Tuesday, December 8, 2009
Journal 5
This last half of the class there was not too much stuff that we learned. Instead we were working on all the skills that we have learned and using them to show the information that we have gained. In doing the final projected it showed how teachers can take one topic and do many different things but do it in a way in which everything is connected. Learning extra about our own country helped to get to know more about composer and different things that we really didn’t go over this year in class. One thing that we did learn was about students and their self-esteem and how music can help students that may be having self-esteem issues. There was a lot about the cognitive effect that comes with teaching music in your everyday classroom which can help the students when they would like to express themselves. Also in the article was information about the different motors skills that can be gained from having music help teach students different things.
For the self-esteem article the way in which we learned the information is by reading the information. Once we were done reading the article then there were follow up questions which helped to understand the important information in the article. For the final project it used a lot of different skills that we have learned this semester things like reading out of the book about different lesson plans, having to be taught how to use different lesson plans, watching others and seeing their ideas about their own lesson plans that they came up with earlier in the year.
This is one of the most important things that we learned from this class was the lesson planning. As we become teachers we will be writing lesson plans for years to come. Also with the article learning more about the way in which children think will help in the long run when dealing with students. We need to understand as teachers that each and every student will be different. So this means that when teaching the things that we do will have to be done in a way in which most students will benefit the most from.
For the students they will not really be learning direct the last things that we were taught but this will help them learn because as teacher our classroom will flow easy due to the fact that we have plan on what is going to be learned. Also understand what some kids go through when something new is introduced that they don’t get.
I didn’t really come across big problems but I believe that making lesson plans is something that I will get better at as I get farther in my teaching. Also being able to understand a child is hard so the more things that I know about when working with children will help me to better the education of my students there for making them learn more.
E-Portfolio for Blog
1. I found it very easy for this class to use blogger. I really liked the fact that there was no printing before class or having to remember the assignment for class. As if you were having a hard time it was very easy to talk with others in our class. Also, when we were having problem putting the assignment up or needed examples there was always helpful things up on your blog which we could use to get the assignment done. Once the assignment was up on blogger we were able to feedback right on that assignment.
2. Although using blogger was nice there was something that was not as useful. I really like to see my grades fast so I can see how I am doing but the grads where not always put up right away for the stuff that we have done. Also we always needed the computer to do the assignments. Then there was the fact of the unseen things like the internet was not working or that blogger was running really slow and not letting me up load the things that I needed to. Sometimes I wonder about how easy it is to look at others stuff that people could not be putting in the time and just looking at others blogs and using their information.
3. Overall, I think that using blogger was a way in which it made everyone life easier. There was no way anyone could lose a paper or have it be missed place and then not get a grade for it. There was always extra time that we got to do the assignments. Most of the time that meant that we had class before the assignment was due so there was another reminder that we needed to make sure that we finish our assignment. Everything over this class is also in one place nice and organized so we could see everything that we have worked so hard to do.
For the self-esteem article the way in which we learned the information is by reading the information. Once we were done reading the article then there were follow up questions which helped to understand the important information in the article. For the final project it used a lot of different skills that we have learned this semester things like reading out of the book about different lesson plans, having to be taught how to use different lesson plans, watching others and seeing their ideas about their own lesson plans that they came up with earlier in the year.
This is one of the most important things that we learned from this class was the lesson planning. As we become teachers we will be writing lesson plans for years to come. Also with the article learning more about the way in which children think will help in the long run when dealing with students. We need to understand as teachers that each and every student will be different. So this means that when teaching the things that we do will have to be done in a way in which most students will benefit the most from.
For the students they will not really be learning direct the last things that we were taught but this will help them learn because as teacher our classroom will flow easy due to the fact that we have plan on what is going to be learned. Also understand what some kids go through when something new is introduced that they don’t get.
I didn’t really come across big problems but I believe that making lesson plans is something that I will get better at as I get farther in my teaching. Also being able to understand a child is hard so the more things that I know about when working with children will help me to better the education of my students there for making them learn more.
E-Portfolio for Blog
1. I found it very easy for this class to use blogger. I really liked the fact that there was no printing before class or having to remember the assignment for class. As if you were having a hard time it was very easy to talk with others in our class. Also, when we were having problem putting the assignment up or needed examples there was always helpful things up on your blog which we could use to get the assignment done. Once the assignment was up on blogger we were able to feedback right on that assignment.
2. Although using blogger was nice there was something that was not as useful. I really like to see my grades fast so I can see how I am doing but the grads where not always put up right away for the stuff that we have done. Also we always needed the computer to do the assignments. Then there was the fact of the unseen things like the internet was not working or that blogger was running really slow and not letting me up load the things that I needed to. Sometimes I wonder about how easy it is to look at others stuff that people could not be putting in the time and just looking at others blogs and using their information.
3. Overall, I think that using blogger was a way in which it made everyone life easier. There was no way anyone could lose a paper or have it be missed place and then not get a grade for it. There was always extra time that we got to do the assignments. Most of the time that meant that we had class before the assignment was due so there was another reminder that we needed to make sure that we finish our assignment. Everything over this class is also in one place nice and organized so we could see everything that we have worked so hard to do.
Friday, December 4, 2009
Assignment 10
Natalie Grote
Assignment#10
Reading reflection
Title of the article: Self-Esteem A Byproduct of Quality Classroom Music
1.According to the author, what are the possible cognitive benefits of music in early childhood education?
The author states that the cognitive benefits of music are “helping children acquire vocabulary, symbolic understanding, a sense of sequence, memory, and auditory training”.
2.What are some important activities classroom teachers should be aware of in order to enhance young children’s self-esteem?
Some of the things that the teachers should be aware of in order to enhance young children’s self-esteem are “Problem-solving skills, offer instruction about social behaviors, display positive guidance techniques, teach self-management strategies, and encourage children’s self-selected interests”.
3. How so (according to the author) development of gross-motor skills and find-motor skills in musical activities can help enhance children’s self-esteem?
In this article it states that “Children who have difficulty expressing themselves orally or who refuse to participate in art experiences may discover that they enjoy the physical and emotional aspects of musical activity”.
4. What are the guidelines for early childhood educators to implement music program in their classroom?
Some of the guidelines for early children educators to implement music programs in their classroom are doing things like select music for preschoolers that will help them fell successful, include movement activities in the music program, use children’s names whenever possible, use musical terms to enhance concept development, and incorporate a variety of music into the classroom.
Assignment#10
Reading reflection
Title of the article: Self-Esteem A Byproduct of Quality Classroom Music
1.According to the author, what are the possible cognitive benefits of music in early childhood education?
The author states that the cognitive benefits of music are “helping children acquire vocabulary, symbolic understanding, a sense of sequence, memory, and auditory training”.
2.What are some important activities classroom teachers should be aware of in order to enhance young children’s self-esteem?
Some of the things that the teachers should be aware of in order to enhance young children’s self-esteem are “Problem-solving skills, offer instruction about social behaviors, display positive guidance techniques, teach self-management strategies, and encourage children’s self-selected interests”.
3. How so (according to the author) development of gross-motor skills and find-motor skills in musical activities can help enhance children’s self-esteem?
In this article it states that “Children who have difficulty expressing themselves orally or who refuse to participate in art experiences may discover that they enjoy the physical and emotional aspects of musical activity”.
4. What are the guidelines for early childhood educators to implement music program in their classroom?
Some of the guidelines for early children educators to implement music programs in their classroom are doing things like select music for preschoolers that will help them fell successful, include movement activities in the music program, use children’s names whenever possible, use musical terms to enhance concept development, and incorporate a variety of music into the classroom.
Sunday, November 22, 2009
Journal 4
In this unit we looked at and learned about a lot of different things. Some of the things that we learned these passed weeks are what program music is. I understand Program Music is a type of art where the composer uses the words and sounds to help the listener image what is happening. This is mainly from the Romantic Period of the 19th century. There are many great examples of different types of Program Music. The other main topic that we learned about is Binary Form and Round Form. First, we learned about binary form. When you talk about binary form we represent them with letters AB. This means that there is a first and second section to the song. In a Round Form this means ABACADA so there can be a lot of different parts. Even thought, there are a lot of different parts there will always be one part that keeps coming back and that is the A section of the song this part of the song is known as the chorus.
We learned about Program music mainly by reading a packet that was given out in class. In this packet there was a list of songs with the name of their composer to give us some examples of the different songs from this period. We all have listen binary once in life because that is what makes up all the different pop songs that are out there. This makes it very easy to catch on to the song and be able to sing it over and over again. Playing many examples was one of the easiest ways to learn but for round form we work on one song with had a dance that went along with all the different parts. Then we took that same song and we each got different cards that went to different part of the song and when our part came along we held up our sign.
I believe that it is an important part of using music is to know the history of where it came from. One way you could use it outside of just teaching music would be to play some samples for kids while you are talking about the different centuries. I have already learned about these different forms of music in a music class that I took before but listening to different songs helped me to heard different music that I may have not heard yet.
This unit is taught to elementary level because this gives them a base for the music knowledge to grow. It may be the one form of music a children may like so by exposing them to this form of music. I could see this as being a very hard thing to teach to elementary but understanding this could be a lot easier by having one group of kids make one noise and another make one and have them play it one and then the other so that they would be able to understand the forms.
There was not that many problems that came along with the stuff that we had been learning this week. I think it would have been a little more interesting to talk more about the time period and to understand this music in a deeper level. I think for others in the class this was the first time knowing what they were hearing is in a pattern like that but once that understood that everything was very easy.
We learned about Program music mainly by reading a packet that was given out in class. In this packet there was a list of songs with the name of their composer to give us some examples of the different songs from this period. We all have listen binary once in life because that is what makes up all the different pop songs that are out there. This makes it very easy to catch on to the song and be able to sing it over and over again. Playing many examples was one of the easiest ways to learn but for round form we work on one song with had a dance that went along with all the different parts. Then we took that same song and we each got different cards that went to different part of the song and when our part came along we held up our sign.
I believe that it is an important part of using music is to know the history of where it came from. One way you could use it outside of just teaching music would be to play some samples for kids while you are talking about the different centuries. I have already learned about these different forms of music in a music class that I took before but listening to different songs helped me to heard different music that I may have not heard yet.
This unit is taught to elementary level because this gives them a base for the music knowledge to grow. It may be the one form of music a children may like so by exposing them to this form of music. I could see this as being a very hard thing to teach to elementary but understanding this could be a lot easier by having one group of kids make one noise and another make one and have them play it one and then the other so that they would be able to understand the forms.
There was not that many problems that came along with the stuff that we had been learning this week. I think it would have been a little more interesting to talk more about the time period and to understand this music in a deeper level. I think for others in the class this was the first time knowing what they were hearing is in a pattern like that but once that understood that everything was very easy.
Sunday, November 8, 2009
Assignment 9
1. In the textbook there was a list of ideas to help teachers come up with ideas for how students learn music through rhythmic bodily response activities.
• Encourage the child’s natural inclination to move.
• Encourage the natural use of speech, gesture, and body language to express thoughts and emotions.
• Pay attention to children’s individual response. Sometimes a child’s response is so imaginative that it is worth having the whole class try it.
• Allow children freedom and opportunities to express music with their bodies in spontaneous ways.
• Encourage the completion of structured tasks that will, in turn, result in musical learning.
• Choose music for rhythm activities that causes children to respond instinctively.
o Some things that this could include is like doing the chicken dance while learning the song
• Identify elements, concepts, or other aspects of music that children should experience
o Working something over and over again so that the children learn it
• Allow children to explore and find ways to “live” particular elements of the music in movement
o Something you could do is work on scale by moving up and down them on different instruments
• Encourage the use of various levels of energy (dynamics) and timing in movement, speech, and gesture
o Making them talk loud and soft in different parts of the story
2.A locomotor skill is when the child is apply to move from place to another. Where as a nonlocomotor skill is when the child moves their body in a stationary position.
3.In the textbook, it talks about the four different stages in children’s developing body awareness. They are movement as an expression of problem solving, movement as an expression of imagery, movement with no external beat, and movement to a beat with a sense of timing.
4.Some of the different musical concepts that can be taught to the children are beat/meter, fast, slow, getting faster, getting slower, accents, dynamics, rhythmic patterns, and melodic contour.
5.One of the things that they talk about in the textbook is the musical concept of dynamics. This is very important in all types of music otherwise the piece that was being preformed would lose the children’s attention. One of the lesson plans that is used in the book talks but using the song “Frosty the Snowman”. Making sure that while the song is playing point out that it gets softer when they are talking about the part when the snowman is melting. Another thing is have the students draw a big circle and a small circle, then whenever the music is loud have them hold up the big circle and whenever the music is soft have them hold up the little circle that they have made.
• Encourage the child’s natural inclination to move.
• Encourage the natural use of speech, gesture, and body language to express thoughts and emotions.
• Pay attention to children’s individual response. Sometimes a child’s response is so imaginative that it is worth having the whole class try it.
• Allow children freedom and opportunities to express music with their bodies in spontaneous ways.
• Encourage the completion of structured tasks that will, in turn, result in musical learning.
• Choose music for rhythm activities that causes children to respond instinctively.
o Some things that this could include is like doing the chicken dance while learning the song
• Identify elements, concepts, or other aspects of music that children should experience
o Working something over and over again so that the children learn it
• Allow children to explore and find ways to “live” particular elements of the music in movement
o Something you could do is work on scale by moving up and down them on different instruments
• Encourage the use of various levels of energy (dynamics) and timing in movement, speech, and gesture
o Making them talk loud and soft in different parts of the story
2.A locomotor skill is when the child is apply to move from place to another. Where as a nonlocomotor skill is when the child moves their body in a stationary position.
3.In the textbook, it talks about the four different stages in children’s developing body awareness. They are movement as an expression of problem solving, movement as an expression of imagery, movement with no external beat, and movement to a beat with a sense of timing.
4.Some of the different musical concepts that can be taught to the children are beat/meter, fast, slow, getting faster, getting slower, accents, dynamics, rhythmic patterns, and melodic contour.
5.One of the things that they talk about in the textbook is the musical concept of dynamics. This is very important in all types of music otherwise the piece that was being preformed would lose the children’s attention. One of the lesson plans that is used in the book talks but using the song “Frosty the Snowman”. Making sure that while the song is playing point out that it gets softer when they are talking about the part when the snowman is melting. Another thing is have the students draw a big circle and a small circle, then whenever the music is loud have them hold up the big circle and whenever the music is soft have them hold up the little circle that they have made.
Friday, November 6, 2009
Journal 3
In this unit we learned a lot of new things. One of the main things that we worked on was learning the notes on the recorder. This week we learned C, D, E, and F. We also learned what Base Clef and where the notes go on the staff when you have Bass Clef. Another name for Bass Clef is F Clef because when you draw out the symbol the two dotes go on either side of the F line on the staff. Also in this unit we were introduced to many new instruments. There are three different types of families that we learned they are harmonic, melodic, and rhythm instruments. The last thing that we learned in this unit was how we can take a story and add instruments to it to include music and make it fun for the students to learn.
There were many different things that we did in class to learn of all these concepts. For learning the notes on the recorder be observed the drawing on the board and wrote them down in our notes. From there we played each note and followed a pattern which the teacher called out as we went a long to see if we could move from note to note. Then the next thing that we did was bring in the notes that we already know how to play. The different types of families of instruments were learned in three different ways. The first thing that we had to do was the reading for a worksheet. Then we had to print out a list with pictures on it so that we could see them in their groups. During class we have been playing the instruments so not only do we see them but we are able to hear the different noise that they make. To add all the skills and concepts together we did story telling this was a lot of listening and playing by the class to make the story come to life.
I really enjoy doing the story telling because I feel that it is a good way to get everyone involved and have many different skills being used at once. We would sing during the song so indirectly we are working on pitch and tone. Then we also worked with the instruments but most of all we got to play the recorder. The songs were some that had faster tempo which made it a challenge but it was a way to improve our playing. A lot of the other things that we did was not really new to me being very involved with music from such a young age.
I think that it is very important to introduce to students at a very young age all the different types of instruments because then this give them a choice of playing them. This may only be for fun but this may also become something that they will become really good at. Learning about the stories I feel this was a very easy way to keep the attention of younger students because they have to pay attention to what you are reading so that they are able to play the instrument when their word is said.
All in all, for me there was not many difficulties or problem the only thing that I saw was that for some people that are just learning to play the recorder needed a little extra help. Also learning the instruments would have been better if we all got to play them or at least get to try them out.
There were many different things that we did in class to learn of all these concepts. For learning the notes on the recorder be observed the drawing on the board and wrote them down in our notes. From there we played each note and followed a pattern which the teacher called out as we went a long to see if we could move from note to note. Then the next thing that we did was bring in the notes that we already know how to play. The different types of families of instruments were learned in three different ways. The first thing that we had to do was the reading for a worksheet. Then we had to print out a list with pictures on it so that we could see them in their groups. During class we have been playing the instruments so not only do we see them but we are able to hear the different noise that they make. To add all the skills and concepts together we did story telling this was a lot of listening and playing by the class to make the story come to life.
I really enjoy doing the story telling because I feel that it is a good way to get everyone involved and have many different skills being used at once. We would sing during the song so indirectly we are working on pitch and tone. Then we also worked with the instruments but most of all we got to play the recorder. The songs were some that had faster tempo which made it a challenge but it was a way to improve our playing. A lot of the other things that we did was not really new to me being very involved with music from such a young age.
I think that it is very important to introduce to students at a very young age all the different types of instruments because then this give them a choice of playing them. This may only be for fun but this may also become something that they will become really good at. Learning about the stories I feel this was a very easy way to keep the attention of younger students because they have to pay attention to what you are reading so that they are able to play the instrument when their word is said.
All in all, for me there was not many difficulties or problem the only thing that I saw was that for some people that are just learning to play the recorder needed a little extra help. Also learning the instruments would have been better if we all got to play them or at least get to try them out.
Monday, November 2, 2009
Assignment 8
1. Melodic instruments—A melodic instrument is any instrument that can produce a melodic obstinate patterns, descants, and sometimes harmony parts.
Melodic instrument examples:
• Piano
• Electronic keyboards
• Melody Bells
• Step Bells
• Resonator Bells
• Xylophone
• Glockenspiel
• Metallophone
• Hand Bells
• Tone Chimes
• Recorder
2. Harmonic instruments—A harmonic instrument can play harmonies or drones as accompaniments to songs.
Harmonic instrument examples:
• Autoharp
• Q-Chord
• Guitar
3. Rhythmic instruments (percussion instruments)—Rhythmic instruments can play the rhythmic accompaniments to songs. They are divided into woods, metals, and skins.
Rhythmic instruments (percussion instruments):
• Woods
o Rhythm Sticks
o Claves
o Woodblock
o Maracas
o Sand Blocks
o Guiro
• Metals
o Cymbals
o Finger Cymbals
o Triangle
o Tambourine
o Jingle Bells
o Jingle Sticks
• Skins
o Hand Drum
o Bongo Drums
o Conga Drum
4. Natalie Grote
Activity: Performing a song
Grade: 2
National Standards
1. Singing, alone and with others, a varied repertoire of music
2. Performing on instruments, alone and with others, a varied repertoire of music
Concept
Music Concept
*Pitch
* Tone
Non-music Concept
*Ascending and descending patterns
*Counting (1to 5)
Music Skill
*Singing
*Moving with the song
Non-music Skill
*Following the song
* Drawing objects
Objectives
*Students will be able to identify the upward motion of the beginning pitches of musical phases
*Students will be able to play pitches F G A Bflat C on the xylophone as each occurs
* Sing with good tone quality
Materials
*Pictures of pumpkins
*Pumpkin note heads with numbers
*Xylophone
*Fence/Gate
Procedures
1. Welcome and tell the students that today they will be learning a song about pumpkins and being able to sing a song while using their crafts to help them learn the song.
2. Sing the song one time through.
3. Talk about all the different parts of the song
4. Sing the song again but this time have them hold up the pictures when they are sung in the song.
5. Then with the music in front of them have tem break into groups and each group will have a different note that they will play.
6. Go through the song helping them play the different notes, while helping them by point to which group plays when.
Assessment
*While the students are singing listen to make sure that they are singing the right pitches.
*Ask the students what the name of the notes are that they will be using in the song
*Does the class perform the song incorrect pitches and rhythms on the xylophone
Melodic instrument examples:
• Piano
• Electronic keyboards
• Melody Bells
• Step Bells
• Resonator Bells
• Xylophone
• Glockenspiel
• Metallophone
• Hand Bells
• Tone Chimes
• Recorder
2. Harmonic instruments—A harmonic instrument can play harmonies or drones as accompaniments to songs.
Harmonic instrument examples:
• Autoharp
• Q-Chord
• Guitar
3. Rhythmic instruments (percussion instruments)—Rhythmic instruments can play the rhythmic accompaniments to songs. They are divided into woods, metals, and skins.
Rhythmic instruments (percussion instruments):
• Woods
o Rhythm Sticks
o Claves
o Woodblock
o Maracas
o Sand Blocks
o Guiro
• Metals
o Cymbals
o Finger Cymbals
o Triangle
o Tambourine
o Jingle Bells
o Jingle Sticks
• Skins
o Hand Drum
o Bongo Drums
o Conga Drum
4. Natalie Grote
Activity: Performing a song
Grade: 2
National Standards
1. Singing, alone and with others, a varied repertoire of music
2. Performing on instruments, alone and with others, a varied repertoire of music
Concept
Music Concept
*Pitch
* Tone
Non-music Concept
*Ascending and descending patterns
*Counting (1to 5)
Music Skill
*Singing
*Moving with the song
Non-music Skill
*Following the song
* Drawing objects
Objectives
*Students will be able to identify the upward motion of the beginning pitches of musical phases
*Students will be able to play pitches F G A Bflat C on the xylophone as each occurs
* Sing with good tone quality
Materials
*Pictures of pumpkins
*Pumpkin note heads with numbers
*Xylophone
*Fence/Gate
Procedures
1. Welcome and tell the students that today they will be learning a song about pumpkins and being able to sing a song while using their crafts to help them learn the song.
2. Sing the song one time through.
3. Talk about all the different parts of the song
4. Sing the song again but this time have them hold up the pictures when they are sung in the song.
5. Then with the music in front of them have tem break into groups and each group will have a different note that they will play.
6. Go through the song helping them play the different notes, while helping them by point to which group plays when.
Assessment
*While the students are singing listen to make sure that they are singing the right pitches.
*Ask the students what the name of the notes are that they will be using in the song
*Does the class perform the song incorrect pitches and rhythms on the xylophone
Monday, October 26, 2009
Assignment 7
Natalie Grote
1.There are many studies that have been done that show music will make students smarter. Some of the things that researcher have found is that it helps with language acquisition, reading readiness, and intellectual development. With all these different types of things the students will learn tools that they are going to use for the rest of their lives. In the article it shows from Hanshumker that it also helps “to enhance creativity: and to promote social development, personality adjustment, and self-worth. I believe that these are all very important things that students will need for the rest of their education and their lives to be successful. I believe that the author sees it to but at the same time I believe that he is trying to report the different facts by looking at the research that has been done on this subject. He goes and talks about in many view of eyes from the researcher to public to even the student throughout the whole article.
2. In the reading the author suggests four types of findings to support the belief that music has strong biological roots. The first one that was stated was that music has a strong biological component. The second one is the biological behaviors are universal. These means that across many different places music is all read the same so it is an easy way to communicate. The third one is biological behaviors are often revealed early in life. This just means that at a very early age everyone is mostly exposed to some types of music. It does not matter if it is the parent sing to them or hearing music played on the radio or on TV. The last and final one is the human brain is organized to process musical activities. This just means that there are parts of the brain that have information which makes it very easy for everyone to understand music.
3. One way that playing music helps the synapses grow stronger is by just playing music. They have found this out by just doing a brain scan while students were doing some musical activities. Which from this the students are increasing the brain’s capacity which will therefore strength the connections among neurons. The main things are that when we are performing in music we engage the systems to strength the synapses.
4. I believe that reading music will help students improve reading comprehension. There is so many things that they have found which will help students when they are reading music like visually recognizing words, learning correspondences with the sounds that come from the words and the way that we say the words because the problem that comes up is that we don’t always say the words right but in singing it helps us learn how to. Another thing that they have found is that good pitch helps in the phonemic stage of learning. This is seen over the years of school while the voices change and the students pitch will become stronger and better sounding. One thing that music helps other students with is giving them a way in which they are able to express themselves. To many students it is just them and the music which makes it a nice way to get out of the everyday life. This was very true for me to because when I was in high school and it came time for chorus all my worries go away for a while and I am able to relax before I am off to my next writing or reading class.
1.There are many studies that have been done that show music will make students smarter. Some of the things that researcher have found is that it helps with language acquisition, reading readiness, and intellectual development. With all these different types of things the students will learn tools that they are going to use for the rest of their lives. In the article it shows from Hanshumker that it also helps “to enhance creativity: and to promote social development, personality adjustment, and self-worth. I believe that these are all very important things that students will need for the rest of their education and their lives to be successful. I believe that the author sees it to but at the same time I believe that he is trying to report the different facts by looking at the research that has been done on this subject. He goes and talks about in many view of eyes from the researcher to public to even the student throughout the whole article.
2. In the reading the author suggests four types of findings to support the belief that music has strong biological roots. The first one that was stated was that music has a strong biological component. The second one is the biological behaviors are universal. These means that across many different places music is all read the same so it is an easy way to communicate. The third one is biological behaviors are often revealed early in life. This just means that at a very early age everyone is mostly exposed to some types of music. It does not matter if it is the parent sing to them or hearing music played on the radio or on TV. The last and final one is the human brain is organized to process musical activities. This just means that there are parts of the brain that have information which makes it very easy for everyone to understand music.
3. One way that playing music helps the synapses grow stronger is by just playing music. They have found this out by just doing a brain scan while students were doing some musical activities. Which from this the students are increasing the brain’s capacity which will therefore strength the connections among neurons. The main things are that when we are performing in music we engage the systems to strength the synapses.
4. I believe that reading music will help students improve reading comprehension. There is so many things that they have found which will help students when they are reading music like visually recognizing words, learning correspondences with the sounds that come from the words and the way that we say the words because the problem that comes up is that we don’t always say the words right but in singing it helps us learn how to. Another thing that they have found is that good pitch helps in the phonemic stage of learning. This is seen over the years of school while the voices change and the students pitch will become stronger and better sounding. One thing that music helps other students with is giving them a way in which they are able to express themselves. To many students it is just them and the music which makes it a nice way to get out of the everyday life. This was very true for me to because when I was in high school and it came time for chorus all my worries go away for a while and I am able to relax before I am off to my next writing or reading class.
Monday, October 19, 2009
Final Lesson Plan
Natalie Grote
Music 373
Lesson Plan #1
Activity: Bee Bee Bumble bee
Grade Level: First
National Standards
•Singing, alone and with others, a varied repertoire of music
•Understanding relationships between music, the other arts, and disciplines outside the arts
Concepts
• Music: Rhythm- Quarter and Eighth Notes
• Non-music: Social Skills/Interacting with their class mates in a proper manner
Skills
• Music: Singing, Keeping the Beat
• Non- Music: Moving with the song
Objectives
The Students will be able to:
• Clap with the rhythm of the song
• Move round the circle while singing the song
• Interact with their peers
Materials
• Open Space
• Post-it Notes
Procedure
• Greet the class and have them sit in a circle
• Then one time through the teacher will sing the song while the students keep the steady beat
•Have the students make their notes
•Then the teacher will break down the song into smaller pieces
• The students will sing and make up a movement to go along with it
• The teacher will pick a student to be the leader that student will move to the outside of the circle
• The teacher will have the students inside clap their hands to steady beat
• The student that is outside the circle will go around and trap the students on the head with the steady beat when they get to the end of the song they will stop on the person that is out and switch places
• Continue until each student gets a turn
• While this is happening the teacher will start clapping the notes out
• Then have the move into smaller groups(3-4 students)
• Take the notes that they made and see if they can pick out the rhythm of the song by starting line by line
Closure
• Ask the students what notes are in the song.
• Ask them about which lines are the same in the song.
• See if they are able to tell what notes are used in the song and where.
Assessment
• Where the students able to find the steady beat? (Visually Check)
• Where the students able to sing the song? (Aurally Check)
• Could they take turns with being the tagger? (Visually Check)
• Could the students make the note pattern that was inside each line? (Visually Check)
Music 373
Lesson Plan #1
Activity: Bee Bee Bumble bee
Grade Level: First
National Standards
•Singing, alone and with others, a varied repertoire of music
•Understanding relationships between music, the other arts, and disciplines outside the arts
Concepts
• Music: Rhythm- Quarter and Eighth Notes
• Non-music: Social Skills/Interacting with their class mates in a proper manner
Skills
• Music: Singing, Keeping the Beat
• Non- Music: Moving with the song
Objectives
The Students will be able to:
• Clap with the rhythm of the song
• Move round the circle while singing the song
• Interact with their peers
Materials
• Open Space
• Post-it Notes
Procedure
• Greet the class and have them sit in a circle
• Then one time through the teacher will sing the song while the students keep the steady beat
•Have the students make their notes
•Then the teacher will break down the song into smaller pieces
• The students will sing and make up a movement to go along with it
• The teacher will pick a student to be the leader that student will move to the outside of the circle
• The teacher will have the students inside clap their hands to steady beat
• The student that is outside the circle will go around and trap the students on the head with the steady beat when they get to the end of the song they will stop on the person that is out and switch places
• Continue until each student gets a turn
• While this is happening the teacher will start clapping the notes out
• Then have the move into smaller groups(3-4 students)
• Take the notes that they made and see if they can pick out the rhythm of the song by starting line by line
Closure
• Ask the students what notes are in the song.
• Ask them about which lines are the same in the song.
• See if they are able to tell what notes are used in the song and where.
Assessment
• Where the students able to find the steady beat? (Visually Check)
• Where the students able to sing the song? (Aurally Check)
• Could they take turns with being the tagger? (Visually Check)
• Could the students make the note pattern that was inside each line? (Visually Check)
Wednesday, October 14, 2009
Worksheet 4
1(a) Preschool and Kindergarten: ages four to five
Vocal Characteristics and Abilities:
Voices are small and light
Children are generally unable to sing in tune
Singing range is D-A for most: D-D for some
Children can sing play chants and easy tonal patterns
Song Interests:
“Jack and Jill”, “Little Jack Horner”, “Three little kittens who lost their mittens”
2(a) Early Primary: First and second grades (age six and seven)
Vocal Characteristics and Abilities:
Most voices and light and high: a few may be low.
Many children are still unable to sing in tune at age six
By age seven most will be able to sing at least short phrases in tune and will begin to sing alone.
Children can understand high and low pitches
Children can sustain a single pitch
Range expands from five to six consecutive pitches (D-B) to a full octave (D-D)
Song Interests:
Songs on animals, community, friends, action, pretending, folk games from around the world, and special occasions.
3(a) Intermediate: Third and fourth grades (ages eight to nine)
Vocal Characteristics and Abilities:
Most children can sing a song in tune
Girls voices continue to be very light and thin
Boys voices begin to develop the rich resonance of the mature boy soprano-alto voice.
Some have more control over expressive qualities of singing
Some children are capable of singing melodies or parts from music notation
Song Interests:
Songs on early America, the circus, planets, and people songs that express emotions.
4(a) Upper elementary: Fifth and sixth grades (ages ten to eleven)
Vocal Characteristics and Abilities:
Unchanged voices remain clear and light; boys voices become more resonant.
Some children show greater ability to sing in two and three parts.
Some children have a heightened rhythmic sense and respond to music with strong rhythms.
Many children tend to imitate the quality and style of pop singers.
Some children can read simple music notation.
Song Interests:
Children enjoy songs related to adventure, work, transcription, history, and feelings such as happiness, sadness, and love, as well as songs from other cultures and countries. Children enjoy folk songs from America, songs about places or events, and contemporary popular songs.
2.Teaching Techniques
• Creating an Environment for Singing Experiences
~this is ways that help children achieve readiness for singing
• Improving Posture
~The body is the instrument which means that it needs to be held at an upright position
• Teaching Good Breathing Habits to Support the Tone
~As students learn to “feel” the pitch, they will be better at “matching” the pitch
• Finding the Head Voice
~Is to strengthen the concepts of different voices
~Different voices can be used by saying chants
• Developing the Ability to Match Tones
~the ability to match tones is directly related to breathing, ear training, a relaxed jaw, and singing with energy
• Developing the Concepts of High and Low
~Showing pictures is a very easy example for students to understand
• Discovering Patterns
~All music has pattern by notes, rhythm, or even words in the song
Vocal Characteristics and Abilities:
Voices are small and light
Children are generally unable to sing in tune
Singing range is D-A for most: D-D for some
Children can sing play chants and easy tonal patterns
Song Interests:
“Jack and Jill”, “Little Jack Horner”, “Three little kittens who lost their mittens”
2(a) Early Primary: First and second grades (age six and seven)
Vocal Characteristics and Abilities:
Most voices and light and high: a few may be low.
Many children are still unable to sing in tune at age six
By age seven most will be able to sing at least short phrases in tune and will begin to sing alone.
Children can understand high and low pitches
Children can sustain a single pitch
Range expands from five to six consecutive pitches (D-B) to a full octave (D-D)
Song Interests:
Songs on animals, community, friends, action, pretending, folk games from around the world, and special occasions.
3(a) Intermediate: Third and fourth grades (ages eight to nine)
Vocal Characteristics and Abilities:
Most children can sing a song in tune
Girls voices continue to be very light and thin
Boys voices begin to develop the rich resonance of the mature boy soprano-alto voice.
Some have more control over expressive qualities of singing
Some children are capable of singing melodies or parts from music notation
Song Interests:
Songs on early America, the circus, planets, and people songs that express emotions.
4(a) Upper elementary: Fifth and sixth grades (ages ten to eleven)
Vocal Characteristics and Abilities:
Unchanged voices remain clear and light; boys voices become more resonant.
Some children show greater ability to sing in two and three parts.
Some children have a heightened rhythmic sense and respond to music with strong rhythms.
Many children tend to imitate the quality and style of pop singers.
Some children can read simple music notation.
Song Interests:
Children enjoy songs related to adventure, work, transcription, history, and feelings such as happiness, sadness, and love, as well as songs from other cultures and countries. Children enjoy folk songs from America, songs about places or events, and contemporary popular songs.
2.Teaching Techniques
• Creating an Environment for Singing Experiences
~this is ways that help children achieve readiness for singing
• Improving Posture
~The body is the instrument which means that it needs to be held at an upright position
• Teaching Good Breathing Habits to Support the Tone
~As students learn to “feel” the pitch, they will be better at “matching” the pitch
• Finding the Head Voice
~Is to strengthen the concepts of different voices
~Different voices can be used by saying chants
• Developing the Ability to Match Tones
~the ability to match tones is directly related to breathing, ear training, a relaxed jaw, and singing with energy
• Developing the Concepts of High and Low
~Showing pictures is a very easy example for students to understand
• Discovering Patterns
~All music has pattern by notes, rhythm, or even words in the song
Monday, October 12, 2009
Journal #2
In this unit, we learned many different things that will help us for when we become teachers. One of the biggest things that we learned in this chapter was lesson planning. There is many different parts that go into lesson planning. For example there is National Standards that all teachers have to know, there is the concepts and skills that we will be teaching our students, there are the procedures that we will follow to make sure that when we are teaching something it is a nice and easy follow manner. Another thing that we learned in this unit was so history behind how music was written down and how it was taught to other so that they to would be able to read music.
We learned these things by a step by step procedure. For lesson planning everyone came up with there own lesson plan and they had to teach it to a group of their peers. This was the start of many things that we can do to help us before we get into the classroom. There was more than just learning something and teaching it to a group of kids. We learned that there is steps that teachers have to follow which make it so that the parents and other staff can see what they are doing. For the history we did a lot of stuff together as a whole class. Playing on the recorders was one of the easy ways we learned how songs are made by the way in which they skip from one note to the next. There was a lot of note taking but most of the stuff was on the board which made it every easy to follow and understand what we needed to know.
It was important to learn this because I feel that everyone should be able to read a little bit of music. It is one way in which people could express themselves. We had to learn how to do lesson planning because as teachers this is something that we will be doing for the rest of our lives. many schools will use these as a check to make sure that the teachers are getting everything in that they need to teach to their students. Watching other teach to was a big help. This helped us to see that there are many different ways which we can teach the information to the students. Also that students learn in many different ways so we need to knew different things we can do which will help these students.
It is important for children in elementary school to learn this to because once again i believe that it is very important for people to know a basic understanding of what music is and where is comes from. if we begin at an early age it is more likely that students will think that it is ok to use music as a way in which they can express themselves. In lesson planning this is another tool which can be used in the house that when the student is doing home the parent understands what the teacher was teaching so if the student is not understanding the parent can help explain it once again.
We learned these things by a step by step procedure. For lesson planning everyone came up with there own lesson plan and they had to teach it to a group of their peers. This was the start of many things that we can do to help us before we get into the classroom. There was more than just learning something and teaching it to a group of kids. We learned that there is steps that teachers have to follow which make it so that the parents and other staff can see what they are doing. For the history we did a lot of stuff together as a whole class. Playing on the recorders was one of the easy ways we learned how songs are made by the way in which they skip from one note to the next. There was a lot of note taking but most of the stuff was on the board which made it every easy to follow and understand what we needed to know.
It was important to learn this because I feel that everyone should be able to read a little bit of music. It is one way in which people could express themselves. We had to learn how to do lesson planning because as teachers this is something that we will be doing for the rest of our lives. many schools will use these as a check to make sure that the teachers are getting everything in that they need to teach to their students. Watching other teach to was a big help. This helped us to see that there are many different ways which we can teach the information to the students. Also that students learn in many different ways so we need to knew different things we can do which will help these students.
It is important for children in elementary school to learn this to because once again i believe that it is very important for people to know a basic understanding of what music is and where is comes from. if we begin at an early age it is more likely that students will think that it is ok to use music as a way in which they can express themselves. In lesson planning this is another tool which can be used in the house that when the student is doing home the parent understands what the teacher was teaching so if the student is not understanding the parent can help explain it once again.
Sunday, September 20, 2009
Journal #1
Natalie Grote
Reflection Journal: #1
9/20/09
In this first unit, we learned about rhythm which is defined as a combination of short, long, and silent sounds. In rhythm there is also something called the steady beat which is the same notes which doesn’t really change a lot in a song. We also learned what melody of a song is. Melody is defined as a combination of pitches and pitches are the highness and lowness of a note. In order to add rhythm we had to learn the types of notes. We learned whole note, half note, quarter note, eighth note, and sixteenth note (these are put in order of longest notes to the shortest notes).
We learned these things by learning the welcome song called “Hello Everybody”. In class we used a very easy cut down for this song. By putting the words into boxes we were able to identify the notes that went along with the words in this song. Including the notes that are in this song we learned some of the other common notes that are used in other pieces of music. We also learned the names of the all the students in the class while having fun.
This was very important to learn because this understanding of music is the building block which all music is built on. I have been in music classes since sixth grade so a lot of this is a review but a good way for me to help others and get a review of the concepts. Learning notes will help us to understand the making of any musical thing. This also gives us ideas about different ways of teaching students which maybe a better way of learning than others.
It is important for students in elementary school to learn the different parts of music because when learning different types and parts of music there is many other skills to be learned. In songs students can learn math skills by songs that count like in the song that we sang in class called “Tideo”. These different skills can be used in the regular classrooms to help students remember important information needed to for the rest of their life. In music this also gives the children a chance to express themselves in a way that other things may not be able to.
Reflection Journal: #1
9/20/09
In this first unit, we learned about rhythm which is defined as a combination of short, long, and silent sounds. In rhythm there is also something called the steady beat which is the same notes which doesn’t really change a lot in a song. We also learned what melody of a song is. Melody is defined as a combination of pitches and pitches are the highness and lowness of a note. In order to add rhythm we had to learn the types of notes. We learned whole note, half note, quarter note, eighth note, and sixteenth note (these are put in order of longest notes to the shortest notes).
We learned these things by learning the welcome song called “Hello Everybody”. In class we used a very easy cut down for this song. By putting the words into boxes we were able to identify the notes that went along with the words in this song. Including the notes that are in this song we learned some of the other common notes that are used in other pieces of music. We also learned the names of the all the students in the class while having fun.
This was very important to learn because this understanding of music is the building block which all music is built on. I have been in music classes since sixth grade so a lot of this is a review but a good way for me to help others and get a review of the concepts. Learning notes will help us to understand the making of any musical thing. This also gives us ideas about different ways of teaching students which maybe a better way of learning than others.
It is important for students in elementary school to learn the different parts of music because when learning different types and parts of music there is many other skills to be learned. In songs students can learn math skills by songs that count like in the song that we sang in class called “Tideo”. These different skills can be used in the regular classrooms to help students remember important information needed to for the rest of their life. In music this also gives the children a chance to express themselves in a way that other things may not be able to.
Friday, September 18, 2009
Lesson Plan #1
Natalie Grote
Music 373
Lesson Plan #1
Activity: Bee Bee Bumble bee
Grade Level: First
Concepts
• Music: Rhythm- Quarter and Eighth Notes
• Non-music: Social Skills/Interacting with their class mates in a proper manner
Skills
• Music: Singing, Keeping the Beat
• Non- Music: Moving with the song
Objectives
The Students will be able to:
• Clap with the rhythm of the song
• Move round the circle while singing the song
• Interact with their peers
Materials
• Open Space
• Post-it Notes
Procedure
• Greet the class and have them sit in a circle
• Then one time through the teacher will sing the song while the students keep the steady beat
• Then the teacher will break down the song into smaller pieces
• The students will sing and make up a movement to go along with it
• Have them stand up and pick a student to be the leader that student will move to the outside of the circle
• The teacher will have the students inside bounce their knees to go with the steady beat
• The student that is outside the circle will go around and trap the students on the head with the steady beat when they get to the end of the song they will stop on the person that is out and switch places
• Continue until each student gets a turn
• While this is happening the teacher will start clapping the notes out
• Then have the move into smaller groups(3-4 students)
• Take the post-it notes and see if they can pick out the rhythm of the song by starting line by line
Closure
• Ask the students what notes are in the song.
• Ask them about which lines are the same in the song.
• See if they are able to tell what notes are used in the song and where.
Assessment
• Where the students able to find the steady beat?
• Where the students able to sing the song?
• Could they take turns with being the tagger?
• Could the students make the note pattern that was inside each line?
Music 373
Lesson Plan #1
Activity: Bee Bee Bumble bee
Grade Level: First
Concepts
• Music: Rhythm- Quarter and Eighth Notes
• Non-music: Social Skills/Interacting with their class mates in a proper manner
Skills
• Music: Singing, Keeping the Beat
• Non- Music: Moving with the song
Objectives
The Students will be able to:
• Clap with the rhythm of the song
• Move round the circle while singing the song
• Interact with their peers
Materials
• Open Space
• Post-it Notes
Procedure
• Greet the class and have them sit in a circle
• Then one time through the teacher will sing the song while the students keep the steady beat
• Then the teacher will break down the song into smaller pieces
• The students will sing and make up a movement to go along with it
• Have them stand up and pick a student to be the leader that student will move to the outside of the circle
• The teacher will have the students inside bounce their knees to go with the steady beat
• The student that is outside the circle will go around and trap the students on the head with the steady beat when they get to the end of the song they will stop on the person that is out and switch places
• Continue until each student gets a turn
• While this is happening the teacher will start clapping the notes out
• Then have the move into smaller groups(3-4 students)
• Take the post-it notes and see if they can pick out the rhythm of the song by starting line by line
Closure
• Ask the students what notes are in the song.
• Ask them about which lines are the same in the song.
• See if they are able to tell what notes are used in the song and where.
Assessment
• Where the students able to find the steady beat?
• Where the students able to sing the song?
• Could they take turns with being the tagger?
• Could the students make the note pattern that was inside each line?
Monday, September 14, 2009
Assignment 3
1. A long-term goal is something that is not to specific which someone will hope to achieve at a later date. This could be something like I plan to have the students understand and appreciate musical by the end of the school year. A short-term goal has to relate to your long term goal, it is something that will help you achieve your long-term goal. For the last long-term goal which I stated before a short –term goal would be having the students research a musical that they have been interested in.
2. A Music concept is a grouping of information that is collected together because they have some of the same properties. Some examples that were given in the text are rhythm, melody, texture, dynamics, tone color, or timbre, and form.
3. When teachers are talking about musical skill it deals with looking at the progress of the student. If they are improving and becoming better than they are becoming better at their musical skills. There is three different areas that the book talks about when looking at the students skill level. This is musical performance which could have to perform or sing a piece of music. Then there is perception and understanding of musical concepts this is a very easy to see if the students understand the musical skills by testing them with a test or quiz. Last thing is acquisition and retention of information about music which again away that a teacher could test for the is by test or quizzes.
4. In the book they explain eight easy steps that teacher could use when writing lesson plans but with all lesson plans there needs to be a lot of detail and planning that go into each and everyone.
a) What is the activity?
b) Whom is the lesson for?
c) What concepts do you want to teach?
d) What materials do you need?
e) What do you want to do?
f) How are you going to do it?
*Preliminary
*Main Content
g) How will you tie everything together?
h) Did you teach what you thought you were going to?
5. As it is stated in the book there is nine national standards in music education which are..
I. Singing, alone and with others, a varied repertoire of music
II. Performing on instruments, alone and with others, a varied repertoire of music
III. Improvising melodies, variations, and accompaniments
IV. Composing and arranging music within specified guidelines
V. Reading and notating music
VI. Listening to, analyzing, and describing music
VII. Evaluating music and musical performances
VIII. Understanding relationships between music, the other arts, and disciplines outside the arts
IX. Understanding music in relation to history and culture
6. I believe that music is a very important to a child. There is many different things that music will help child do and skills that they need to learn some of the examples is social skills, motor skills, listening to directions, learning to be led by other not just taking control. When teaching the child music it is not about making sure that they are really good at it but giving student many choices to enjoy and appreciate music.
Monday, August 31, 2009
Assignment 2
1. From my understanding psychomotor is a type learning, which deals with mental process which then tells and controls muscular activity. This is a every important type of learning that needs to be repeated over and over again as the child grows. One of the main examples of this is the welcome name game that we play each and everyday. We are given a beat and then we have to do it back making it a warm up game. Children also will not see this as a task but more of a game.
2. Then there is cognitive learning, which deals with the knowledge that the child has. The only problem with this is in the classroom you have many different students that don’t have the same knowledge as other students. One example of this was when we were in class and we took the little song we learned and put lines to mark the notes and then later moved to putting them with notes and their value of the note.
3. Lastly there is a type of learning, which is called affective learning. This type of learning is very hard to teach students because this deals with the feeling of songs and being able to understand the tone composed in the song and why the composer did that. One of the ways that I believe you could do this is by having the kids listen to many different songs and have them tell the feelings that have after listening to the songs.
4. The teacher-centered form of teaching is when the teacher stands in the front of the class and tells all the students the information that they are going to need to know. An example of this is having the teacher do a power point with the information and going over it in front of the students while they take notes. Then there is the type called child-centered approach. This is where the teacher gives the students a problem and they have to solve it by what they know. An example is giving students songs having then sing it and clap out the beats. Then have them write out what the notes would be and which ones would get the emphasis.
5. The one way that I feel I have always learned the best is like a psychomotor approach. I understand everything when someone explain s something to me and then I have to do it back to the teacher. This is like a trail and error, having me find out what it is that I have to do and how I need to fix it.
Tuesday, August 25, 2009
All About Me
Hey Hey,
My name is Natalie Lynn Grote. My birthday is August 22, 1990. I am the oldest of four children there is Courtney(16), Ashley(13), and Austin(11). Then there is my father Randy who was married to my mother Donna for 19 years but last winter my mother past away for cancer. We are a very loving and caring family that loves going things together. I am a very outgoing and carefree person. The one friend that everyone one in my group of friends is able to talk to and trust me with anything. I love my sports!!!!! I am a huge White Sox Fan and Bears Fan. The best time for me is helping coach my brothers baseball team with my dad. Other things that I like to do in my spare time is go running. I have been doing many different races for helping people that are fighting or have lost their life do to cancer. I also love to singing. I have been singing since I was in the first grade when I reached high school I was voice tested to be in the highest group that they had. I later tried out and made the all women singing group. I believe that with music it has made me into a very strong and independent person. I am now able to get up in front of large numbers of people and talk with no problem. I believe that it is very important for childern to have music because this is another way for them to express themselfs.
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