EDU 563 Teaching Music in ELEMENTARY GRADE.docx

**EDU 563 Teaching Music in ELEMENTARY GRADE** **Module 2** What is Music? - music is any sweet, pleasing, or harmonious sounds or sound - an art of sound in time that expresses ideas and emotions in significant forms through the elements of rhythm, melody, harmony, and color. - t...

**EDU 563 Teaching Music in ELEMENTARY GRADE** **Module 2** What is Music? - music is any sweet, pleasing, or harmonious sounds or sound - an art of sound in time that expresses ideas and emotions in significant forms through the elements of rhythm, melody, harmony, and color. - the tones or sounds employed, occurring in single line (melody) or multiple lines (harmony), and sounded or to be sounded by one or more voices or instruments, or both. **the different perspectives in music?** **MUSIC IS A SCIENCE.** It is exact, specific; and it demands exact acoustics. A conductor\'s full score is a chart, a graph which indicates frequencies, intensities, volume changes, melody and harmony all at once and with the most exact control of time. **MUSIC IS MATHEMATICAL.** It is rhythmically based on the subdivisions of time into fractions which must be done instantaneously, not worked out on paper **MUSIC IS A FOREIGN LANGUAGE.** Most of the terms are in Italian, German or French; and the notation is certainly not English but a highly developed kind of shorthand that uses symbols to represent ideas. The semantics of music is the most complete and universal language. **MUSIC IS HISTORY.** Music usually reflects the environment and times of its creation, often even the country and/or racial feeling **MUSIC IS PHYSICAL EDUCATION.** It requires fantastic coordination of fingers, hands, arms, lip, cheek and facial muscles, in addition to extraordinary control of diaphragmatic, back, stomach, and chest muscles, which respond instantly to the sound the ear haars and the mind interprets. **MUSIC IS ALL THESE THINGS, BUT MOST OF ALL, MUSIC IS ART.** It allows a human being to take all of these dry, technically boring (but difficult) techniques and use them to create emotion. That is one thing science cannot duplicate, humanism, feeling, emotion, call what you will. **WHY IS MUSIC TAUGHT?** Not because we expect our students to major in music. Not because we expect them to play or sing all their life. Not so they can relax. Not so they can have fun. But so, they will be human. So, they will recognize beauty. They will be sensitive. They will be closer to an infinite beyond this world. They will have something to cling to. They will have more love, more compassion, more gentleness, more good- In short, more ife. Of what value will it be to make a prosperous living unless you know how to live? **Module 3** **Rhythm** in music, the placement of sounds in time. In its most general sense, rhythm Greek rhythmos, derived from rhein, \"to flow\") is an ordered alternation of contrasting elements. The notion of rhythn also occurs in other arts (e.g., poetry, painting, sculpture, and architecture) as well as in nature (e.g., biological rhythms). **Beat** is the unit division of musical time. Just as one is aware of the body\'s steady pulse, or heartbeat, so in composing, performing, or listening to music one is aware of a periodic succession of beats. **difference** between the **rhythm and the beat** in music can often cause confusion. But it doesn\'t matter if you don\'t play an instrument or haven\'t had music lessons before-here\'s a simple explanation. The beat is the steady pulse that you feel in the tune, like a clock\'s tick. It\'s the beat you\'d naturally clap along to, or tap your foot to. The rhythm is the actual sound or time value of the notes, which in a song would also be the same as the words. **Module 4** **Basic Concepts of Music: Melody and Harmony** **What is Melody?** A melody can be defined as the linear succession of musical notes and tones and is a combination of pitch and rhythm. Melody can be foreground to the background accompaniment and can also include successions of other musical elements such as tonal color. **What is Harmony?** Harmony as defined in music can be described to as the use of simultaneous tones, notes or chords and is referred to as the \'vertical\' aspect of music. It includes the construction of chords as well as chord progressions and the principles of connection that govern them. Harmonization requires a balance between consonant and dissonant sounds, in other words, a fine balance between \"tense\" and \"relaxed\" moments in music. The concept of harmony is mostly used in Western or European based music while South Asian art music such as Hindustani or Camatic music places very little emphasis on the aspect of harmony. **Melody** - Melody is the linear succession of musical notes and tones and is a combination of pitch and rhythm. - When listening to a song, melody is what captures one\'s attention first. - Harmony is defined as the vertical aspect of music - Melody can exist without harmony - Melody incorporates shape, range, and movement - Harmony is mostly used in Western and European music **Harmony** - Harmony is the use of simultaneous tones, notes or chords. - Harmony complements melody. - Melody (melodic line) is described as the horizontal aspect. - However, harmony needs a melody. - Harmony, rather than incorporating several aspects, is created by different standards. - South Asian music does not put a lot of importar t to harmony. However, melody is important to both. **differences**, it is easy to see that harmony and melody together indeed creates a great piece of music. However, harmony complements melody while melody makes up the main part of a musical piece, giving it meaning and depth. **Module 5** Basic Concepts of Music: Other Elements of Music **Tempo,** It is the speed of the SONG. ------------ -------------------- Tempo term Speed of the Pulse Presto Extremely Fast Vivace Quick Lively Allegro Fast Cheerful Moderato Moderate speed Andante Walking speed Adagio Slow at ease Lento Slow Largo Very Slow ------------ -------------------- **Dynamics-** It is the volume of the song ------------- -------- ----------------- Term Symbol Effect pianissimo pp Very soft piano p soft Mezzo piano mp Moderately soft Mezzo forte mf Slightly Loud forte f loud fortissimo ff Very loud fortepiano fp Loud then soft storzando sfx Sudden accent ------------- -------- ----------------- **Timbre-** (timbar) is the sound quality of a instruments **Brass,** Has a buzz mouthpiece to produce sounds, like trumpet,trombone, **Woodwind,** Need a wooden reed to produce sounds like, clarinet, saxophone **Percussion,** Sound is made by striking it to sounds, like drum, piano, Cymbals **Strings,** sound is produced ny plucking or strumming to vibrate string like a guitar, violyn **Voice Categories** **Soprano- High Female** **Alto- Low Female** **Tenor- High Male** **Bass- Low male** **Form:** is how the Music is set up **Module 7 to 8** **Musical Instrument,** is a device created or adapted to make musical sounds. ----------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Percussion Instrument Percussion instruments produce sound when an object hits/shakes against another object. The drum is the most common one. It is a hollow object with a stretched material across it. Brass Instrument Brass instruments are musical instruments made of brass. The lips are firmly pressed against the mouth of the instrument to produce a vibration and a sound. The lips make the air inside the instrument vibrate. The musical instrument magnifies the sound. There are valves that make the air go in longer or shorter directions and thus change the pitch of the sound. There are also slides that can move up and down to alter the tube\'s length and also alter the pitch. Making one\'s lips looser or tighter against the instrument also alters the pitch. You hear brass instruments like the trumpet in marching bands. Woodwind Instrument Woodwind instruments are musical instruments carved from wood (generally), have holes in them, a mouth piece, an opening at the end and are all narrow and long. A musician will blow air at the mouthpiece and using his fingers will regulate the flow of air at the holes and produce sound. Examples are bagpipes, flutes, saxophones etc. The thigh bone of a bear was first used by man to create a woodwind instrument. String Instrument String instruments produce music by vibrating. The strings\' vibrations are gathered by the bridge (where the strings are, at one end) which transfers it to the sound box to make the sound louder. A longer string will produce a lower note, a heavy string will produce lower notes, tight string will produce a high note and vice versa. A musician makes the string vibrate with one hand while the other hand presses on the string and changes the note. Examples are violin, cello and piano. ----------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- **Module 10** **A Teaching Philosophy** is an opportunity to truly and personally state what you believe are the most importent aspects of teaching, learning, building trust and relationships and more. It is a way to connect on a personal level to your students (current and potential) by stating who you are as a teacher (your beliefs and ideals), how you do what you do, and how that positively impacts the study of music. **Module 11** **Basic Guidelines in Lesson Planning** A lesson plan is the instructor\'s road map of what students need to learn and how it will be done effectively during the class time. Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning. A successful lesson plan addresses and integrates three key components: Learning Objectives Learning activities **A successful Lesson plan addresses and integrate 3 keys component.** +-----------------------+-----------------------+-----------------------+ | **Before The Class** | **During the class** | **After the Class** | | | | | | Identify The learning | Share the lesson plan | Learning activities | | Objectives, | with your students | Reflect on what | | | helps keep them more | worked well and why, | | Plan the specific | engaged and on track | and what you could | | learning activities, | | have done differently | | assessment, and the | | | | sequence of the | | | | lesson. | | | | | | | | Create a Realistic | | | | timeline, | | | | | | | | Plan for a lesson | | | | closure | | | +-----------------------+-----------------------+-----------------------+ *Assessment to check for student understanding* A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other. Steps for preparing a LESSON PLAN 1. Identify the Learning objectives 2. Plan the specific learning activities 3. Plan to assess student understanding 4. Plan to sequence the lesson in an engaging and meaningful manner 5. Create a realistic timeline 6. Plan for a lesson closure **Module 12** Before you plan your lesson, you will first need to identify the learning objectives for the lesson. A learning objective describes what the learner will know or be able to do after the learning experience rather than what the learner will be exposed to during the instruction (i.e. topics). Typically, it is written in a language that is easily understood by students and clearly related to the program learning outcomes. **the characteristics of clear learning objectives:** ----------------------------------------- ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- **Characteristic** **Description** Clearly Stated Tasks Free from jargon and complex vocabulary; describe specific and achievable tasks (such as \'describe\', \'analyse\' or \'evaluate\') NOT vague tasks (like \'appreciate\', \'understand\' or \'explore\'). Important Learning Goals Describe the essential (rather than trivial) learning in the course which a student must achieve. Achievable Can be achieved within the given period and sufficient resources are available. Demonstrable and measurable Can be demonstrated in a tangible way; are assessable; achievement and quality of achievement can be observed. Fair and Equitable All students, including those with disabilities or constraints, have a fair chance of achieving them. Linked To Course and Program Objectives All students, including those with disabilities or constraints, have a fair chance of achieving them. ----------------------------------------- ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Guidelines for stating learning objectives Learning objectives should be stated in terms of what learners will be able to know, do, or feel. Objectives should consist of an opening statement (\'The student will \'), an action verb, and a content reference (which describes the subject being taught) the three essential elements of all learning objects are a statement of who (the leaner). how (the action verb), and what (the content).\" ---------------------- ------------- --------------------------------------------------------------------------------------------------- Learner Action Verb Content The Participant will DESIGN A phase I clinical trial. The Student will ANALYZE Data from a phase trial using appropriate statistical techniques The Learner will EXPLAIN The result of a phase trial with appropriate rationale and links to current published literature. ---------------------- ------------- --------------------------------------------------------------------------------------------------- **Module 15** **Instructional Planning: Lesson Materials and Procedures** **Instructional Materials** Are resources teachers use to teach students, like a textbook series or curriculum guide. When choosing instructional materials, teachers need to keep in mind the qualities we use to define quality instruction. *Materials that fit the scope should* - Be well-organized and easy to use to allow more time for differentiation. - Be Aligned to the standards identified by the school or district - Be diverse, Including Resource for students who struggle and opportunities for student to be challenged. - Include Assessment pieces that allow the teacher both to track student's progress and assess them at the end of teaching. - Incorporate technology for instruction and students use - Have materials and supplies to support a variety of learning styles. An **instructional procedure** is a procedure that is created, planned, and implemented to keep things running smoothly and efficiently in the classroom. These procedures cover a wide array of situations, such as passing out papers, transitioning from different subjects or rooms, and what students should do at the beginning of the day. By planning and implementing procedures for these various activities, you and your students can spend less time getting ready and more time working and learning. **3 Major Stages of instructional Procedures and suggested activities** +-----------------------+-----------------------+-----------------------+ | **1 Motivational | 2 Development of the | Closure | | Opening** | lesson | | +-----------------------+-----------------------+-----------------------+ | Tapping Background | Lesson Methodologies | Teacher Summary | | | | | | Knowledge | Problem-Solving | Student Summary | | | | | | Self-Questioning | Critical-Thinking | Lesson Product | | | | | | Predicting | Hands-On Activities | | | | | | | Brainstorming | Student Engagement | | | | | | | Reading Aloud | | | | | | | | Establishing | | | | Relationships | | | | | | | | Organizing | | | | Graphically | | | | | | | | Stating the Lesson | | | | Objectives | | | +-----------------------+-----------------------+-----------------------+ **Module 16** **Instructional Planning: Assessment Methods in Music** Martha L. A. Stassen et al. define assessment as \"the systematic collection and analysis of information to improve student learning.\" (Stassen et al., 2001, pg. 5) This definition captures the essential task of student assessment in the teaching and learning process. Student assessment enables instructors to measure the effectiveness of their teaching by linking student performance to specific learning objectives. As a result, teachers are able to institutionalize effective teaching choices and revise ineffective ones in their pedagogy. +-----------------------------------+-----------------------------------+ | **Diagnostic Assessment** | Diagnostic assessment is | | | especially useful in situations | | | where students are new to the | | | school either due to | | | matriculation or transfer. Music | | | teachers often use activities | | | such as auditions or sight | | | reading as a form of diagnostic | | | assessment. Checklists and rating | | | scales are useful measures for | | | assessing music performance at | | | this stage. | +-----------------------------------+-----------------------------------+ | **Rubrics** | Rubrics are useful because they | | | add a level of objectivity to the | | | assessment process. One of the | | | most beneficial aspects of | | | rubrics is that they provide a | | | written description of what a | | | performance at each of the | | | different achievement levels | | | should look like. This helps | | | students to explore the various | | | achievement levels and what is | | | expected to become proficient at | | | each one. Rubrics also serve as | | | written documentation of student | | | achievement that can be used for | | | accountability purposes. | +-----------------------------------+-----------------------------------+ | **Formative Assessment** | The feedback from formative | | | assessment should provide | | | concrete information on how to | | | make improvements toward | | | achieving the learning | | | objectives. Avoid general | | | feedback such as \"good job\" or | | | \"keep practicing.\" This | | | provides little guidance to | | | students. Students require | | | information that is specific and | | | individual. They need to know | | | what they have done well and what | | | they have yet to achieve. | | | Formative assessment is best when | | | it is embedded in instruction and | | | is ongoing. | +-----------------------------------+-----------------------------------+ | **Portfolios** | Portfolios are another great | | | assessment tool. Rubrics and | | | other assessments you administer | | | become artifacts in the | | | student\'s portfolio. The options | | | for artifacts are limitless. | | | Students should participate in | | | the construction of the portfolio | | | and have opportunities to include | | | self-reflections and assessments | | | of their progress. | | | | | | Students become invested and are | | | proud of their work and the | | | portfolio\'s construction | | | provides students new insights | | | into their growth and musical | | | understanding. | +-----------------------------------+-----------------------------------+ | **Self Assessment** | Provide students the opportunity | | | to self-assess. This can be done | | | at the group or individual level. | | | Self-assessment provides students | | | with guided opportunities to | | | measure their own learning in | | | relation to the learning | | | outcomes. Another benefit is that | | | students are able to more clearly | | | articulate course goals and | | | requirements. | +-----------------------------------+-----------------------------------+ | **Summative Asssessment** | Summative assessment occurs at | | | the conclusion of the learning | | | process to evaluate student | | | achievement on the learning | | | objectives. Data gained from | | | summative assessment is a way to | | | summarize student learning and is | | | usually formal. It also | | | frequently serves as a baseline | | | to set future goals. Assessment | | | tools that work well for the | | | summative assessment of music | | | performance are checklists and | | | rating scales. | +-----------------------------------+-----------------------------------+