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.
Sunday, November 22, 2009
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
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