Born to sing: Fiji's "singing culture" and implications for music education in Canada

McGill Journal of Education, Fall 2001 by Joan Russell

VIGNETTE #2 At Tagaqe District School children and teachers start each day with an assembly that includes announcements, prayers and ensemble sing, ing. On the morning of my first visit, the words to a new hymn were written on the board. The children sang in unison, referring as necessary to the written text. Their teachers and headmaster joined in the singing. Children add to their repertoire of songs-for-the-group, thus co-constructing group knowledge and building group solidarity. Children who have a shared repertoire of songs are prepared to sing as a group as the occasion permits or requires.

VIGNETTE #3 When I returned to TDS on the afternoon of my first visit the children were assembled and ready for me to teach them a song. Some 150 children from grades 4-6 were packed tightly into the assembly room, seated on the floor. Samuela sat on a chair at the side of the room. I suggested that they sing something they knew, and I promised to teach them a new song afterwards. An older child chose a song and they began to sing. Apparently Samuela did not think that their singing was sufficiently enthusiastic, for he barked a command and immediately the volume level increased significantly. Actions that are important must be seen to be important. Singing is an important action and it must be carried out with enthusiasm.

VIGNETTE #4 I taught the students at TDS to sing Li'l Liza Jane, and then developed a music lesson based on the song.Tasks included including walking to the beat, using the silent voice, and clapping the rhythm of the lyrics. The students responded with enthusiasm and learned the song quickly. Afterwards they sang it to me whenever they saw me around the school or village. Children who are used to singing develop confidence and competence in their ability to sing. Children who are accustomed to singing learn new musical materials and tasks quickly. Children who enjoy singing are predisposed to learn new material.

VIGNETTE #5 My attempt to have the students improvise some movements while singing Li'l Liza Jane was less successful. They seemed puzzled at my instructions to express themselves individually. Children who are trained to replicate the behaviours and artifacts of a culture may be less predisposed to improvise.

VIGNETTE #6 On Friday afternoon, students at TDS perform regularly for visitors. On the day that I visited, six girls aged about 10-12 performed melee, while the remaining students - some 150 or so -performed the accompanying chant (adult versions typically contain at least 4 different voice parts). Afterwards, four boys performed a "war" melee. Brandishing clubs and spears they engaged with mock ferocity in false combat with one another. The chanters of the text chanted the rhyming couplets at the top of their lungs with a power reminiscent of the haka, a genre of chant, performed by Maori men which is intended to intimidate opponents and impress allies or visitors. Students who are accustomed to performing do so with little self-consciousness. Performing as a member of a group is less intimidating than performing alone.