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Abstract

Incorporating surprise into music instruction can stimulate student attention, curiosity, and interest. Novelty focuses attention in the reticular activating system, increasing the potential for brain memory storage. Elementary ages are ideal for introducing novel instruments, pieces, composers, or styles of music. Young children have fewer experiences to draw from and less information stored in the memory. Like music, surprise is time-related. Opportunities to incorporate surprise in music instruction are plentiful. Mystery involves uncertainty and can engage a child’s imagination, fostering an environment ripe for discovery of new or unexpected information. When expectation is strong, surprise has its greatest effect and opportunities for learning are optimal. Music students can be primed for surprise through rehearsal and routine. In instruction, surprise should be relevant to content, age-appropriate, memorable, creative, and positive. Children can benefit from a debriefing following the surprise and from help in transferring new information to familiar content or experiences.

Keywords

creativity elementary general music listening music education

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Bagpipes and Artichokes

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