Resources:
Learning by Ear

This Learning By Ear module resource (PowerPoint presentation, PDF, films and website content) can be used and shared free of charge for non-commercial educational use only. Permission must be sought from Orchestras for All and EFDSS for any other use of this material. 

Developing the texture

LYFE have instinctively been experimenting with the texture and colour of the piece at the same time as they have learnt the melodic and harmonic material.

Now that they are confident with the melody and accompaniment, they begin to focus on the colour of the piece (video 25):

• What ideas about structure and harmonic development do LYFE share?
• What feedback would you give the LYFE members on these ideas?
• How could you support Sharp Academy students such as Seb or Grace to articulate their musical ideas?

Trying out textural ideas

It's really important to allow your ensemble space to try out ideas, whether or not they are included in a final piece. It helps them to clarify their thoughts, and sparks ideas from others in the ensemble.

It can be scary, for both leader and ensemble member to let loose in this way, but with thoughtful scaffolding from the leader, it can be a really effective way to ensure ensemble ownership of a piece of music.

Watch LYFE trying out some ideas (video 26):

• Note down three examples of how Emily encourages and supports the ensemble to share their ideas

Some groups may need more support to work in this way: if your ensemble are nervous, make time to allow them to try out ideas in a ‘safer’ space of pairs, working round to give feedback on this level, before asking one or two more strong and confident ideas to demonstrate to the whole group.

Developing ideas independently

They continue to develop their ideas, this time with less input from Emily.

Watch the discussion here of how time signature and rhythm can be changed to add interest to the piece (video 27):

• How to the LYFE members help each other to develop and clarify their ideas?
• How could you scaffold peer-supported discussions for Sharp Academy Orchestra?

Trying out developed ideas

Now they begin to put together their ideas (video 28):

• How do the LYFE members agree on what to try? How does Emily help them with this process?
• In a Sharp Academy Orchestra rehearsal, how might you approach managing ideas suggested by students that you know will be technically difficult for the group, or sound 'odd'?

You can refresh your memory of Sharp Academy Orchestra and strategies for activity adaption here.