There are two Recorder Boppers packs, each containing a book for teachers, photocopiable music and a 32 track CD. Both packs contain 16 pieces of music written and recorded in a wide range of styles. Each piece is recorded twice, one version featuring the recorder part to be played, the other containing the accompaniment only.
Recorder Boppers came into being because David Moses had a group of young recorder pupils with a very wide range of ability and a short span of attention. These pieces needed to spark their enthusiasm and keep it aflame. 20 years on Recorder Boppers is still one of the most popular resources used by teachers intent on passing their love of music on to their pupils.
Coventry Performing Arts Service invited David Moses to write pieces that could be learned and performed during a one day workshop involving 200 recorder players between the ages of 8 and 14, ranging from beginners to fairly experienced players. These MultiBoppers needed to grab and hold the participants attention, David was teaching all 200 at once, in one room.
So many embryonic instrumentalists give up because they are bored by the repetitious yet essential practice of basic techniques. By weaving those exercises into stimulating performance pieces, David Moses overcomes this problem while at the same time developing valuable listening and performance skills.
Children ( and learners of all ages ) love to perform. That is why the beautifully recorded CD accompaniments make up such an important part of the Recorder Boppers experience. The pieces have been performed at assemblies, parents days, end of term concerts as well as at music festivals throughout Britain ( London’s Royal Albert Hall being the most prestigious venue to date ). Thanks to David’s ability to create exciting, enjoyable and interesting music using simple, repeated, easily remembered material, even a complete beginner can be made to feel like a “real musician”.
One benefit of working with a recorded accompaniment is that it encourages performers to listen to what is going on around them instead of simply focusing on their own part. In addition, an internalised understanding of what is meant by the word ‘beat’, in other words what ‘beat’ feels like, will be invaluable when they begin to deal with written notation.