The Explorers, Mustangs, and Penguins are learning about communities in their academic lessons. So in music, we are building our own community of musicians within each class. Each student has an instrument and a role to follow the leader. Students watch the leader and play their instrument according to what they see the leader do: waving fast, slow, high, low, stops, or any other cues. Students learn to read the body language and interpret the movements of their peers.
Each student has a turn to be the leader. The leaders use the baton and are the conductors of the group. Without much instruction from me beside the visual example, students give their own interpretation of what conducting time, tempo, and dynamics looks like. It gives me a great understanding of how to best conduct and communicate with my students when I lead them in choir and instrument play.
Many students follow their peers’ ideas when they are the conductor. It is great to see that as each student becomes the leader, they become aware that they control the music. When they have that awareness, they become better followers and encourage others to follow. To participate fully in the group, students have to trust their leader, have courage to lead the group, and be comfortable with their musical abilities. Through this music community experience, they build rapport and learn how to communicate with each other.