Unit 3 Quiz Questions PDF

Unit 3 Quiz Questions Unit 3: Integrating EdTechs in Music This unit is focused on the elements of sound, and the practical understanding of music literacy. The aims of this unit are to assist teachers in understanding a variety of different concepts in music as well as using that knowledge to c...

Unit 3 Quiz Questions Unit 3: Integrating EdTechs in Music This unit is focused on the elements of sound, and the practical understanding of music literacy. The aims of this unit are to assist teachers in understanding a variety of different concepts in music as well as using that knowledge to create exciting and enjoyable lessons. The value of music education lies in the detailed understanding and application of the concepts as building blocks to various skills. As all concepts are provided with sound and video clips, you'll need to be prepared to spend a lot of time listening to and watching these clips. By the end of this unit, you will be able to: 1. Identify the key elements of a music lesson. 2. Understand different musical concepts. 3. Explore ways to teach learners about musical instruments. 4. Discover ways to compose music even when there are no instruments. Ideally, our music lessons should include various components such as guided listening, movement, creating, performing and reflection. Click on the navigation arrows to page through the presentation below. HINT: Click on the hand icon on the right to discover the interactive elements on each slide to find out more. A well-designed music lesson balances fun and learning. It involves warm-up exercises (including vocal warm-up), guided listening through clear instructions, creative integration activities, performing and reflection. Let's engage with the elements in a music lesson to understand them better. The core elements of a music lesson are guided listening, movement, creating, performing and reflection. Singing Singing is the child's natural instrument and a positive, cost-effective activity. Singing supports musical understanding and facilitates language development. Singing also improves memory and learning Introducing a song 1. Model the song: Pre-Singing: Before learners arrive in the class, listen to and practise singing the song(s) yourself. Know the tune and words well. Introduce the song with questions, a story or interesting facts or movement demonstrations. Project the words to the song on the board. (This is a simple trick that also forces learners to look up when they sing.) Let learners listen to the whole song before they can join in and sing along. 2. Use movement: Teach the Song: There are different ways to teach the song to learners: Phase by phrase a capella which means they sing without the backtrack or accompaniment, Phase by phrase with the accompaniment, or The entire song with the accompaniment. When singing without the accompaniment you can play the song off your phone but be sure to use a speaker to amplify the music. Just make sure to pitch the song correctly, not too low or too high, when singing acapella. 3. Reflect: Reflect on the song and the learning process. Reflect on learners' interpretation and meaning-making of the song and its lyrics. Provide learners with a photocopy of the lyrics to paste into their books. Let them reflect on the learning process: how did they like learning the song? What did they not like about the learning process? 4. ​At the end, as a conclusion let learners sing the song one last time while they clap the rhythms of phrases. 5. All of these activities can be used as assessment tasks. Playing on Instruments Using basic instruments in music lessons can enhance student engagement and learning.  Instruments: Make sure that every child in the class has an instrument. Start with body percussion! Use simple instruments Experiment with technology Good Class Organisation: Ensure that you have good class organisation. Some ideas to help with this: ○ Organise sets of instruments in baskets or containers for easy access. ○ Hand out the baskets in groups before the lesson starts. ○ Let groups swap their baskets to get different instruments. Short and Speedy Demonstrations: Keep demonstrations short and to the point. Avoid long-winded oral explanations. Instead, show learners instrumental patterns on an instrument and let them imitate after you. From Groups to the Whole: Let different groups practise their own rhythms and then put the rhythms together into a whole-class 'ensemble'. They can have turns to perform and teach their rhythms to the class, and record it with their phones or devices. Rotate instruments within groups Notation: Try to include notation as much as possible. When learners create their own patterns and rhythms, let them note this down. This builds their confidence to read notation as well. Tips for teaching your music class As a Music or Creative Arts teacher you need to be especially well-prepared, well-organised and clear about their expectations. This helps learners to know the boundaries and know what they are expected to do at what times, and when they are expected to finish it. Here are a few ideas to help with this process. Ideas for Music Lessons 1. Listening: Develop learners' listening skills. Let them identify specific rhythms or patterns in a song for example. Always play the music twice. Give learners an activity on paper or digitally to complete to ensure they are actively listening. 2. Movement: Moving to music should be fun and spontaneous in reaction to the music. Plan a movement well before teaching it to learners for example:Dynamics: loud/softBeat: march / waltzForm: AB, ABA, ABACA  3. Music Games: Examples include:Dominoes or cards where the pictures are replaced by music notesWordWall gamesPurpose Games - see the link below The Value of Music Education Music and Academic Achievement There is a strong relationship between music and academic achievement. Music can promote academic achievement and self discipline. Creating music develops critical thinking skills, concentration, memory, discrimination, memory and abstract thinking. Learners become comfortable using different symbol systems and are able to switch easily between verbal, mathematical, visual and auditory systems. This is critical in a world moving towards coding. Music promotes critical skills like flexible thinking and originality. There is a proven relationship between mathematical problem-solving ability and visualisation, which can be improved through participation in music activities. Language activities are also advanced through singing and other music activities. Music and Physical Development Large motor skills develop through rhythmic movement in the whole body. Fine motor skills develop when playing instruments. Balance develops through rhythmic movements which improves body posture. Hand-eye coordination improves when playing instruments and reading music. Foot-eye coordination improves through body percussion, dance and rhythmic feet movements. Laterality develops through playing on melodic percussion or doing movements referring to both sides of the body. Music and Emotional Development Active participation in music can promote and develop self-esteem and resilience through the medium of sound. Music and Social Development Active involvement as a group develops collaborative skills. Music and Cultural Development Through music we can foster an appreciation for diversity and an understanding of the child's own as well as other cultures and how this builds and unites children to themselves and other cultures. Success in School Participation in music at school develops learners' sense of discipline, self-esteem and sense of accomplishment. They learn to work as a team, to problem solve, lead and think creatively and critically. These skills are generic and transferable to all spheres of the learners' life. Did you know that using stories to teach music helps engage learners in the different aspects of music? Let's see what my colleague, Betsie Strydom, an experienced and much-loved music subject advisor suggests. “Stories help us to connect the different elements of the performing arts and specifically music lessons to children’s lived experiences. We need to make music come alive through learners’ experiences rather than focusing all our attention on the technical aspects.” Betsie Strydom Mrs Strydom prepared an eBook on recycling and the performing arts for Intermediate Phase learners. Open the book below and explore how she taught learners about percussion, performance, time signatures, keys, and harmonic structures using a recycling theme. Music Concepts There are specific concepts that the learners need to develop in the music class. Activities like singing, movement, music games, playing instruments, listening, and notation help develop these concepts. Click on the music concepts in the presentation below to learn more about them and play the following game. HINT: Click on the hand icon on the right to discover the interactive elements on each slide and engage with the activities. Pitch: Pitch is concerned with high and low sounds. Learners should be able to distinguish the following aspects of pitch: high and low, upwards and downwards, repetition of the same pitches, or pitches moving in steps or in leaps. Beat: ○ Beat is the regular and repeating pulse which is found in most music. ○ Think of it as a constant beat, like your heartbeat. ○ The most common beat is found in march music which has 2 or 4 beats in a measure or a bar, and in waltz music which has 3 beats in a measure or a bar. ○ Beat is indicated by a time signature at the beginning of a piece of music, e.g., 2/4, 3/4 or 4/4. ○ More time signatures which you will see very often in music. Form: ○ Form is the overall design of a piece of music, and it depends on repeating and contrasting sections. ○ AB form has 2 contrasting sections. ○ ABA form has 3 contrasting sections. The last section is a repeat of the first section.ABACA or rondo form has a repeating A section which is separated by contrasting B and C sections. ○ Listen to the following recording and see if you can identify the well-known A section. You will hear it over and over coming back between the other sections. ○ When we are teaching form in music, we are referring to contrasting and repeating sections in the music. Tone Colour ○ Tone colour is the typical sound quality which makes every music instrument unique. ○ It is determined by the material that the instrument is made of, as well as by the way in which the sound is produced.  ○ Learners should distinguish different tone colour categories and instruments through listening. ○ The human voice is also an instrument and different voices have different tone colours. Harmony ○ Harmony is when two or more pitches are sounded together. ○ The most common form of harmony occurs when songs are accompanied by melodic instruments or when voices sing different melodies simultaneously. ○ When a round (canon) is sung, different voices enter after each other and different pitches are heard simultaneously resulting in harmony. ○ Style refers to knowledge of different styles and composers. Learners should be introduced to different styles in music, for example Classical music, Folk music, African music, or Indian music, as well as to famous composers and musicians. Mood is the atmosphere of a piece of music. It can vary from happy to sad, calm to restless, peaceful to terrifying, etc. Different people will experience different moods from the same piece of music. Music that sounds peaceful to me, might sound sad to you. Mood is indeed a personal experience. Play a selection of ‘happy’ music, ‘sad’ music, slow music, fast music, etc. and have a discussion in the class about how the learners experience the mood of the music. Give some background about the music like the reason why it was written (funeral, celebration, sports event like Olympics, etc.) Understanding the history around music can bring understanding of the mood it was written for. Dynamics: Dynamics has to do with the volume of music, or in other words: how loud or how soft it sounds. Tempo: Tempo relates to the speed of the beat in a piece of music. The tempo for a specific piece of music is indicated by different tempo markings on the sheet music. Tempo markings can be specific words, or it can be metronome markings indicated by numbers. Keep these musical concepts in mind as you move on to explore different musical instruments. Introducing learners to the world of music involves teaching them about instruments. Watch the video below then play the game to see how well you score. As teachers, we often fall in love with wonderful tools like Flat.io and want to use them to create the most magnificent resources for our learners. That is fantastic, and you should play with this as much as possible! However, let’s consider the learning opportunities Flat.io can provide our learners using the Teaching Change Frame. Study the descriptors on the TCF below and share your ideas for the following questions on the Padlet below: ​ 1) How would you use Flat.io if you are teaching in Quadrant C? ​ 2) In other words, how would learners use it? Remember, in Quadrant C, Teacher Cina encourages learners to create, innovate and compose with EdTechs and to develop higher-order thinking skills.