children made progress in their ability to read music. So if you think back to the very first lessons the children had, perhaps the very first one, um, your initial impressions of the ability to read music before we started could any of them read children’s – music at all? E: Barely G: Yeah, I any one in particular being able to can’t remember E: Maybe one or two said something like they had seen a recorder before, and might have done it at home, but, I know, not really don’t G: No E: I remember, when we showed them the notes, I remember them don’t don’t M: Because I showed them the notes when we did that initial visit, I showed them what the notes were, but I was careful not to say is a or is a ‘this rest’, ‘this quaver’. There there trying not to feed questions to you, there wasn’t, wasn’t a, I’m wasn’t a, you aware of children who could say a crotchet, a rest, weren’t ‘that’s that’s I’ve seen this before’ G: No, I In any of the groups I did there was no one who was really confident, didn’t. no one who was evidently better at it than anyone else. M: Right. And, right at the end, was it clear to you that children were reading music, or were they ... what they were asked to play was in some way an approximation of what was on the paper, or were they still floundering? E: Mmmm ... both. Some and some, do you think? G: There were some children that just blew (laughs) E: anything G: into their recorder weren’t there? E: Yeah G: and in terms of, like, rhythmically, I think they grasped that a lot more than, like , note reading, in my opinion I think E: Yeah, and the idea of rests. I think the crotchets and stuff they could get M: Ok. So explore that a bit more. So if we take away the recorders for a let’s second, just the clapping of the rests, the quavers and the crotchets, so at the very beginning they do that at all couldn’t
children made progress in their ability to read music. So if you think back to the very first lessons the children had, perhaps the very first one, um, your initial impressions of the children’s ability to read music before we started – could any of them read music at all? E: Barely G: Yeah, I can’t remember any one in particular being able to E: Maybe one or two said something like they had seen a recorder before, and might have done it at home, but, I don’t know, not really G: No E: I don’t remember, when we showed them the notes, I don’t remember them M: Because I showed them the notes when we did that initial visit, I showed them what the notes were, but I was careful not to say ‘this is a rest’, or ‘this is a quaver’. There wasn’t, there wasn’t a, I’m trying not to feed questions to you, there wasn’t a, you weren’t aware of children who could say ‘that’s a crotchet, that’s a rest, I’ve seen this before’ G: No, I didn’t. In any of the groups I did there was no one who was really confident, no one who was evidently better at it than anyone else. M: Right. And, right at the end, was it clear to you that children were reading music, or were they ... what they were asked to play was in some way an approximation of what was on the paper, or were they still floundering? E: Mmmm ... both. Some and some, do you think? G: There were some children that just blew (laughs) E: anything G: into their recorder weren’t there? E: Yeah G: and in terms of, like, rhythmically, I think they grasped that a lot more than, like , note reading, in my opinion I think E: Yeah, and the idea of rests. I think the crotchets and stuff they could get M: Ok. So let’s explore that a bit more. So if we take away the recorders for a second, just the clapping of the rests, the quavers and the crotchets, so at the very beginning they couldn’t do that at all
AAA_EdD_-_THE_WHOLE_THING_%28post_viva%29.docx