SC Music 1 Teaching Music in Elementary Grades (Module 1) Palawan State University

SC-MUSIC –Teaching Music in Elementary Grades 1 1st Semester, AY 2021-2022 PALAWAN STATE UNIVERSITY Quezon Campus Quezon, Palawan SC MUSIC 1– TEACHING MUSIC IN...

SC-MUSIC –Teaching Music in Elementary Grades 1 1st Semester, AY 2021-2022 PALAWAN STATE UNIVERSITY Quezon Campus Quezon, Palawan SC MUSIC 1– TEACHING MUSIC IN ELEMENTARY GRADES (MODULE 1) Name: Program & Year: Class Schedule: Address: Instructor: JANICE G. NO | [email protected]  SC-MUSIC –Teaching Music in Elementary Grades 2 1st Semester, AY 2021-2022 Overview SC – Music 1. Teaching Music in Elementary grades course contains lessons in line with the curriculum guide of the Department Education. It elaborates the elements of music such as melody, rhythm, forms, dynamics, texture, and harmony. It offers vocal and instrumental exposure, mastery of elementary music content, and experience in teaching elementary grades using different methods and activities. Course outcomes: At the end of this semester, the students must be able to: a. demonstrate mastery of the lesson through teaching; b. demonstrate understanding in music elements through vocal and/or instrumental performance; c. create instructional materials in teaching music; and d. use appropriate teaching-learning activities and assessment in teaching music subjects in elementary.  SC-MUSIC –Teaching Music in Elementary Grades 3 1st Semester, AY 2021-2022 MODULE Curriculum Guide in Music from Grade 1 to 6 1 Learning outcomes: At the end of this module, students must be able to: 1. identify the use and importance of curriculum guide in music; 2. make a weekly plan in teaching music using codes; and 3. select methods to use in teaching art contents from grade 1 to 6. Lesson 1. Curriculum Guide in Music Please see attached curriculum guide in Music for your reference What is Curriculum Guide (CG)? It is a document used by the Department of Education to guide teachers in their instruction. It contains the following parts: 1. Conceptual Framework – provides direction and overview on the curriculum design of the subject. CONCEPTUAL FRAMEWORK FOR MUSIC Music curriculum focuses on the learner as recipient of the knowledge, skills, and values necessary for artistic expression and cultural literacy. The design is Student-centered, based on spiral progression of processes, concepts and skills and grounded in performance based learning. Thus, the learner is empowered, through active involvement and participation: active experience, participation, and performance, creative expression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing, (singing, using musical instruments, movement, acting, and playing, using different art materials, techniques and processes, responding, composing, and creating) (See attached CG for full conceptual framework in Music) 2. Philosophy and Rationale - provides overview about the content of the subject. PHILOSOPHY AND RATIONALE FOR MUSIC EDUCATION (Complete) Music is both an aural and a temporal art. All its elements, when interwoven in the highest artistic order, are likened into a -- tapestry moving in time. The global weavings of this tapestry in historical and cultural contexts are diverse -- having spurred a continued metamorphosis to include a full range of purposes, functions, and identities, from the utilitarian to aesthetic. However, the basic nature of music does not change. In his book A Structure for Music Education, Ronald Thomas articulates that the nature of music is expressive, ongoing, and creative. Through a language and medium of its own, music conveys ideas and feelings in a way that addresses the human spirit, and has great value in its communicative process. Music, being responsive in interpreting contemporary times, is a continuing art. Aaron  SC-MUSIC –Teaching Music in Elementary Grades 4 1st Semester, AY 2021-2022 Copland describes this characteristic as a continuous state of becoming. Like the other arts, music is a creative avenue for man’s individual quest for self- expression and fulfillment. On these basic characteristics are founded the rationale of music study. A keen sensitivity to environmental and musical sounds needs to be developed. The student must learn to ―hear, ―speak, and ―think in the medium of music. Simultaneously, growth and development in the skills that enable the application of the learner’s knowledge should be encouraged, through active involvement in the various musical processes. Drawing from the development of music pedagogy through the years, the K-10 Music Curriculum embodies the best practices advocated by the SPIRAL, MULTI-CULTURAL, and INTEGRATIVE approaches in music education, as well as current philosophical thought about contemporary general education. We envision that Music in the K-10 Program will effectively nurture and refine the learner’s artistic expression and cultural literacy, and celebrate his/her national heritage, while it instils, within every individual Filipino learner, pride in his/her own cultural identity. 3. Curriculum Framework – provides visual concept of the subject. 4. Learning Area and Key Stage Standards – provide expected achievement of the students at the end of every grade level or elementary level. LEARNING AREA STANDARD: The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation, analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion of his/her world vision. KEY STAGE STANDARDS: Kinder to Grade 3 The learner demonstrates understanding of fundamental processes through performing, creating, and responding, aimed towards the development of appreciation of music and art, and acquisition of basic knowledge and skills.  SC-MUSIC –Teaching Music in Elementary Grades 5 1st Semester, AY 2021-2022 Grade 4-6 The learner demonstrates understanding of basic elements and concepts through performing, creating, and responding, aimed towards the development of appreciation of music and art, and acquisition of basic knowledge and skills. 5. Table (Contents, Content Standards, Performance Standards, Learning Competencies, Code, and Materials) *Contents – these are the topics music to be taught among elementary grade pupils. * Content Standards –  describe specific content that should be taught and learned in every quarter.  Articulates core knowledge and skills that the student should master.  Guides teachers in identifying instructions on the knowledge and skills that the students should learn.  Answers the questions: What should students know (knowledge)? What should the students do (skills)? *Performance Standard –  define level of work that demonstrates achievement of standard in every quarter.  Provide clear expectation for instruction, assessment, and students at work.  Helps teachers assessed the extent to which the students have required the knowledge and applied the skills learned.  Presents product or performance as evidence of learning or attainment content standard.  Answers the question: How well must students do their work? Example: Content Standard Performance Standard demonstrates basic understanding of responds appropriately to the pulse of the sound, silence and rhythm sounds heard and performs with accuracy the rhythmic patterns Music : Grade 1, 1st Quarter Music: Grade 1, 1st Quarter *Learning Competencies – these are the main ideas or skills you expect students to master.  SC-MUSIC –Teaching Music in Elementary Grades 6 1st Semester, AY 2021-2022 *Codes – these were provided to help teachers guide on what specific objectives are to use for every week. MU 1 RH- I a- 1 Subject Topic Week Grade Level Grading Period Competency no. For example: MU1RH-Ia-1 MU – Music 1 – Grade 1 RH – Rhythm I – 1st Grading a – 1st Week 1 – Learning Competency no. 1 *Materials – these are specific sources used for every lesson. 6. Subject Matter or Content  SC-MUSIC –Teaching Music in Elementary Grades 7 1st Semester, AY 2021-2022 Supplementary material/s: (Curriculum Guide in Music (downloadable) Supplementary material/s: PART 1. Fill in the blank. Test yourself only. Directions: Name the following terms being described. 2 pts each. 1. If Teacher A wants to check on the knowledge that should be achieved by the students at the end of the quarter, which part of the curriculum guide he should consider? 2. Teacher B is visualizing the whole concept of music content in k- 12. What part of CG could serve the biggest help? 3. Teacher C is having trouble in diving the learning objectives into weeks, which specific part of the CG could help her? 4.5. Describe the importance of music curriculum guide in 2-3 sentences. _____________________________________________________ _______________________________________________________ __________________________________________________________  SC-MUSIC –Teaching Music in Elementary Grades 8 1st Semester, AY 2021-2022 PART 2. Teaching Music Plan (10pts). (Submit on Gclass) Directions: Complete the Plan in Teaching Music for Grade 1 Grading Week Learning Competencies Topic Period no. identifies the difference between 1 sound and silence accurately 1 3 sings in pitch 2 -rote singing, greeting songs, counting songs, and echo singing 5 Texture 3 3 Name: ______________________ Score: ________________ Date completed: ______________________ Date checked: __________________ Lesson 2. Music Contents and the Learning Pyramid The following are the basic references for Music Contents of Grade 1 to 6: a. Music Elements b. Art Processes Rhythm Listening Melody Reading Form Imitating Timber Responding Dynamics Creating Tempo Performing Texture Evaluating Harmony (Grade Analyzing 4-6) Applying In teaching these contents, teacher must be guided by the different THEMES and STANDARDS per grade level.  SC-MUSIC –Teaching Music in Elementary Grades 9 1st Semester, AY 2021-2022 THEMES FOR THE DIFFERENT GRADE LEVELS Grade 6: Application for Appropriate Mastery and Acquisition of Skills Grade 5: Exploration – Elements / Processes Grade 4: Formal Introduction to Elements / Processes Grade 3: Preliminary Acquisition of Basic Knowledge and Skills Grade 2: Enhanced Understanding of Fundamental Processes Grade 1: Introduction to the Fundamental Processes GRADE LEVEL STANDARDS Grade 1 The learner demonstrates basic understanding of the fundamental processes in music, through performing, creating, listening and observing, and responding. Grade 2 The learner demonstrates understanding of the basic and fundamental processes in music, through performing, creating, listening and observing, and responding. Grade 3 The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, and responding, towards the development of appreciation of music, and the acquisition of basic knowledge and skills. Grade 4 Through the formal introduction of elements, the learner can identify the basic knowledge and skills in music, towards self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. Grade 5 Through exploration, the learner demonstrates a deeper understanding of basic knowledge and skills in music, towards self-development, the celebration of Filipino cultural identity and diversity, and expansion of one’s world vision. Grade 6 Through application, the learner demonstrates understanding of the basic concepts of and process To achieve these standards, what should the teacher do in his class? Check this out! THE LEARNING PYRAMID  Also known as the cone of learning  Developed by the National Training Laboratory  Suggests teaching methods that are more effective for learning.  SC-MUSIC –Teaching Music in Elementary Grades 10 1st Semester, AY 2021-2022 THE LEARNING PYRAMID Passive Participatory What is the difference between passive and participative teaching methods? *Passive teaching methods – mostly receives information from the instructor and internalize it by himself. The style is teacher centered. *Participatory Teaching Methods – students and instructor engage in a cooperative argument dialogue. The style is student centered. Let’s try to examine the teaching-learning activities below. Supplementary Learning Material/s: Reading on “The Learning Pyramid by the Education Corner Link: https://www.educationcorner.com/the-learning-pyramid.html Assessment: Task: Choose 1 method that you believe will be frequently used in teaching music among elementary grades and explain your answer in 5-12 sentences.