EDEL 325 Study Guide PDF

EDEL 325 STUDY GUIDE Recorder: In elementary education, why recorder? -​ Small wind instrument, many children's first ever instrument they learn how to play. -​ Why teach it? - It can be used as a tool for note reading, allowing children to practice their skills. - Knowing na...

EDEL 325 STUDY GUIDE Recorder: In elementary education, why recorder? -​ Small wind instrument, many children's first ever instrument they learn how to play. -​ Why teach it? - It can be used as a tool for note reading, allowing children to practice their skills. - Knowing names on and in the lines ( EGBDF, FACE). -It is easy to learn and to play, allowing children to make music together, collaborating - inexpensive and portable, easy to clean. -Satisfying alternative to children who do not like to sing; learn to love playing an instrument instead. -Develops fine motor skills - Creative element for children to create own music How to Begin Teaching Recorder: -​ Introduced in grade four, division 2. -​ Give history lesson on recorder, play a recording, explain how children can take care of it, demonstrate how to hold recorder - left hand, not right hand, demonstrate how to cover holes. -​ First hole with the thumb (back) and the first finger of the left hand to play first note B. -​ Have children echo what you do, to different patterns -​ Once children comfortable with recorder can introduce reading music. -​ Teach each note one by one, starting with B,A,G,E,D - going from old note to new notes in order. -​ 1. Finger preparation -​ 2. Isolated practice of new note -​ 3. Performance of new note in a song, or melody Common mistakes beginners make -​ Holding recorder with right hand - dominant hand, teach to play with left -​ Blowing too hard -​ Not covering holes properly - can align recorder to heart to see if the holes are being covered up -​ Not sitting up straight slouching -​ Holding recorder straight from body, not downwards angle -​ Position of mouth, teeth touching instrument, lips not shaped to make oo sound Melody- Understanding pitch relationships - highness or lowness of a sound- can be combined. When dealing with melody, two tones are needed to demonstrate the highness and lowness of a note/sound. A tone is two semitones-m interval or two pitches. -​ Solfege- every note of scale given a unique sound - pentatonic scale 5 tones Do, Re, Mi, Soh, La -​ ORDER OF SOLFEGE - Children learn Sol and Mi first since children speak at this natural order- kodaly, childs natural chant PPP - Preparation - introduce songs of Sol, mi or have experienced it in a number of ways, singing, listening, moving. - engine, engine, number nine. -​ Presentation - hand signals to ikons to notation - If Soh is on a space then mi is on a space below it -​ Practice, can use flashcards, or create own 4 beat rhythmic pattern to demonstrate understanding of Soh Mi. -​ Then introduce La, next step -​ PPP - Prep - experience songs with the three different tones -​ Presentation - hand signals, ikons, notation - label, show, hand signs -​ La is one higher then SOH -​ THEN INTRODUCE DO and Re - Do is the home tone- childrens songs always go to doh, and then Re which is the second note -​ D1= highest Doh -​ Constructing pentatonic scale - only 5 tones we have to take away fah and ti. -​ We have Do based pentatonic scale- If F is Do take away Fah and Ti -​ If F is La still take away Fah and Ti -​ Remove bars f and b -​ C pentatonic - taking away fah and ti, starting DO at C. -​ -​ Melodic contour - shape or sequence of a song. Serves its pitches- solfege. -​ Solfege hand signs help children understand where they go visually, helping them learn solfege and helping with singing. 3 things -​ Pitch discrimination - high or low -​ Pitch Direction - high or low -​ Pitch movement - skipping, stepping, leaping Dynamics- Expressive elements Dynamics - how quiet or loud a piece of music should be Tempo - how fast or slow a piece of music is volume Ppp- pianoissimi - very very soft Pp- pianomism - very soft P- piano- SOFT Mp- mezzo piano - a bit softer than mf Mf -mezzo forte- bit louder than mp F - forte- loud Ff- fortissimo Fff- fortissimo Decrescendo - gradually getting softer ​ Crescendo - gradually getting louder Tempo- accelerando - increasing gradually tempo Ritrando - slowly decreasing tempo Form -​ Element concerned with structure or design of a piece of music. -​ Sequencing of small segments -[phrases] -​ Phrases clearly show a beginning and an end -​ How can children understand phrases -Through movements - when ned phrase starts new dance -Visual representations Children can listen adnt then pick out phrases- to represent similar or different phrases - using lower case letters. ( aba or aab or abc) Larger pieces of music are called Sections - 4 diff kinds Binary ​Form - Using only AB. simple two section form\ Ternary Form - Some sections can get repeated ABA or ABAB - could be like a sandwich Rondo Form- continuing the sandwich, composition may have diff themes but always goes back to section A. (ABACADA) Theme and variation- longe compositions, one theme (melody) played, then repeated in a new styles. Timbre -​ Unique quality of the sound an instrument or voice makes. -​ Voices can be classified in four ways according to western world- Soprano, alto, tenor, bass. -​ People can alter their timbre to create new pieces of sound. I​ Instruments - Erich Hornbestels classification of instruments, used to categorize instruments based on how they make sound. -​ Aerophones: instruments that produce sound through vibrating air; flutes, trumpets, saxophones, recorder. -​ Chordophones- instruments that are produced by vibrating strings - guitars, harp, ukulele. -​ Idiophones - instruments that produce sound by vibrating the instrument itself - metals, xylophones, maracas. -​ Membranophones - instruments that produce sound by vibrating a membrane - skins (drums, tambourines, bass drums -​ Electrophones - instruments that produce sound electronically. - electric guitar, synthesizer, electric piano -​ In elementary schools they categorize by western symphony orchestra- woodwinds, brass, strings, percussion instruments. Where do we start in order to get to families in instruments in grades 4-5? Grade 1- human voice. -​ Learn drum,triangle,wood blocks- timbre by playing -​ Carnival of the animals- classical piece by SaintSaens. ,also reading books on timbre, listening to music Instruments - carl Orff 3 types of pitched percussion instruments  -​ Xylophone - bass, alto, soprano - wood bars -​ Metallophone - bass, alto, soprano - metal bars, similar to Xylophone -​ Glockenspiel - alto, soprano, metal bars Orff wanted high quality instruments that fit children's abilities -​ Bars are removable to play with sound “ experience firs than intellectualize” All 3 instruments hae unique timbre -making children's ears sensitive to hear the difference. Carl Orff - German composer developed “ music for children” Active participation of students singing, rhythm,movement , playing. Orff pedagogies: Use children's speech, basis for rhythmic patterns body percussion to then instruments. Using body as an instrument, clapping,snapping, patting,stomping. Songs in pentatonic mode, then with age increase. Movement and dance,recorder as a melody instrument Xylophones, metalphones, glockenspiels, recorders, drums,claes and triangles, Had emphasis on movement, the element of fun and using body as percussion then adapt. Singing Importance in elementary schools: -​ Expression for young children -​ Number 1 form of musical expression in the world. -​ Social interaction -​ Communal event of singing. -​ Integrates language, movement, music -​ Personal expression - deal with feelings and emotions -​ Skill development -​ Singing is a natural expression for children Methods of teaching songs -​ Rote - learned aurally, whole song,-i bought me a cat, adding an animal. phrase by phrase, learned by hearing, taught by mouth, learning through ear. -​ Depends on the song to determine what is better if it is teaching whole song or phrase form. -​ Johnny works with 1 hammer, johnny works with 2 hammers, repetition, children can join in right away.  -​ Let children join in, join after hearing the lines,can expect whats coming next. 4 things to remember when teaching a rote song. 1.​ Focus - physically and mentally - cognitively. posture - sitting up straight- paying attention with eyes, ears, body, listen for something. So music doesn't wash over us, how many times did you hear _? How many ducks were in the song? 2.​ Pitch - teach prompts for pitch, ready 1,2,3 here we go, give time to breathe - giing the tone on where students will start 3.​ Gesture - head, hands, nonverbal, cuing them in 4.​ Listen- gradually remove yourself as a teacher from singing, so students learn to sing independently. -​ Rote/Note - see notation but learn aurally, still listening through hearing, listening to teacher or someone else. Teacher may point out the notations, symbols -​ Note- learn from notation - independently, read the song Musical Considerations when teaching a song -​ Posture - standing or sitting tall, feet on the floor -​ Back straight -​ Chest high -​ Chin down not angled upwards -​ Entire body is instrument -​ Elevated sternum -​ Breathing - need more air to sing than to speak -​ Slow sip through straw, no shoulders rising -​ Force air out to strengthen -​ Fill up lungs liker a balloon. -​ Students don't realize how much energy singing takes Choosing songs for grade levels, getting a song can you tell the grade level? -​ Look at four things -​ 1. Range - distance between highest and lowest sounds in song, more advanced with age.  -​ 2. Tessitura or placement - where does the song lie -​ 3. Contour - length,number of verses, grades 1-2 wont be able to sing as long as grades 5-6 -​ 4. Rhythm - simple - complex with age, more repetition=simpler. -​ Looking at montgomery criteria - -​ K- grade 2 - range 1-6 notes, notes in upper parts, repeated notes, simple rhythms,short songs -​ Grades 3-4, 1-8 notes for range, most notes in upper part, as it is children's natural chant,soh,mi,small leaps,simple rhythms, and steps and skips, longer songs with multiple verses, ostinati descants. -​ grADES 5-6 1- 10 notes, notes in any part of childs range, leaps up to octave -8 notes -​ Longer songs, more advanced. VOCAL model -​ By being clear, relaxed, in tune, vibrato, light and natural, model everything for students as children imitate, face, posture, energy, quality, cant help but follow us as teachers. -​ Best model is child, woman,and then man's voice in a child's range. Vocal exploration -​ Difference between four voices, speaking, singing, whispering, shouting -​ Many songs to explore this -​ Introduce tones -​ Individual singing- allowing for creativity, children come up with own songs Measures of success for singing -​ Split the song up - dont have to teach whole song in one lesson, making it rushed. -​ Teach repeated phrases -​ Keep it fresh and interesting, so children do not get bored -​ Play a game asking questions, don't be scared of repetition!!!! Inaccurate Singers: -​ Above Pitch -​ On pitch but untuned - need to coordinate ear and voice -​ Below pitch -​ Not participating -​ Too loud -​ Afraid to sing -​ Able to sing in group but not able to sing alone Why are some singers inaccurate?  -​ Lack of exposure to music -​ Lack of experience with music - shy, insecure -​ Age level -​ Innattentive listening Moving students toward more accurate singing: -​ Vocal exploration -​ Introducing tone matching, fill in the blank songs -​ Use beginning songs, easy, limited ranges -​ Repeition -​ Story songbooks -​ Pitchladder, Kinesthetic aids -​ TWO PIECES EVERY MUSIC TEACHER SHOULD KNOW 1.​ Carnival of the Animals by Saint Saens 2.​ Peter and the Wolf by Prokofiev Movement 3 BROAD GROUPS OF MOVEMENT 1.​ Prescribed or creative movements that accompany music -​ Natural childhood expressions, clapping and singing games,stella stella, hola, action songs,circle dances, circle games. 2.​ Prescribed or creative movements accompany music to highlight musical structure by helping children kinesthetically feel the manipulation of a particular musical concept in Dalcroze's music. -​ Dalcroze Eurythmics movement based activities that allow children to express themselves musical nuances by using body as a musical instrument -​ Beat,meter, rhythm, melody, tempo, find beat and walk to it (example) 3.​ Creative movement that accompanies a piece of music in order to dramatize the mood, expression, or story of the music. -​ Puppet show Movement considerations -​ 1. Space - change space so there is room to move. -​ 2. Noise level and traffic management - need procedures, show how to be an example -​ 3.Childrens comfort level-must feel space, no judgement, use props, sensei to age.  -​ 4. Other factors - children not wanting to hold hands, make it joyful, making sure everyone has a partner and feels included, can use rope if children do not wanna hand hold or groups of 3 , make things work! RESOURCES 1 - Resources for teaching music, Campbell, Patricia, books, teaching music globally, experiencing music, and expressing culture. This book resource is great ideas to teach music and make the classroom more diverse. By learning about different cultures, children can become more aware of other cultures and have more compassion and empathy for others. Also get to immerse themselves in something they may hae neer experienced before. CANADIAN MUSICIAN GROUPS: Oscar Peterson: Born In Montreal, well-known composer and blues musician of Canada, great for black history month, One of the greatest Jazz Pianists of all time. Sharon, Lois, and Brown are Toronto-based children's entertainers. Their music is very uplifting, perfect for lower elementary. They can incorporate games to go with the songs that will fit concepts for music and singing. OSTINATO -​ Short, repetitive pattern in music, rhythmic pattern that repeats throughout a piece of music. -​ Anyone can create one MUSICAL SYMBOLS Fermata: extends notes duration, makes it longer, also holding it, curved repeat signs: a sign that indicates a section should get repeated, Thick barlines with dots. double bar: marks significant changes in the music, and tempo changes. Separating music pieces dynamic markings: indicates volume changes in music, forte, piano, (f, p), time signature: indicates how many beats are in each measure of music, as awell as note value, top= how many beats in each bar Bottom= what type of beats they are home tone= Do, pentatonic scale, something music always goes back to, key tone of any scale, pentatonic it is Do Bruners Spiral Curriculum - Keep learning music concepts in a spiral, building ontop of olc concepts, adding more indpeth as we go, spiral. Classroom music definition: a planned sequence of musical experiences for all children geared toward their interests, needs and abilities and designed to develop an awareness, understanding and enjoyment of music. Bruner 3 modes of representation 1.​ Enactive mode 2.​ Iconic mode 3.​ Symbolic mode Skills of music:​ - Singing - Playing -Reading and Writing - Listening - Composing Elements of music -​ Rhythm -​ Melody -​ Tone/Timbre -​ Harmony -​ Form -​ Expressive Qualities.