Antiphonning

  
 

Antiphonning is a way of performing a song in which a leader and responder(s) alternate performing successive parts of the song; it is a fill-in-the-blank activity for singing a song. The leader takes the first turn and sings a part of a song. The responder begins singing whenever the leader stops and continues until the leader re-enters the song. The goal is to perform the song as if only one person is singing with smooth, musical transitions between the leader and the responder(s).(1)

  
 
Example, using the song, "A Hunting We Will Go":
  
 

Leader

  

Responder

  
 
"A hunting we will go"
  
A hunting we will go
  
 
We’ll catch a little fox
 
and put him in a box
 
 

and then we’ll let him go".

     

The term, antiphonning, comes from a style of performance in which vocal or instrumental ensembles alternate phrases and sections of music (antiphony). Antiphonning takes advantage of our seemingly natural tendency to complete a familiar song, melody, phrase, or saying. For example, the traditional knock that goes with the phrase, "Shave and a haircut" rhythm is an example of this need for completion. Who among us can resist knocking back the reply, "two bits"? (1)

    

Explanation of the term to your students:

   
"Antiphonning is a way of taking turns as we sing a song. We will try to keep the transitions between turns as smooth as possible."    

Sample statements and activities by which to introduce antiphonning to your students:

    
"Let’s antiphon the song this time. You fill in any section of the song that I leave out."

The leader begins singing and indicates the turns by gesturing to herself or to the responder(s).

After the initial turn, for an additional challenge, the gestures may be left out. The absence of gestures forces the responders to listen even more closely to know when to begin. "No clues this time. Your ears will tell you when to sing and when to listen.

    
     
Why and how antiphonning is used in education:
    
 
  • To develop inner hearing skills
    "Let’s sing the song. Each time I put my hands behind my back, we will sing in our inner hearing. Each time I bring my hands in front of me, we will sing aloud."
  
 
  • To cause students to think the whole song, not just parts of it, to vary practice while singing or playing a song
 
 

1. "This time as we antiphon, I will sing my part and you will tap the rhythm of your part.

2. "This time as we antiphon, you will sing the words of the song. Watch to see if you can tell what I am doing for my part." Teacher performs solfeg patterns for his or her part of the song.

  
 
  • To correct mistaken words, inaccuracies in melody or in rhythm by drawing student attention to certain patterns, words, repetitions, or other elements of the song
  
 

Divide the song so that the teacher sings the phrase with mistakes and the students the rest of the song. The next time, arrange the antiphonning so the students will sing the mistaken part. If they continue to sing the part incorrectly. Repeat the activity.

  
 
  • To cause students to become engaged in a study activity
  
 
  • To cause the students to become active rather than passive learners
  
 

Other Ideas for Antiphonning:

Antiphon with eyes closed.

Students become the leader, the conductor.

Antiphon in partner groupings.

Antiphon around the circle or the room.

Antiphon, leader with a small group

  

 

Bibliography

   
  1. Bennett P. D. & Bartholomew, D.R. (1997). SongWorks I: Singing in the education of children. Belmont, CA: Wadsworth.