Discover how simple language shifts and teacher techniques can transform reluctant singers into confident songwriters and performers.
Without lyrics and a melody, you haven't really got a song and therefore it's really important for students to feel confident to try out ideas vocally as they write their own songs.
We have rounded up 5 of our favourite pieces of advice for creating a positive ethos for singing and songwriting in class to help students to feel more confident in general with singing.
Tip #1: Don’t always call it singing
As we all know, some students (particularly adolescents) find the term singing a bit off-putting. This could be based on previous experience, associations of singing with primary school or a lack of confidence with changing voices for boys. Instead of branding activities as singing, incorporate and encourage any use of the voice including beat-boxing, humming, chanting, rapping, vocal percussion even whistling! The following video is one of a series designed to get started with beatboxing:
Tip #2: Approximation and enthusiasm from the teacher goes a long way
Having a go is better than being afraid to try and what better way to instil confidence than for the teachers to model, jam and join in. Use silly warm-ups and games to develop a sense of fun with vocal work in class. The following is an example of a fun ice-breaker and and you can find loads more warm ups and ice breakers on YouTube too!
Tip #3: Use music as a safety net
As our recent article about songwriting with backing tracks suggests, having some kind of accompaniment perhaps played on piano or guitar by the teacher or using a backing track as you sing or compose helps students feel far less exposed than when singing alone. Use the no vocals versions of our playalongs as a starting point too!
Tip #4: Integrate student choice
The Musical Futures Informal Learning model places student choice at its very heart and there's no reason why this can't apply to singing as well. Revisit Lucy Green's informal learning principles and think about ways you can draw on styles, songs and ideas from students in your singing repertoire. All of our playalongs have a vocal element & our enhanced 'Explore, Recreate, Create' approach has loads of ideas and resources for you!
Tip #5: A note about the role of the teacher
The guidance for teachers that is threaded through Musical Futures is something that every single teacher can try no matter where or what they are teaching.
It asks that first the teacher stands back and observes, empathises with the outcomes that students set for themselves and helps THEM to find ways to get there rather than laying out the path in front of them for them to follow. It asks that they model instead of tell, play with and for the students so that the music surrounds the learning and the teaching comes from the music itself.
This can be a real challenge - allowing students time and space to show what they already know and to show how they can find solutions and answers without being told, especially when it comes to singing.
However, the sense of ownership and empowerment that results is one that requires a 2-way transfer of learning and creating a happy and positive ethos towards singing and vocal work in the classroom is an exciting and important aspect of helping students along the way to writing and performing songs of their own.
Want to learn increase your confident as a facilitator of informal learning in the music classroom? Join one of our professional learning events!