Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

Music is often related to on an emotional level and teenagers are generally aware that
it can change their feelings and mood.
It can be difficult to keep up with the massive variety of music which the students are
listening to but not knowing can also be an advantage. Giving the students the chance
to inform me and show how much they know might be the first time that they have
been heard and acknowledged in this way. This attentive response about their
interests can provide ideas for further sessions and set up a strong rapport.
The seventh video example (4.4.2.1a) shows Louise, who is 12, singing ‘Wavin’
Flag’ (K’naan, 2009). Louise’s sense of strength and determination which is reflected
in the lyrics of the song, was palpable and I supported her by playing the trumpet
dynamically to acknowledge the resolution and vigour with which she sang. It is a
powerful song for a young person who faces difficulties and an adverse home
situation. Because the activity was given validity in this way, Louise talked more
openly afterwards about the meaning of the song and thus effectively used the prerecorded
song to give voice to feelings which may have otherwise have felt too
difficult to express.
The eighth video example (4.4.2.1b) shows Lewis singing ‘Airplanes’ (B.O.B
featuring Hayley Williams of Paramore, 2010). Having chosen the song, he directed
me to begin. Even though he joked about filming and pretended to be shy of it, he
sang directly to the camera. The edited video shows Lewis having fun, singing along
with my part as well. The structure of the song enabled us to both be involved equally
with the parts clearly defined. As the rapper, he sang: “And back when I was rappin’
for the thrill of it, But nowadays we rappin’ to stay relevant”. I wondered out loud if
the rapping gave him the chance to say something. Ten minutes later he came back to
me and said “Yeah, you only rap if you’ve got a point to make”.
Two vignettes (4.1 and 4.2) show how recorded music can act as a precursor to using
live music. It can be used as a sonic background, as support, as a way of getting used
to filling the room with music or as inspiration for ideas. It often seems to give
students confidence to improvise.
! )(!