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.

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)

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

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.