Willems Method: Principles & Activities
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Basic Principles and Activities
Basic Principles of the Willems Method
Psychological relationship between man and the
music: rhythm - body; melody - emotion;
harmony - intellect;
Non-use of extra-musical resources in
music education;
Emphasis on practice before theory
Willems Class Activities
Rhythm
Auditory Development
•Song
Locomotion
Rhythm
Execute, reproduce and create using body, voice and instruments:
Free beats with sudden stops
Spontaneous beats with imitations
Beats with onomatopoeias, words, and phrases
Hand alternation beats.
•Batimentos utilizando partes do corpo
Reproduction of rhythmic cells with or without text
Rhythmic works with texts, proverbs, tongue twisters, catchphrases, and riddles
Beats with dynamics such as strong, weak, crescendo, and diminuendo
•Beats with counting.
Rhythmic works using inner listening
Recognition of the song's rhythms
Rhythm improvisation
• Improvisation of rhythmic dialogues (question and answer games)
Duration of sound
Sense of double and half.
Rhythm
Read, execute, and write:
Intensity Graphs
Duration Graphs
• Replacement of Duration Charts with figures (semi-minimum,
colcheias, mínima, semibreve, pausa da semínima, pausa da
colcheia, eighth note and whole note rest, etc.)
Graphic indication of pulsation
Division, experience, conducting, and identification of measures
Pulse, unit of time, unit of measure and rhythm of the text
Rhythmic cells
Rhythmic dictation
Varied rhythmic styles
Auditory Development
Listen, recognize and reproduce various sounds, such as:
Silence
Sons of nature
Sounds of everyday life
•Sounds of the environment
Provoked sons
Sons of the body
Sounds of objects
Recorded sounds
Sound sequences
Sounds of people talking and singing
Sound direction
Auditory Development
Recognize, classify, pair, arrange and
reproduce (using objects and toys
sonorous, bells, whistles, musical instruments) :
•Materials of different natures
Materials of different heights
Materials with different timbres
Musical instruments
Voices
Auditory Development
Recognize and experience:
•Low and sharp sounds
Volume up and down with and without visual
•Movimento de mãos, cantando
Reproduction and improvisation of melodic motifs
singing in la, la, la and note names.
Improvisation of melodic motifs singing with
hand movement
Differentiation of major and minor scales
Sound movement with hand gestures of simple songs
Automation of note names
Auditory Development
Read, execute and write:
Sound effect graphs
Sound Motion Graphics
Sound Height Graphs
Improvisation writing the chart
Grade graphs by combined degrees, with dashes and dots
Scale Graphs
•Notes of the scale using a chosen syllable
•Names of the notes
Major, minor, and modal scales in voice and metallophone
•Reading on the Pentagram – went up, went down, stayed, went up jumping and went down jumping,
Treble and bass clefs.
Automation of musical reading and writing
Association of rhythmic reading to the height of the notes
Melodic Solfege
Melodic Dictation in the G Clef
Melodic Dictation in Bass Clef
Melodic Dictation in both clefs
Song
Thematic Songs Songs for Educational Songs:
body movements
Animal names Name of notes
Names of people Ring song Rhythmic works
Name of objects Folkloric Body rhythms
Nature Integration Imitation and improvisation
Daily life Tension and relaxation Instrumentation
Professions Gestures
Metallophone / Xylophone
Flowers Movements (front,
Flute
Fruits back, jump, leap
run...) Major and minor tonality
Vegetables
Cores Locomotion Names of intervals
Toys and games Choreography Pentatonic
Playful activities Canons
Commemorative dates
Application of the Song
Using the Voice
• Sing the melody with lyrics and the students listen
• Speak the text of the song with variations in pitch, intensity, and duration.
• Sing the melody in 'la la la' in the given tone
• Sing in phrases; separate into groups or individually
• Sing one phrase and silence the other
• Work on dynamics and varied expressions
Using Beats
• Sing using varied beats.
• Sing the melody marking the unit of time - UT with its divisions and subdivisions, the unit of measure - UC and the rhythm of the song.
• Singing the melody while performing the rhythmic ostinato given by the teacher or the student.
Using Body Movement
• Singing with gestures
• Singing the song while walking to the pulse and beating the UT, the UC, and the rhythm of the melody.
• Sing while walking in different directions for each line of the song
• Sing with gestures, movements, and locomotion
• Create small choreographies for the song
• Create different performances
Using Instruments
• Use percussion instruments
• Play on the metallophone sequences of notes with names present in the song
• Improvise in harmonic notes with voice or musical instruments
• Working on melodic and rhythmic ostinatos
Mobility
• Walk freely
• Walking following beats
• Walking with sudden stops
• Walk with varied progressions
• To walk and run freely and in circles
• Walk and run according to the instrumental execution
• Walk, run, jump, bounce, and gallop to the music
• Walk, run, jump, hop, and gallop according to the instructions.
• Jump with feet together in place, forward, backward, right, and left
• Jumping on one foot, spinning, back and forth
• Balance, spin, roll and shake according to instructions
• Walk and change direction according to the variations of timbres
• Move in pairs and in groups
• Walking following the beat, the larger and smaller units and the rhythm of the song.
• Move with rhythmic ostinatos
• Combine various movements and beats: walking with claps, slaps, feet, snaps, and words or songs in the voice.
• Walking accelerating and slowing down
• To walk according to the phrasing of a song
• Move with varied counts
• Marching to the beat
• Move using various rhythmic styles
• Move according to suggested situations, emotions, and characters
• Move around with popular games
• Moving in canons
• Perform established choreographies
• Create and perform choreographies