Name: TEDx】TEDxシドニー - リチャード・ギル 音楽教育の価値 (【TEDx】TEDxSydney - Richard Gill - The Value of Music Education)
Uploaded: 2021-01-14T04:56:10.000Z
Duration: 13 min 17 s
Description: VoiceTubeの動画で発音を聞きながら英語表現を覚えよう！学べる英語：

Thank you, ladies and gentlemen. I've asked if the lights could be lifted for

this session and David Glover agreed.  And the reason - thank you very much,

is I like to see the whites of your eyes.

And I like to see you as my class. I hope you've all made the connection that

music is an incredibly important part of what has been happening today. We started with

a didgeridoo, an improvisation on this extraordinary instrument.

We then saw a film that had been put together showing how telex was setup, and music actually

made that film work. Without music, that film would have been a very different film.

We then saw the rabbit that had music - a tragic end for the rabbit, but nonetheless, music.

And then we have had Synergy, whose piece, their percussion piece - was an improvised piece.

I spoke to Bree afterwards and I said, "That's clearly improvised." And she said,

"Yes, we work on a particular pattern.  We take that pattern, and every time we

perform that piece, we do it differently."

Then we had a string quartet, which included amplified sounds with improvisation.

Structures upon which other structures  had been imposed.

This is the creative process. This is the process which starts with an idea which comes

from the imagination - the musical imagination. And when the musical imagination is ignited

in a group circumstance, we have the most extraordinary power to change lives with music

And it should start with very, very, very young children - not teenagers. Not that

you can't start; I've taught teenagers who had their first experience with music as teenagers.

But my view is that all of that improvisation, all of that creativity you saw on the stage

today, is the right of every child, no matter where and no matter what the circumstance.

Every child, I believe, should have access to properly taught music in the hands of a

And it can start in the simplest way. Music is an aural art. And when I talk

about music, I define it as "sound organised in some way passing through time."

With children we begin with imitation, the most powerful way of teaching.

And if you don't mind becoming three-year-olds just for a minute - I promise you, a minute

will make my point. I'm going to clap a pattern, I want you to clap it back.

[Richard claps the first line of Doe, a Deer]

[audience claps first line of Doe, a Deer]

What you notice is you accelerate, you get louder and you don't actually do the pattern properly.

Which means you are educable. You can be taught.

When you do that with children, what you're doing is you're engaging them in their

first aural experience. They need to listen. And as a result of the listening, they repeat,

When this happens, and we take a very simple nursery rhyme, and we say, with children,

we go, [sing-song] "Humpty Dumpty sat on the wall. Humpty Dumpty had a great fall."

We do this little pattern and I frequently say to the little children, very young children,

Child one puts a hand up and goes [in the same pattern] "Humpty Dumpty sat on the wall......."

I said, "Thank you very much. Who can do a different pattern?" [in the same pattern] "Humpty Dumpty sat on the wall..."

And then, the next child will say, "When will this be over?"

All teaching is an act of faith. And with children, the idea that repetition

and putting in the circumstance of offering ideas is vital. Music is important for the

following reasons. It is abstract. It doesn't mean anything outside itself.

When we play a sound, you can interpret that sound any way that you wish. I'm going to

And it is a Steinway. David, I've sampled  his Steinway. I'm going to play some sounds.

Those sounds are abstract. They mean nothing other than themselves. If I then say,

"I'm going to play a composition, and it's called something. I want you to imagine what

Does anyone have an idea what that composition might be called? Probably highly forgettable.

But, in each person, that sort of music, any music will evoke a different response.

Music does not describe. Music does not narrate. Music does not tell stories. Music evokes.

Music suggests. Music implies and music opens up the mind of a child in an extraordinary way.

And I want to give you some ideas on that - back to the Steinway. These three pieces

Moonlight Sonata - Beethoven.  They have nothing to do with night whatsoever.

The title is simply a way in. But this abstraction about music is what offers

a child the chance to move into a really special world of thinking. And we get children, therefore,

to try to understand that the most important thing about music is to make your own music.

It is not that they shouldn't reproduce music, but they must make their own, and they make

it best through singing. That every child, given normal circumstances, has the capacity

to sing. You, all, have the capacity to sing. Shall we test that?

I will give you a little phrase and I'd like you to sing it back.

[Audience] "La-la-la-la-la, la-la, la, la."

字幕リスト動画再生

TEDx】TEDxシドニー - リチャード・ギル音楽教育の価値 (【TEDx】TEDxSydney - Richard Gill - The Value of Music Education)

pattern

extraordinary

applause

audience

TEDx】TEDxシドニー - リチャード・ギル 音楽教育の価値 (【TEDx】TEDxSydney - Richard Gill - The Value of Music Education)

pattern

extraordinary

applause

audience

TEDx】TEDxシドニー - リチャード・ギル音楽教育の価値 (【TEDx】TEDxSydney - Richard Gill - The Value of Music Education)