Nurturing an Emotional Response to Music

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What do you bring to your students as a teacher? as a person? as an influential adult in their lives? Our students learn much from us, not only academics, but how we handle life in general, how we treat others and how we react in a variety of situations. They certainly do not limit their learning to the things we specifically outline in our lesson plans. This is one of the responsibilities of teaching that can be a great challenge and a great joy!

As teachers we provide our students with learning experiences that are concrete as well as abstract. Music is able to reach into the realm of the emotions and the creative, abstract areas that are sometimes difficult to explain and not easily addressed in other subject areas. Experiences with music can evoke emotional responses, but what do we do with those responses? Children may not have the vocabulary to express what they are feeling. They need guidance and some tools to encourage a response to their emotions.

A student teacher arrived in my classroom for her practicum when I was in the middle of a unit on opera. She let me know that opera was “not her thing” and I let her know that there were many forms of music expression that can be drawn upon to create a meaningful learning experience for students. Although one must try to present a balance of musical styles and materials, to draw upon an area about which you are passionate creates a number of valuable learning experiences for your students. When you are passionate about the music you are presenting, students gain insight into what makes music meaningful for you. You can give examples of what you enjoy and various artists who make music in that genre, you can talk about how the music makes you feel, and what introduced you to that style. This musical dialogue is part of the real world, your real world, and although students may not agree with your choices, it can give them insight into how to express their feelings about their own musical likes and dislikes. It may seem that this conversation is best suited to high school students, but I have engaged in dialogue of this type with my youngest elementary school students, and I continue to be amazed at their insights and their ability to grasp the very abstract subject matter of “aesthetic” elements.

I would like to share a story that recently occurred in my classroom. I was playing the song “Magh Seola (The Level Plain)” written by Gerard Fahy and performed by the Boston Pops Orchestra from their CD “The Celtic Album.” It is a lush, orchestral piece of music featuring the low whistle. It shares some of the characteristics and celtic overtones found in the sound tracks from such movies as “Lord of the Rings” and “Titanic.” I find this piece of music poignant and bittersweet as well as beautiful. One student said it sounded sad. I tried to explain how music that was sad could also be beautiful and enjoyable to listen to. I told them I have often described such music as “so beautiful it made my heart hurt.” A girl raised her hand to tell me, “My grandfather died last year and when he died it made me sad and left a hole in my heart. When I hear that music it fills up the hole and now the hole is gone.” Did every child understand my feelings for this music? No, they did not. But one student very much identified with that feeling, was able to express her own feelings and experienced something she might have missed had I not shared my personal, adult feelings about the song. It is not in the curriculum guide for grade one, but it certainly involves lifelong learning and aesthetic expression.

In teaching music we are giving children an outlet to express themselves. They can either respond to the music of others or create their own. We can assist our students in developing a vocabulary to express their emotional response to music. How hard is it to define the words “aesthetic” and “passion” and “bittersweet” to children? Do we need to? Can we help them discover the words to describe the feelings they are experiencing? If we don’t, who will? What other subject area stimulates, encourages and facilitates the expression of emotion? Because we are dealing with an emotional response to music, we are dealing with the emotional aspect of our students. This means that it is important to me to take the time to know if they have lost a tooth, or if their dog died, or if they have a new baby, or if they just learned how to ride a bike and they want a chance to share that. Because they feel safe to share their “everyday” emotions, they are willing to trust me as we deal with their emotions as they relate to music. It is a responsibility not to be taken lightly and to be treated with great care and gentleness.

Students hear me express my own reaction to music: “This music makes me feel sad… happy… like dancing… like waving my arms to the beat… like tapping my toes…” or “This music makes me think of the ocean... a cloudy day… floating…” This is easiest to do when you are presenting a piece of music with which you truly identify and which you know very well. Students can learn to use these cues to express how they feel when they hear a piece of music. They must also learn how to express themselves when they do not like a piece of music. Too often we hear “I don’t like that” but a student cannot explain why. They can be given verbal cues for negative reactions as well, even if it is as simple as stating, “I don’t like the combination of instruments” or “The voice of the soloist is too high, too low, etc.” In this way they learn to identify elements of the music that they do not like without making a blanket statement of negativity.

Students need to be encouraged to give their true opinions and not just what they think the teacher wants to hear. It must be made clear (particularly when presenting one of your favourite pieces) that because you like a piece of music, it does not require them to enjoy it. When you are asking their opinion, it is just that—an opinion. This is a very powerful tool to develop in children. They must be encouraged to find what pleases them and moves them and not just blindly “follow the crowd.”

Music is a wonderful part of the human experience. It is to be enjoyed, shared and allowed to enrich our lives. Embrace all that makes music come alive for you. Share your passion for music with your students and accept the challenge of being a part of their journey to musical awareness and expression.

Donna Rhodenizer is a composer, professional performer, recording artist, publisher and music educator in a public school in Kentville, NS.
www.redcastlepublishing.com.

Donna and her partner Andy Duinker have been nominated for Favourite Children’s Artist/Group for the Canadian Independent Music Awards.