1. Let’s introduce a composer to
pupils
Elissavet Perakaki

2. Main aims of music education
 To cultivate pupils aesthetically.
 To bring them in contact with all ranges of
music and the most “exceptional”
composers.
 To teach pupils in a creative way – active
participation (Kokkidou, 2009).

3. Teenagers’ musical preferences
 Teenagers change their mind about their
music preference, choosing mostly pop
music, hip-hop and rock (North et al. 2000·
Papapanagiotou, 2004, 2009).
 Research has shown that teenagers are
influenced by their friends.

4. so…
 What can we do in order to attract pupils to
attend a music lesson about a type of music
and a composer, and at the same time to
participate actively?

5. Implemented music course
 Topic: presentation of 6 exceptional Greek
composers (artistic music = έντεχνη μουσική)
 School year: 2011-2012
 Public school in Pireaus / Athens
 Pupils aged 14-15 years old

6. Targets according to teacher’s book
 Pupils are going to learn significant songs
of Greek composers.
 Pupils are going to come in contact with
poetry and music.
 Pupils are going to understand to some
extent the structure and the harmony of
greek songs.

7. In addition…
Pupils are going to:
 be familiarized with the music of specific
composers,
 associate their works with personal
experience, and
 connect the past with the present,
underlining the quality of all these musical
works and proving that they are still
contemporary.

8. Teaching procedure
 Duration: 2-3 lessons for each composer
 Co-operation between pupils and teacher for
the whole procedure, taking into account
pupils’ experiences, interests and their
degree of maturity.

9. Lessons consisted of …
 listening to music
 watching video extracts of the news,
concerts, performances, films etc.
 singing
 orchestration
 performing (they imply former knowledge in
music theory: pulse-rhythm, types of meter,
notation, chords)
 taking decisions
 working in groups.

10. 1st lesson
 Through discussion, photos and watching videos:
when, what, with whom, what’s new, why.
During videos:
 Pupils focused not only on music, but also on other
features, such as: gestures, clothes-mode,
architecture.
 Connection with other kind of arts (cinema, dance
etc.).
 In the end: what we learnt about the composer and
what their opinion was.

11. 2nd – 3rd lesson
 Pupils sang, orchestrated and performed
their favorite songs, applying their former
musical knowledge (notation, rhythm,
structure etc.).
 All these activities took place either in groups
or with the participation of the class, as a
whole.

12. Setting an example
 Stavros Xarchakos (1939 - )
 Composer, conductor
 Co-operated with Leonard Bernstein (’70)
 Music compositions for theatre, cinema,
television.

13. Media Clips

14. Media Clips

15. Media Clips

16. Media Clips

17. Assessment
 Though first pupils’ reaction: negative
 Pupils changed their mind, transformed their
prejudices, form their view, realizing
composer’s significance and the quality of
works and songs.
 They took part actively.
 Cultivation of musical skills of all domains
(cognitive, affective, psychomotor).

18. Conclusions
 Importance to help pupils express their
prejudices about a composer.
 Following their view, teachers and pupils can
plan the content of the lesson.
 The use of video keeps their attention.
 By singing and performing songs they like,
they express themselves.

19. Let us introduce a composer to pupils
creatively, following their views, in order to get
a positive response,
such as…

20. “IT WAS A PLEASURE
TO MEET YOU!”

21. Let’s introduce a composer to
pupils
Elissavet Perakaki