a “Solo Wall”
certain section with a group solo. The beginning volumes of the Suzuki and other melody-accessing opportunities is a sizeable project, the benefits
method solos have been orchestrated with easy accompaniment parts for a of inspiring students to pursue additional musical interests independently
student orchestra. They are available at
www.sheetmusicplus.com, entitled outweighs the energy expended. Students are introduced to and encour-
String Orchestra Arrangements to Selected Pieces from Suzuki “Violin (Viola, aged to use a music notating method to become more independent
Cello, Bass) School” arranged by Paul Schwartz and published by Alfred. arrangers and composers of the prized melody. Students have access to
Several students may be studying with the same private teacher and play- more music that challenges them at their level. Best of all, once the wall is
ing the same solo piece. The piano accompaniment can often easily be on the bulletin board, the teacher has little to do, besides answering the
transformed for the rest of the orchestra to perform by the teacher or a local occasional question and refilling the folders with music suggestion sheets.
music arranger.
To help students learn difficult fragments in the music, I often use
notation software to excerpt little exercises that aid speedy mastery. Instead
&
of limiting the exercises to difficult sections, the teacher
can also add a line that features a solo from a different
instrument’s part. Then everyone has access to the
melody and can practice and enjoy it. Additionally,
when a section with the melody is struggling to perfect
a tricky passage, ask the others to join along on the solo
line excerpt. Hearing other instruments play it together
may help the struggling section learn the part more
quickly In the meantime, no one has to sit idly and not
play during the rehearsal, which minimizes behavioral
interruptions. The challenge the melody presents to
instruments for which it was not written will help stu-
dents playing those other instruments improve tech-
nique.
Teaching students how to hear and notate favorite
melodies can help alleviate the teacher’s workload with
the notation software and hone a new skill for the inter-
ested student. Here is a quick notation lesson, using the
instrument to echo and find the notes to write on the
staff paper.
1. Play a simple melody, such as Mary Had a Little
Lamb, on the piano or on a recording. Playing
the melody on a non-string instrument keeps
students from looking at the teacher’s finger-
ing and encourages reliance on aural skills.
2. After listening to the melody a few times, ask stu-
dents to use their instruments to find and identify
the first note name.
3. Ask students to write their clef and the first note on
the staff paper. Alternately for beginners, students
could write down the entire melody using only
letter names on a regular piece of paper.
4. Discuss how the melody moves up and down and
what effect the motion has on the note’s position
on the staff paper. Also remind students about
notating correct rhythmic values.
5. Encourage collaboration among small groups of stu-
dents. I have found that collaboration in class
inspires students to do the same when they get
together after school.
Post a folder with staff paper on the “Solo Wall” or
in another special place in the classroom to encourage
further exploration of notating melodies.
MAY 2009 21 TEMPO
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