Violinist age 8 plays Go Tell Aunt Rhody
Continuing yesterday’s theme of learning musical structure, students have a lot of fun singing about poor John, who really overdid it on the snack food! See below for the words.
Meanwhile, though, they’re taking in more complicated rhythms (mix of slow and fast notes), and a new phrase structure (A1, A2, B1, B2, A1, A2 – see here for explanation) – so putting the notes together on their instrument is made much easier.
Along with this musical understanding comes quicker technical development. If you watch this student’s bow closely, you’ll see he’s doing a great job of using shorter bows on the shorter notes and longer bows on the longer ones – because having internalized the music more easily, he has enough of his brain freed up to handle this challenge.
(A1) Go, tell Aunt Rhody - John is very sick.
(A2) Go, tell Aunt Rhody - John is sick in bed.
(B1) He ate some popcorn, then some candyfloss,
(B2) Then peanut butter on his bread!
(A1) Go, tell Aunt Rhody - John is very sick.
(A2) Go, tell Aunt Rhody - John is sick in bed.