Connect 9
Language Games
Occasionally, something will creep into teaching, seem to work and, in the end, you can’t recall where it came from. Such is the case with Reversed Questions & Answers. The basic idea is as follows:
- Assume in all cases that the best way to tell pupils something is to lead them to the answer through questioning – then they come up with the answer
- You ask a question – nae answer
- You ask the opposite question – a satisfactory answer is given
- We now have the correct answer - to the reversed question
- Reverse the answer, and it might fit the original question
At this point an example might be useful.
Q: Why do you think the composer stopped the accompaniment at this point leaving the melody on its own?
A: Blank looks
Reverse Question: Why would a composer add accompaniment to this isolated melody?
A: To give it a more steady backing?
Reverse Answer: To remove the steadiness – hinting that we can be more free with this passage
Another example
Q: Why do you think there are rests inserted between the last three chords of this tune?
A: Blankety Blank
Reverse Q: Why do you think composers do not insert rests in music as a matter of course? (perhaps at this point playing a short extract filled with gaps e.g. ha – ppy - birth – day – to – you - )
A: To keep the music flowing
Reverse A: To stop the flow – which is a way of warning the audience that the end is nigh.
The irony is that the abstract nature of the language of music can be alleviated by messing around with our own language. I have the feeling that everything important I have ever learned contains some element of paradox.
