The leaf horn with rollerblades

Passionata – Music lessons make all the difference

Sometimes a sequence in music lessons does not begin with a song, but with a pencil. I am often asked about the drawings in my columns and whether they were created in class or whether the children drew them at home. The answer is: both.

Drawing without being asked to do so in the middle of a music lesson gives children another opportunity to express themselves. Sometimes this leads to musical ideas. And even if it doesn't, the quiet creative moments and the thoughts that the children share about their pictures are a valuable opportunity to deepen relationships.

I saw this opportunity with Jakob* when he folded a world-class paper aeroplane during free drawing time at the beginning of first grade. Jakob was withdrawn and often disrupted lessons. The aeroplane was a perfect opportunity to recognise Jakob's talent. But when I sat down next to him with interest, he didn't really want to show me his aeroplane. Only when I turned away did he let it fly.

The gliding ability was impressive, and I happily suggested to Jakob that we could try to accompany the flight with lotus flutes, drums or some other instrument.    

Children experience self-efficacy

This approach is based on the idea that music, similar to Zen Buddhism, does not exist on its own, but is connected to everything: nature, people and even a paper aeroplane. Especially when children seem uninterested, it is helpful to take up their own ideas and explore them in greater depth, as this allows them to experienceself-efficacy.    

But in this case, it didn't work. Jakob didn't respond to my suggestion to make music for his aeroplane. Instead, he picked it up roughly with one hand and hid it behind his back, crumpled up.

Every schoolchild longs for individual development and encouragement.

I used to question situations like this. Today, I am not discouraged when a child rejects an offer. On the contrary, reacting with ease can only strengthen the relationship. Perhaps it was too much for Jakob to be the centre of attention with his aeroplane, or perhaps he couldn't quite imagine what I was suggesting.

The key lies in trusting that we will find each other in the long term – driven by curiosity rather than expectations. Every schoolchild longs for individual development and encouragement, not submission.

The Christmas tree by the roadside

However, once the children have understood that everything is connected to music, they make their own suggestions and occasionally bring objects to class.

Recently, a boy came in with a large stick that was almost taller than him. However, he had no musical intentions with it, but was afraid that someone might take the giant stick outside. Later, when the children were drawing in class, he carefully made a paper cut-out decoration, which he pulled over the stick. Then we formed a drum circle and each child was allowed to step into the middle and play the rhythmic accents with the decorated branch. The paper cut-out fluttered like a baroque ruff.            

We had a fun hour when one group brought in a discarded Christmas tree from the roadside. The children placed it in the middle of the room, decorated it with tulle cloths and built a musical obstacle course around it.

Another time, a girl fell into the mud during break time. The stain on her T-shirt resembled an animal's head. We placed the shirt on the photocopier and the children invented fantasy animals. This resulted in the six-legged Blatthorn, which was very dangerous but also funny. The name «Blatthorn» gave us two sounds. And so we improvised a rustling, tooting music, to which three children at a time slid across the room holding each other by the hips – because rollerblading was the Blatthorn's hobby.  

Unlike the dirty T-shirt, Jacob's paper aeroplanes never led to a shared moment with the class. But he diligently continued folding. Sometimes as a commissioned work for another child, but mostly quietly for himself.

At the same time, however, another talent became increasingly apparent: dancing. The boy moved in a sophisticated and expressive manner, using the entire space and performing elegant steps. He, who hardly spoke, began to communicate with his body . This did not go unnoticed by the other children . When we invented a dance, suddenly everyone wanted Jakob in their group. A smile flitted across his face. He was noticed and appreciated. He danced proudly at the front of the line, knowing that the others were looking to him for guidance.        

From that morning onwards, Jakob no longer refused to participate, but was present and increasingly active in music lessons.    

In the last hour before Christmas, he pressed a painted paper aeroplane into my hand as we said goodbye. «Music aeroplane,» he said, and went outside to quietly put on his jacket.    

*The child's name has been changed by the editors.