Thinking isn’t linear, neither should be teaching
We will move through seven stages with tabDo, these are:
- Recreating a Melody
- Rearranging a Melody
- Building a new Melody / Composing
- Melodic Idea
- Practice with stickplaying / Mallets-Simulation
- Note reading
We will visit and revisit these stages of learning, but not in the sense of “first—second—third” (ie. “Recreating a Melody” first, followed by “Transposing a Melody” and so on through “Note reading”). A linear system such as this does not exist.
- At any time, the tabDo screen could be rotated and “Note reading” could be introduced. Directly after “Building a new Melody/Composing”, for example. With a class of 4th graders, these two topics are closely related. With a class of 2nd graders, this may not be practicle.
- On this 90 degree rotation, the melody could be used as a preparation exercise to simulate a Glockenspiel.
- After some work with “Melodic Ideas” they could be combined with “Improvisation”
- Next could be “Rearranging the Melody”. These rearrangements could be utilized as preludes or postludes for the original melody later on.
- If it is discouraging or overwhelming for the students, the concepts in “Building a new Melody” could be completely tossed aside.
There will likely be some children who have already internalized the idea of “Rearranging a Melody” and others who will digest the new information after only brief practice. There isn’t a logical process to this kind of learning. It is similar to the acquisition of one’s native language: the process runs rather chaotically – nonetheless we see results. The teachers’ task is thus:
- Build a list of songs; this will sever as the “Lesson Plan”.
- The specific theory and learning brought about by different songs need not be planned in detail. This fate is left in the hands