1.According to the author, what are the possible cognitive benefits of music in early childhood education (p. 19)?
Helping children acquire vocabulary, symbolic understanding, a sense of sequence, memory, and auditory training. Research also indicates that music training enhances preschoolers’ spatial temporal reasoning.
2.What are some important activities classroom teachers should be aware of in order to enhance young children’s self-esteem (p. 19)?
A well-defined music program integrated into the early childhood curriculum can enhance language development, knowledge of musical concepts (rhythm, steady beat, melody, and dynamics), creative expression, and a sense of collaboration.
Another enhancement is the children’s self esteem, an underlying theme of developmentally appropriate practice.
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 (p. 19)?
Development of gross motor-skills (through such movements as swaying, marching, jumping, hopping, skating, or tapping one’s foot) and fine-motor skills (through finger or hand movements accompanying singing or listening to music) provides an additional dimension to musical expression.
4.What are the guidelines for early childhood educators to implement music program in their classroom (p. 20-23)?
The guidelines are:
· Select music for Preschoolers: That will help them feel successful
· Include movement activities in the music program
· Use children’s name whenever possible
· Use musical terms to enhance concept development
· Incorporate a variety of music into the classroom
Friday, December 11, 2009
Assignment # 8
Worksheet Chapter 81.Children move naturally. List and explain the guidelines suggested in the textbook that help teachers generate ideas for students to learn music through rhythmic bodily response activities (p. 259).
Keep movement within the skill and capabilities for the student (for example, use bilateral motions for young children). These movements may range from the very simple to the highly complex.
Choose musical compositions that lend themselves to interpretative movement. Be careful not to impose a story meaning on a simple melody.
Plan movements so that they flow freely from one to another.
Plan movements carefully. Sometime children will improvise movement as a part of the learning process, where as at other times you will want them to follow a planned patter of movements.
Ask children to help decide on appropriate interpretative movements and to char them with stick figures and captions that give specific directions, along with the text of the song (if there is one).
Make sure children learn each movement well; children must concentrate on the interpretation and not on “What do I do next?”
Be sensitive to children’s ages. Do not choose movement that will be awkward or embarrassing to them.
For performance experiences, you may wish to use simple costumes.
Emphasize important words or syllables. You may choose to do the movement on a strong beat or on a particular word.
Enhance the rhythm of the song with coordinated movement (that is, everyone doing the same thing at the same time).
2. What does locomotor skill means? What is non-locomotor skill?
Locomotor movement – means to move from one place to another.
Non-locomotor movement – means to move within a stationary position.
3. List the four stages in developing children’s body awareness.
1. Movement as an expression of problem solving.
2. Movement as an expression of imagery.
3. Movement with no external beat.
4. Movement to a beat with a sense of timing.
4. What are the musical concepts that can be taught through movement activities?
1. The use of the whole body, involving the larger muscle groups, ensures a more vivid realization of rhythmic experience than does the customary use of the extremities, such as the hands in clapping and the feet in tapping.
2. The physical coordination developed in the well-directed rhythm class give the individual power to control his or her movements in related activities. This is especially true in regard to instrumental skills, where coordination is difficult and specialized.
3. Bodily movement acts as a reference for the interpretation of rhythm symbols, which become truly significant when learned as the result of a vital rhythmic experience.
4. Children develop habits of listening as they engage in the process of identifying what they hear and what they do.
5. Body, mind, and emotion are integrated in rhythmic expression.
6. The freedom of expression that is a cardinal principle in eurhythmics stimulates the creative impulse in every department of musical learning.
5. Choose one concept and summarize the lesson provided in the textbook telling how this particular musical concept is taught through the movement activity.
Concept: Fast, Slow, Getting faster, Getting Slower
The lesson plan is suggested for grades K-3 by using songs to have students demonstrate with their bodies the concept being presented. The songs used have different rhythms and the beats may be longer or shorter where children should express their comprehension of this change with movement. They are to move fast or slow depending on the music.
Keep movement within the skill and capabilities for the student (for example, use bilateral motions for young children). These movements may range from the very simple to the highly complex.
Choose musical compositions that lend themselves to interpretative movement. Be careful not to impose a story meaning on a simple melody.
Plan movements so that they flow freely from one to another.
Plan movements carefully. Sometime children will improvise movement as a part of the learning process, where as at other times you will want them to follow a planned patter of movements.
Ask children to help decide on appropriate interpretative movements and to char them with stick figures and captions that give specific directions, along with the text of the song (if there is one).
Make sure children learn each movement well; children must concentrate on the interpretation and not on “What do I do next?”
Be sensitive to children’s ages. Do not choose movement that will be awkward or embarrassing to them.
For performance experiences, you may wish to use simple costumes.
Emphasize important words or syllables. You may choose to do the movement on a strong beat or on a particular word.
Enhance the rhythm of the song with coordinated movement (that is, everyone doing the same thing at the same time).
2. What does locomotor skill means? What is non-locomotor skill?
Locomotor movement – means to move from one place to another.
Non-locomotor movement – means to move within a stationary position.
3. List the four stages in developing children’s body awareness.
1. Movement as an expression of problem solving.
2. Movement as an expression of imagery.
3. Movement with no external beat.
4. Movement to a beat with a sense of timing.
4. What are the musical concepts that can be taught through movement activities?
1. The use of the whole body, involving the larger muscle groups, ensures a more vivid realization of rhythmic experience than does the customary use of the extremities, such as the hands in clapping and the feet in tapping.
2. The physical coordination developed in the well-directed rhythm class give the individual power to control his or her movements in related activities. This is especially true in regard to instrumental skills, where coordination is difficult and specialized.
3. Bodily movement acts as a reference for the interpretation of rhythm symbols, which become truly significant when learned as the result of a vital rhythmic experience.
4. Children develop habits of listening as they engage in the process of identifying what they hear and what they do.
5. Body, mind, and emotion are integrated in rhythmic expression.
6. The freedom of expression that is a cardinal principle in eurhythmics stimulates the creative impulse in every department of musical learning.
5. Choose one concept and summarize the lesson provided in the textbook telling how this particular musical concept is taught through the movement activity.
Concept: Fast, Slow, Getting faster, Getting Slower
The lesson plan is suggested for grades K-3 by using songs to have students demonstrate with their bodies the concept being presented. The songs used have different rhythms and the beats may be longer or shorter where children should express their comprehension of this change with movement. They are to move fast or slow depending on the music.
Journal # 5
A. Follow the guidelines (those that you followed to write your previous journals) and talk about what you learned throughout the ENTIRE SEMESTER: What, How, and Why?
Throughout the Fall 2009 Semester I have learned a lot about the teaching world. I had my first experience with students at an elementary school and knew the very first day of my clinical that I chose the right path. At the beginning of the semester I was not sure why I was required to take Music 373 but figured it had a purpose and I would know it sooner or later. I personally love music and not until I took this class did I realize how much music is a part of our every day lives. It is an important aspect of life and a very useful resource in the teaching arena. It is great to expose students to music at a young age and not only to inspire the next famous composer but to create a positive and energetic environment.
B. Answer the following questions about keeping an e-portfolio on Blog:
1. List and Explain 5 things that are really cool about having your assignments done this way (postings on Blog) (one paragraph).
The e-portfolio is a really cool way to turn in assignments because it is convenient and always accessible as long as you have a computer and Internet access. The other neat thing about the e-portfolio is that you don’t have to worry about printing out assignments. Sometimes it can be hectic getting to a computer lab or you can run in to technical issues. It is a good tool to communicate with others and with the professor. It also helped to have the assignments as a reference tool for final exam review. One of my favorite things was having the opportunity to introduce myself to the professor by writing an intro on the blog. Sometimes it is easier to write then to actually speak in public. It was also time efficient since we were a big class we were able to get down to business right away.
2. List and Explain 5 things that are problematic about posting assignments on Blog. (One paragraph)
I did not come across to many issues with the blog. I guess because I was not familiar with blogs prior to this experience it freaked me out at the beginning when it was announced to the class that we would be posting to a blog. Not sure why, this freaked me out, perhaps the unknown? I don’t believe we had written instructions and that seemed to raise a lot of questions. Once I got on the blog and posted it was OK and the world was not going to come to an end. Some students had concerns about others copying their work. I can see how some students did not want their work used by someone else but at this level we should not worry about that. You only cheat yourself by doing this. I guess the last thing is that I created several posts that were not followed by the professor therefore they were counted as missing. I was never really clear on how to clean up my blog as I was afraid to delete information.
3. Overall, what do you think about this part of assignment? (One paragraph)
Overall, I think this part of the assignment was pretty straight forward and a good method. I like that although it had structure it also had room for free writing. As mentioned before it was good to have information on the chapters from the book as a reference during the final exam. I also liked that it allowed for our recorded lesson plan teaching be posted for our review. I did not realize some of my mistakes and qualities until I was able to view it. I also had the opportunity to see other lessons being taught and got some pointers for future teaching.
Throughout the Fall 2009 Semester I have learned a lot about the teaching world. I had my first experience with students at an elementary school and knew the very first day of my clinical that I chose the right path. At the beginning of the semester I was not sure why I was required to take Music 373 but figured it had a purpose and I would know it sooner or later. I personally love music and not until I took this class did I realize how much music is a part of our every day lives. It is an important aspect of life and a very useful resource in the teaching arena. It is great to expose students to music at a young age and not only to inspire the next famous composer but to create a positive and energetic environment.
B. Answer the following questions about keeping an e-portfolio on Blog:
1. List and Explain 5 things that are really cool about having your assignments done this way (postings on Blog) (one paragraph).
The e-portfolio is a really cool way to turn in assignments because it is convenient and always accessible as long as you have a computer and Internet access. The other neat thing about the e-portfolio is that you don’t have to worry about printing out assignments. Sometimes it can be hectic getting to a computer lab or you can run in to technical issues. It is a good tool to communicate with others and with the professor. It also helped to have the assignments as a reference tool for final exam review. One of my favorite things was having the opportunity to introduce myself to the professor by writing an intro on the blog. Sometimes it is easier to write then to actually speak in public. It was also time efficient since we were a big class we were able to get down to business right away.
2. List and Explain 5 things that are problematic about posting assignments on Blog. (One paragraph)
I did not come across to many issues with the blog. I guess because I was not familiar with blogs prior to this experience it freaked me out at the beginning when it was announced to the class that we would be posting to a blog. Not sure why, this freaked me out, perhaps the unknown? I don’t believe we had written instructions and that seemed to raise a lot of questions. Once I got on the blog and posted it was OK and the world was not going to come to an end. Some students had concerns about others copying their work. I can see how some students did not want their work used by someone else but at this level we should not worry about that. You only cheat yourself by doing this. I guess the last thing is that I created several posts that were not followed by the professor therefore they were counted as missing. I was never really clear on how to clean up my blog as I was afraid to delete information.
3. Overall, what do you think about this part of assignment? (One paragraph)
Overall, I think this part of the assignment was pretty straight forward and a good method. I like that although it had structure it also had room for free writing. As mentioned before it was good to have information on the chapters from the book as a reference during the final exam. I also liked that it allowed for our recorded lesson plan teaching be posted for our review. I did not realize some of my mistakes and qualities until I was able to view it. I also had the opportunity to see other lessons being taught and got some pointers for future teaching.
Journal # 4
Edith Pacheco
Music 373
Reflection Journal #: 3 (Date: 11/07~11/20)
o In this unit, we learned about movement
o We learned about the C major scale by having a piano scale as a reference. The space between a white key and black key signifies a whole step and the space between two white keys is a half step. We also played and created a song using C major scale with G being the vocal pitch. The class was instructed to create a candy song starting with G and ending with G.
For the Cante Fable Tradition, bringing out the musical elements in stories we were introduced to this concept with the song, “What do we do with the Drunken Sailor.” As a class we learned this song and incorporated dance and animation. We then changed the song to “What shall we Do with the Boo-Hoo Baby?” which is a story appropriate for younger children. With this story we were able to incorporate the song and different sounds tied to the animals in the story.
In lieu of Halloween, the class was separated into different groups and we were assigned a story we would read and add music as well as sound to it with trash we were assigned to bring to class. Each group read the story and presented their own representation of the sounds in the story with the trash assigned to bring in to class and also chose a line from an assigned song to read.
We also worked on two other stories in which all students were given an instrument to play and some students played a melody when instructed. This was a lot of fun and everyone in the class was able to participate by reading the story, playing an instrument, singing, or playing the recorder.
o It was important for me to learn these things because this style of teaching is very effective to use for children. Having the students participate and be part of the story telling engages them to understand the content and pay attention. I was just in a class observation where a student was asked to read from a book and the other students did not engage in the reading at all. It was like the student was reading to herself and not the whole class. Learning how to incorporate music to story telling gives me ideas on how to create effective lesson plans where students will engage in the content.
o It is important for the children in elementary school to learn in a manner that will allow them to reach their potential. In the observation I made of the student reading to the class it seemed that the majority of students were not following along. Perhaps if they were quizzed about the reading the majority of students would not be able to answer questions unless they read the story over. By incorporating music and participation from the class the students will be alert and attentive to the story. They will have to know when to participate and identify the order they are to participate. They have to follow along the story in order to do this. This may also be an effective way for children at a lower level of reading to be able to retain information.
Music 373
Reflection Journal #: 3 (Date: 11/07~11/20)
o In this unit, we learned about movement
o We learned about the C major scale by having a piano scale as a reference. The space between a white key and black key signifies a whole step and the space between two white keys is a half step. We also played and created a song using C major scale with G being the vocal pitch. The class was instructed to create a candy song starting with G and ending with G.
For the Cante Fable Tradition, bringing out the musical elements in stories we were introduced to this concept with the song, “What do we do with the Drunken Sailor.” As a class we learned this song and incorporated dance and animation. We then changed the song to “What shall we Do with the Boo-Hoo Baby?” which is a story appropriate for younger children. With this story we were able to incorporate the song and different sounds tied to the animals in the story.
In lieu of Halloween, the class was separated into different groups and we were assigned a story we would read and add music as well as sound to it with trash we were assigned to bring to class. Each group read the story and presented their own representation of the sounds in the story with the trash assigned to bring in to class and also chose a line from an assigned song to read.
We also worked on two other stories in which all students were given an instrument to play and some students played a melody when instructed. This was a lot of fun and everyone in the class was able to participate by reading the story, playing an instrument, singing, or playing the recorder.
o It was important for me to learn these things because this style of teaching is very effective to use for children. Having the students participate and be part of the story telling engages them to understand the content and pay attention. I was just in a class observation where a student was asked to read from a book and the other students did not engage in the reading at all. It was like the student was reading to herself and not the whole class. Learning how to incorporate music to story telling gives me ideas on how to create effective lesson plans where students will engage in the content.
o It is important for the children in elementary school to learn in a manner that will allow them to reach their potential. In the observation I made of the student reading to the class it seemed that the majority of students were not following along. Perhaps if they were quizzed about the reading the majority of students would not be able to answer questions unless they read the story over. By incorporating music and participation from the class the students will be alert and attentive to the story. They will have to know when to participate and identify the order they are to participate. They have to follow along the story in order to do this. This may also be an effective way for children at a lower level of reading to be able to retain information.
Journal # 1
Edith Pacheco
Music 373
Reflection Journal#: 1 (Date: 08/24~09/18)
o In this unit, we learned about the different ways children learn. Some children are visual learners and some can learn by listening to instruction. We also learned about rhythm, music notes, and how to incorporate music into the classroom.
o We learned these things in different ways and in a way that children of a young age learn best. For rhythm we clapped and tapped at a steady beat to understand that this is rhythm. We later learned that this beat is a quarter note. We chanted and clapped to songs at first and then incorporated singing. We then identified the different beats of a song to music notes. I confirmed that I am definitely a visual learner. I was able to better understand the music notes associated with a song when the notes were drawn on the chalkboard along with the lyrics.
o It was important for me to learn these things because I will be working with young children and this helped me remember that as a child you learn better with visuals and simple steps. For example, I learned that you could incorporate music to a first day of class to use as an icebreaker and learn children’s names. I also think that using music for this type of situation or to for any other subject not just music is a motivating and fun way for kids to learn. It’s like when you can’t get a catchy tune from your mind. If a catchy tune for math or sciences
o It is important for the children in elementary school to learn these concepts because it is a great time for them to be exposed to music and learn to appreciate it for all of its benefits. Children who have an incline to music at this age or discover that playing an instrument or singing comes easily to them they can further develop this skill. It is a great way for children to interact with one another especially at the beginning of a school year. Also, music is a good way to teach a concept in another subject. For example, when we hear a catchy tune we tend remember it and sing it over and over again. If a math concept is taught with a catchy tune then children will be singing the tune over and over again memorizing the concept.
Music 373
Reflection Journal#: 1 (Date: 08/24~09/18)
o In this unit, we learned about the different ways children learn. Some children are visual learners and some can learn by listening to instruction. We also learned about rhythm, music notes, and how to incorporate music into the classroom.
o We learned these things in different ways and in a way that children of a young age learn best. For rhythm we clapped and tapped at a steady beat to understand that this is rhythm. We later learned that this beat is a quarter note. We chanted and clapped to songs at first and then incorporated singing. We then identified the different beats of a song to music notes. I confirmed that I am definitely a visual learner. I was able to better understand the music notes associated with a song when the notes were drawn on the chalkboard along with the lyrics.
o It was important for me to learn these things because I will be working with young children and this helped me remember that as a child you learn better with visuals and simple steps. For example, I learned that you could incorporate music to a first day of class to use as an icebreaker and learn children’s names. I also think that using music for this type of situation or to for any other subject not just music is a motivating and fun way for kids to learn. It’s like when you can’t get a catchy tune from your mind. If a catchy tune for math or sciences
o It is important for the children in elementary school to learn these concepts because it is a great time for them to be exposed to music and learn to appreciate it for all of its benefits. Children who have an incline to music at this age or discover that playing an instrument or singing comes easily to them they can further develop this skill. It is a great way for children to interact with one another especially at the beginning of a school year. Also, music is a good way to teach a concept in another subject. For example, when we hear a catchy tune we tend remember it and sing it over and over again. If a math concept is taught with a catchy tune then children will be singing the tune over and over again memorizing the concept.
Journal # 1
Edith Pacheco
Music 373
Reflection Journal#: 1 (Date: 08/24~09/18)
o In this unit, we learned about the different ways children learn. Some children are visual learners and some can learn by listening to instruction. We also learned about rhythm, music notes, and how to incorporate music into the classroom.
o We learned these things in different ways and in a way that children of a young age learn best. For rhythm we clapped and tapped at a steady beat to understand that this is rhythm. We later learned that this beat is a quarter note. We chanted and clapped to songs at first and then incorporated singing. We then identified the different beats of a song to music notes. I confirmed that I am definitely a visual learner. I was able to better understand the music notes associated with a song when the notes were drawn on the chalkboard along with the lyrics.
o It was important for me to learn these things because I will be working with young children and this helped me remember that as a child you learn better with visuals and simple steps. For example, I learned that you could incorporate music to a first day of class to use as an icebreaker and learn children’s names. I also think that using music for this type of situation or to for any other subject not just music is a motivating and fun way for kids to learn. It’s like when you can’t get a catchy tune from your mind. If a catchy tune for math or sciences
o It is important for the children in elementary school to learn these concepts because it is a great time for them to be exposed to music and learn to appreciate it for all of its benefits. Children who have an incline to music at this age or discover that playing an instrument or singing comes easily to them they can further develop this skill. It is a great way for children to interact with one another especially at the beginning of a school year. Also, music is a good way to teach a concept in another subject. For example, when we hear a catchy tune we tend remember it and sing it over and over again. If a math concept is taught with a catchy tune then children will be singing the tune over and over again memorizing the concept.
Music 373
Reflection Journal#: 1 (Date: 08/24~09/18)
o In this unit, we learned about the different ways children learn. Some children are visual learners and some can learn by listening to instruction. We also learned about rhythm, music notes, and how to incorporate music into the classroom.
o We learned these things in different ways and in a way that children of a young age learn best. For rhythm we clapped and tapped at a steady beat to understand that this is rhythm. We later learned that this beat is a quarter note. We chanted and clapped to songs at first and then incorporated singing. We then identified the different beats of a song to music notes. I confirmed that I am definitely a visual learner. I was able to better understand the music notes associated with a song when the notes were drawn on the chalkboard along with the lyrics.
o It was important for me to learn these things because I will be working with young children and this helped me remember that as a child you learn better with visuals and simple steps. For example, I learned that you could incorporate music to a first day of class to use as an icebreaker and learn children’s names. I also think that using music for this type of situation or to for any other subject not just music is a motivating and fun way for kids to learn. It’s like when you can’t get a catchy tune from your mind. If a catchy tune for math or sciences
o It is important for the children in elementary school to learn these concepts because it is a great time for them to be exposed to music and learn to appreciate it for all of its benefits. Children who have an incline to music at this age or discover that playing an instrument or singing comes easily to them they can further develop this skill. It is a great way for children to interact with one another especially at the beginning of a school year. Also, music is a good way to teach a concept in another subject. For example, when we hear a catchy tune we tend remember it and sing it over and over again. If a math concept is taught with a catchy tune then children will be singing the tune over and over again memorizing the concept.
Sunday, November 8, 2009
Reflection Journal # 3
Edith Pacheco
Music 373
Reflection Journal #: 3 (Date: 10/12~11/06)
o In this unit, we learned about C major scale including the difference between whole steps and half steps in C major scale. We also learned to incorporate music in story telling, The Cante Fable Tradition. We learned three new musical notes for the recorder C,D, and E.
o We learned about the C major scale by having a piano scale as a reference. The space between a white key and black key signifies a whole step and the space between two white keys is a half step. We also played and created a song using C major scale with G being the vocal pitch. The class was instructed to create a candy song starting with G and ending with G.
For the Cante Fable Tradition, bringing out the musical elements in stories we were introduced to this concept with the song, “What do we do with the Drunken Sailor.” As a class we learned this song and incorporated dance and animation. We then changed the song to “What shall we Do with the Boo-Hoo Baby?” which is a story appropriate for younger children. With this story we were able to incorporate the song and different sounds tied to the animals in the story.
In lieu of Halloween, the class was separated into different groups and we were assigned a story we would read and add music as well as sound to it with trash we were assigned to bring to class. Each group read the story and presented their own representation of the sounds in the story with the trash assigned to bring in to class and also chose a line from an assigned song to read.
We also worked on two other stories in which all students were given an instrument to play and some students played a melody when instructed. This was a lot of fun and everyone in the class was able to participate by reading the story, playing an instrument, singing, or playing the recorder.
o It was important for me to learn these things because this style of teaching is very effective to use for children. Having the students participate and be part of the story telling engages them to understand the content and pay attention. I was just in a class observation where a student was asked to read from a book and the other students did not engage in the reading at all. It was like the student was reading to herself and not the whole class. Learning how to incorporate music to story telling gives me ideas on how to create effective lesson plans where students will engage in the content.
o It is important for the children in elementary school to learn in a manner that will allow them to reach their potential. In the observation I made of the student reading to the class it seemed that the majority of students were not following along. Perhaps if they were quizzed about the reading the majority of students would not be able to answer questions unless they read the story over. By incorporating music and participation from the class the students will be alert and attentive to the story. They will have to know when to participate and identify the order they are to participate. They have to follow along the story in order to do this. This may also be an effective way for children at a lower level of reading to be able to retain information.
Music 373
Reflection Journal #: 3 (Date: 10/12~11/06)
o In this unit, we learned about C major scale including the difference between whole steps and half steps in C major scale. We also learned to incorporate music in story telling, The Cante Fable Tradition. We learned three new musical notes for the recorder C,D, and E.
o We learned about the C major scale by having a piano scale as a reference. The space between a white key and black key signifies a whole step and the space between two white keys is a half step. We also played and created a song using C major scale with G being the vocal pitch. The class was instructed to create a candy song starting with G and ending with G.
For the Cante Fable Tradition, bringing out the musical elements in stories we were introduced to this concept with the song, “What do we do with the Drunken Sailor.” As a class we learned this song and incorporated dance and animation. We then changed the song to “What shall we Do with the Boo-Hoo Baby?” which is a story appropriate for younger children. With this story we were able to incorporate the song and different sounds tied to the animals in the story.
In lieu of Halloween, the class was separated into different groups and we were assigned a story we would read and add music as well as sound to it with trash we were assigned to bring to class. Each group read the story and presented their own representation of the sounds in the story with the trash assigned to bring in to class and also chose a line from an assigned song to read.
We also worked on two other stories in which all students were given an instrument to play and some students played a melody when instructed. This was a lot of fun and everyone in the class was able to participate by reading the story, playing an instrument, singing, or playing the recorder.
o It was important for me to learn these things because this style of teaching is very effective to use for children. Having the students participate and be part of the story telling engages them to understand the content and pay attention. I was just in a class observation where a student was asked to read from a book and the other students did not engage in the reading at all. It was like the student was reading to herself and not the whole class. Learning how to incorporate music to story telling gives me ideas on how to create effective lesson plans where students will engage in the content.
o It is important for the children in elementary school to learn in a manner that will allow them to reach their potential. In the observation I made of the student reading to the class it seemed that the majority of students were not following along. Perhaps if they were quizzed about the reading the majority of students would not be able to answer questions unless they read the story over. By incorporating music and participation from the class the students will be alert and attentive to the story. They will have to know when to participate and identify the order they are to participate. They have to follow along the story in order to do this. This may also be an effective way for children at a lower level of reading to be able to retain information.
Monday, November 2, 2009
Assignment # 8
Teaching Music through Playing Classroom Instruments (10 pts)
1.Classroom instruments function in a variety of ways. Please list some instruments that play (1) melodies, (2) harmony, and (3) rhythm.
1. Melodies – piano, electric keyboard, melody bells, step bells, resonator bells, xylophone, recorder
2. Harmony – autoharp, Q-chord, guitar, resonator bells,
3. Rhythm – rhythm sticks, claves, woodblock, maracas, sand blocks, guiro, cymbals
(1) Melodic instruments—A melodic instrument is any instrument that can produce melody.
List melodic instruments: piano electronic keyboards, melody balls, step bells, resonator bells, xylophone, glockenspiel, metallophone, handbells, tone chimes, and recorder.
(2) Harmonic instruments—A harmonic instrument can play harmonies or drones as accompaniments to songs.
List harmonic instruments: autosharp, 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.
List rhythmic instruments: rhythm sticks, claves, woodblock, maracas, sand blocks and the guiro.
2.What musical concepts could students gain through playing instruments?
· The ability to choose appropriate instruments for such musical concepts as:
o Steady beat
o Difference in dynamics
o Musical form
o Pitch and Melody
· The ability to discriminate and select appropriate rhythm instruments for various types of music.
· An awareness of the expressive potential of different instruments.
· The ability to select and play instruments that can add to the expressiveness of music through accompaniment.
3. Playing instrumental accompaniments adds interests and variety to many songs and contributes toward perceptual and motor skills. The choice and use of appropriate instruments in musical experiences can enrich the study of history, geography, culture and people, poetry, feelings and moods, and holidays. Please select one topic from above categories and design an activity using musical instruments.
o Musical Concept
- C Major Scale
o Non Musical Concept
- Introduce a Christmas Holiday Song
o Skills
- Use of right and left hand to play the melody to Christmas song.
o Non Musical Skills
- Memorizing the lyrics to the Christmas song.
1.Classroom instruments function in a variety of ways. Please list some instruments that play (1) melodies, (2) harmony, and (3) rhythm.
1. Melodies – piano, electric keyboard, melody bells, step bells, resonator bells, xylophone, recorder
2. Harmony – autoharp, Q-chord, guitar, resonator bells,
3. Rhythm – rhythm sticks, claves, woodblock, maracas, sand blocks, guiro, cymbals
(1) Melodic instruments—A melodic instrument is any instrument that can produce melody.
List melodic instruments: piano electronic keyboards, melody balls, step bells, resonator bells, xylophone, glockenspiel, metallophone, handbells, tone chimes, and recorder.
(2) Harmonic instruments—A harmonic instrument can play harmonies or drones as accompaniments to songs.
List harmonic instruments: autosharp, 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.
List rhythmic instruments: rhythm sticks, claves, woodblock, maracas, sand blocks and the guiro.
2.What musical concepts could students gain through playing instruments?
· The ability to choose appropriate instruments for such musical concepts as:
o Steady beat
o Difference in dynamics
o Musical form
o Pitch and Melody
· The ability to discriminate and select appropriate rhythm instruments for various types of music.
· An awareness of the expressive potential of different instruments.
· The ability to select and play instruments that can add to the expressiveness of music through accompaniment.
3. Playing instrumental accompaniments adds interests and variety to many songs and contributes toward perceptual and motor skills. The choice and use of appropriate instruments in musical experiences can enrich the study of history, geography, culture and people, poetry, feelings and moods, and holidays. Please select one topic from above categories and design an activity using musical instruments.
o Musical Concept
- C Major Scale
o Non Musical Concept
- Introduce a Christmas Holiday Song
o Skills
- Use of right and left hand to play the melody to Christmas song.
o Non Musical Skills
- Memorizing the lyrics to the Christmas song.
Sunday, October 25, 2009
Reflection Journal # 2
Edith Pacheco
Music 373
Reflection Journal#: 2 (Date: 09/19~10/12)
o In this unit, we learned how to create an effective lesson plan using musical and non-musical concepts and skills. We also covered a chapter on the musical interest levels of children by age. We learned how to use the recorder by learning the musical notes A, B, C, G, and D.
o For the lesson plan we were given a format to follow, Professor Wang walked us through correct ways to formulate a lesson plan. She provided us with very explicit details and explained to us how to incorporate musical and non-musical concept and skills. She gave us examples that she used in her teachings with us. She explained to us that when she taught us about steady beat this was an example of a musical concept and when we sang songs with our name this was a non-musical concept. It was a way to break the ice and learn our names. Chapter 4 also helped in preparation for our lesson plan. This chapter was about the children’s music interest based on age. In choosing a song to teach I was able to reference this chapter to ensure my song was appropriate to the grade level I was looking to teach.
For the teaching of our lesson plan the class was broken up in to small groups. Within our groups we taught the lesson plan we created to our peers. We were recorded when teaching and had the opportunity to evaluate ourselves as well as two other peers. This part of the lesson plan seemed intimidating but it was a lot of fun and my group was encouraging and easy to work with.
For the recorder we were introduced to the first basic notes B, A, G and later on we were introduced to C and D. We practiced the first musical notes during class to get familiar and comfortable with the recorder. The second session with the recorder we were actually playing a tune and had the opportunity to create our on song. We practiced playing our song and this helped with the recognition of the musical notes.
o It was important for me to learn these things because when I enter the teaching arena I will be working with students of all ages. It is important to know what is appropriate depending on age level and what expectations to have. It is important to know the readiness level of students and identify who may need some extra support. It was also important to see the recording of when I taught my lesson plan to know what I have to improve for next time. I can better prepare for the next teaching by making sure I speak loud enough, ensure that I maintain enthusiastic and confident. In evaluating other peers I was able to get ideas for the next time I teach or things I can do with out. As for the playing the recorder, I did not play it during my time in elementary school. I have noticed that the majority of my peers have learned to play it, which tell me that this is something I may be teaching my class. Also, I think that if I happen to work in a school with limited resources the recorder is a pretty inexpensive music instrument to purchase and a good resource to enrich the students with music concepts.
o It is important for the children in elementary school to learn songs appropriate to their age because music can be integrated in any subject. Knowing the interests of school age children at all levels can help the teacher pick out songs that children will engage in. It is important for students to learn how to play the recorder because this gives them an opportunity to explore their musical ability. If a child does very well with this instrument the child can become inclined to further their music ability and learn to play other instruments. The opportunity for students to play an instrument opens many doors, such as a scholarship opportunity for college, keeping students occupied in the later elementary years instead of them getting in to trouble, and joining band choir where friendships and commitment can be established.
Music 373
Reflection Journal#: 2 (Date: 09/19~10/12)
o In this unit, we learned how to create an effective lesson plan using musical and non-musical concepts and skills. We also covered a chapter on the musical interest levels of children by age. We learned how to use the recorder by learning the musical notes A, B, C, G, and D.
o For the lesson plan we were given a format to follow, Professor Wang walked us through correct ways to formulate a lesson plan. She provided us with very explicit details and explained to us how to incorporate musical and non-musical concept and skills. She gave us examples that she used in her teachings with us. She explained to us that when she taught us about steady beat this was an example of a musical concept and when we sang songs with our name this was a non-musical concept. It was a way to break the ice and learn our names. Chapter 4 also helped in preparation for our lesson plan. This chapter was about the children’s music interest based on age. In choosing a song to teach I was able to reference this chapter to ensure my song was appropriate to the grade level I was looking to teach.
For the teaching of our lesson plan the class was broken up in to small groups. Within our groups we taught the lesson plan we created to our peers. We were recorded when teaching and had the opportunity to evaluate ourselves as well as two other peers. This part of the lesson plan seemed intimidating but it was a lot of fun and my group was encouraging and easy to work with.
For the recorder we were introduced to the first basic notes B, A, G and later on we were introduced to C and D. We practiced the first musical notes during class to get familiar and comfortable with the recorder. The second session with the recorder we were actually playing a tune and had the opportunity to create our on song. We practiced playing our song and this helped with the recognition of the musical notes.
o It was important for me to learn these things because when I enter the teaching arena I will be working with students of all ages. It is important to know what is appropriate depending on age level and what expectations to have. It is important to know the readiness level of students and identify who may need some extra support. It was also important to see the recording of when I taught my lesson plan to know what I have to improve for next time. I can better prepare for the next teaching by making sure I speak loud enough, ensure that I maintain enthusiastic and confident. In evaluating other peers I was able to get ideas for the next time I teach or things I can do with out. As for the playing the recorder, I did not play it during my time in elementary school. I have noticed that the majority of my peers have learned to play it, which tell me that this is something I may be teaching my class. Also, I think that if I happen to work in a school with limited resources the recorder is a pretty inexpensive music instrument to purchase and a good resource to enrich the students with music concepts.
o It is important for the children in elementary school to learn songs appropriate to their age because music can be integrated in any subject. Knowing the interests of school age children at all levels can help the teacher pick out songs that children will engage in. It is important for students to learn how to play the recorder because this gives them an opportunity to explore their musical ability. If a child does very well with this instrument the child can become inclined to further their music ability and learn to play other instruments. The opportunity for students to play an instrument opens many doors, such as a scholarship opportunity for college, keeping students occupied in the later elementary years instead of them getting in to trouble, and joining band choir where friendships and commitment can be established.
Children's Song "Five Fat Turkeys"
Edith Pacheco
Music 373
Final - Lesson Plan #1
Activity: Children’s Song “Five Fat Turkeys”
Grade Level: 3rd Grade
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 - Steady beat and quarter note
• Non-Music: Math – Multiplication
Skills
• Music: Singing
• Non-Music: Counting by 5’s
Objectives
The students will be able to:
• clap to steady beat and add movement to the song
• sing the song in tune
• multiply by five
Materials
• Music Book
Procedure
• Teacher greets class and has them form a big circle.
• Teacher explains to class that they will be singing a song that relates to Thanksgiving since it is right around the corner.
• Teacher will sing the entire song one time.
• Teacher will demonstrate to students how to keep a steady beat.
• Students are to keep a steady beat while the teacher is sings the song again.
• Teacher will ask students to continue the steady beat and sing along the first phrase of the song. “Five fat turkeys are we.”
• The teacher will continue to the second phrase of the song and students will sing along while keeping a steady beat “We slept all night in a tree.”
• Continue to the third phrase, “When the cook came a-round, we could-n’t be found.”
• Continue to the last phrase, “So that’s why where here you see.”
• Teacher will ask for five students to volunteer and form an inner circle.
• The students in the outer circle will march in place keeping a steady beat.
• The five students in the inner circle will also march in place and will sing the song adding movement.
• Teacher will explain to the inner circle to raise a hand and show how many fingers coincide with the number of turkeys in the song. At the second phrase students will put hands together to the side of their face and rest their head to coincide with the turkeys sleeping. At the third phrase the students will put a hand to their forehead to pretend they are looking for the turkeys.
• When the songs ends, the teacher will call another five students to the inner circle and will ask the students to begin the song with “Ten” and show 10 fingers. The outer circle continues the steady beat.
• Ask for another set of five to join the circle and begin the song with “Fifteen” and show fifteen fingers. The outer circle continues the steady beat.
• Repeat this with two more groups of five. The outer circle continues with the steady beat.
Closure
• Ask the students what note the steady beat represents.
• Ask the students what was happening when groups of five were added.
Assessment
• Were the students able to keep a steady beat?
• Were the students able to sing along and in tune?
• Were the students able to identify the quarter note in the steady beat?
• Were the students able to multiply by five and identify that it was multiplication?
Music 373
Final - Lesson Plan #1
Activity: Children’s Song “Five Fat Turkeys”
Grade Level: 3rd Grade
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 - Steady beat and quarter note
• Non-Music: Math – Multiplication
Skills
• Music: Singing
• Non-Music: Counting by 5’s
Objectives
The students will be able to:
• clap to steady beat and add movement to the song
• sing the song in tune
• multiply by five
Materials
• Music Book
Procedure
• Teacher greets class and has them form a big circle.
• Teacher explains to class that they will be singing a song that relates to Thanksgiving since it is right around the corner.
• Teacher will sing the entire song one time.
• Teacher will demonstrate to students how to keep a steady beat.
• Students are to keep a steady beat while the teacher is sings the song again.
• Teacher will ask students to continue the steady beat and sing along the first phrase of the song. “Five fat turkeys are we.”
• The teacher will continue to the second phrase of the song and students will sing along while keeping a steady beat “We slept all night in a tree.”
• Continue to the third phrase, “When the cook came a-round, we could-n’t be found.”
• Continue to the last phrase, “So that’s why where here you see.”
• Teacher will ask for five students to volunteer and form an inner circle.
• The students in the outer circle will march in place keeping a steady beat.
• The five students in the inner circle will also march in place and will sing the song adding movement.
• Teacher will explain to the inner circle to raise a hand and show how many fingers coincide with the number of turkeys in the song. At the second phrase students will put hands together to the side of their face and rest their head to coincide with the turkeys sleeping. At the third phrase the students will put a hand to their forehead to pretend they are looking for the turkeys.
• When the songs ends, the teacher will call another five students to the inner circle and will ask the students to begin the song with “Ten” and show 10 fingers. The outer circle continues the steady beat.
• Ask for another set of five to join the circle and begin the song with “Fifteen” and show fifteen fingers. The outer circle continues the steady beat.
• Repeat this with two more groups of five. The outer circle continues with the steady beat.
Closure
• Ask the students what note the steady beat represents.
• Ask the students what was happening when groups of five were added.
Assessment
• Were the students able to keep a steady beat?
• Were the students able to sing along and in tune?
• Were the students able to identify the quarter note in the steady beat?
• Were the students able to multiply by five and identify that it was multiplication?
Assignment #7
1.Is it true that just listening (passively listening to) music makes you smart? What does research studies cited in this article indicate? What does the author suggest? What do you think?
Listening to music has benefits such as the ability to facilitate language acquisition, reading readiness, and general intellectual development, to foster positive attitudes and to lower truancy in middle and high school, to enhance creativity; and to promote social development, personally adjustment, and self worth.
Studies show three things that have happened:
1. First, the public realizes that research on music and behavior exists and is as serious an area of inquiry as any other field of science.
2. Second, an increasing amount and breadth of research throughout the world has led to renewed interest in prior, often forgotten, findings.
3. Third, researchers, educators, and legislators are now open to a broader view of the role of music in our lives.
The author suggests that music should not be justified in the curriculum as it is essential, not an optional component of education. I agree with the author in making music an essential component of education. Based on the studies made and cited on the article musical is not just about reading notes or playing an instrument. It goes beyond that and can be integrated to any subject matter for students to learn better.
2.The author suggests four types of findings to support the belief that music has strong biological roots? What are they?
1. First, if music had a strong biological component then animals would fundamental anilities in music and this seems to be the case. For example, monkeys can think in terms of musical abstractions; they can determine, for instance the fundamental frequency of a harmonic series.
2. Second, biological behaviors are universal. Music also satisfies this criterion. Although it uses may vary across cultures, music is ever present. Parents and caregivers best communicate with infants through lullabies and musical baby talk.
3. Third, biological behaviors are often revealed early in life, before cultural factors influence and change behavior. Research has amply documented the extensive competency of young children to process musical elements and behave in music ways.
4. Fourth, we might expect the human brain to be organized to process musical activities. The brain contains basic musical building blocks that are specialized to process fundamental elements in music.
3.According to neuroscientists, synapses (the junction across which a nerve impulse passes to a neuron or other cell) grow stronger through use and become weakened. How does playing music help synapses grow stronger?
Learning and performing music exercise the brain-not merely by developing specific music skills, but also by strengthening the synapses between brain cells. Synaptic strength depends on the following major functional systems of the human brain.
· The sensory and perceptual systems; auditory, visual, tactile, and kinesthetic
· The cognitive system, symbolic, linguistic, and reading.
· Planning movements: fine and gross muscle action and coordination
· Feedback and evaluation of actions
· The motivational/hedonic (pleasure) system and
· Learning memory
4.Does music help improve reading comprehension? What does the author say about it? What is your opinion?
Music education can benefit reading considering three stages of learning to read.
1st Stage – Visually recognizing words
2nd Stage – Learning the correspondences between visual parts of words (graphemes) and their spoken sounds (phonemes)
3rd Stage – Achieving visual recognition of words without going through the earlier stages
The phonemic stage is the most important and critical. Music facilitates reading by improving this second stage, sounding out stage. In a study conducted on first graders they were tested on pitch discrimination. The finding suggests that good pitch discrimination enhances this second phonemic stage of learning. Changing the pitch of words is the most important factor in conveying word information.
I agree with the author in his believe that “music offers great opportunities for communication and expression” (Norman Weigberger, 1998). Children learn best with music it can be used in any academic subject matter a side from a musical lesson. Children particularly younger children learn through music and will remember concepts learned later in life because you don’t easily forget a tune.
5.What is the most interesting fact you learn from this article?
The most interesting fact I learned from this article is the importance of the phonemic stage. I did not think of pitch discrimination as a way to help children sound out words that essentially will improve their reading. Overall I realize the need to integrate music and all its benefits as a component in the teaching arena. Studies have shown the benefit of using music not only for reading but also for math and other subject matters.
Listening to music has benefits such as the ability to facilitate language acquisition, reading readiness, and general intellectual development, to foster positive attitudes and to lower truancy in middle and high school, to enhance creativity; and to promote social development, personally adjustment, and self worth.
Studies show three things that have happened:
1. First, the public realizes that research on music and behavior exists and is as serious an area of inquiry as any other field of science.
2. Second, an increasing amount and breadth of research throughout the world has led to renewed interest in prior, often forgotten, findings.
3. Third, researchers, educators, and legislators are now open to a broader view of the role of music in our lives.
The author suggests that music should not be justified in the curriculum as it is essential, not an optional component of education. I agree with the author in making music an essential component of education. Based on the studies made and cited on the article musical is not just about reading notes or playing an instrument. It goes beyond that and can be integrated to any subject matter for students to learn better.
2.The author suggests four types of findings to support the belief that music has strong biological roots? What are they?
1. First, if music had a strong biological component then animals would fundamental anilities in music and this seems to be the case. For example, monkeys can think in terms of musical abstractions; they can determine, for instance the fundamental frequency of a harmonic series.
2. Second, biological behaviors are universal. Music also satisfies this criterion. Although it uses may vary across cultures, music is ever present. Parents and caregivers best communicate with infants through lullabies and musical baby talk.
3. Third, biological behaviors are often revealed early in life, before cultural factors influence and change behavior. Research has amply documented the extensive competency of young children to process musical elements and behave in music ways.
4. Fourth, we might expect the human brain to be organized to process musical activities. The brain contains basic musical building blocks that are specialized to process fundamental elements in music.
3.According to neuroscientists, synapses (the junction across which a nerve impulse passes to a neuron or other cell) grow stronger through use and become weakened. How does playing music help synapses grow stronger?
Learning and performing music exercise the brain-not merely by developing specific music skills, but also by strengthening the synapses between brain cells. Synaptic strength depends on the following major functional systems of the human brain.
· The sensory and perceptual systems; auditory, visual, tactile, and kinesthetic
· The cognitive system, symbolic, linguistic, and reading.
· Planning movements: fine and gross muscle action and coordination
· Feedback and evaluation of actions
· The motivational/hedonic (pleasure) system and
· Learning memory
4.Does music help improve reading comprehension? What does the author say about it? What is your opinion?
Music education can benefit reading considering three stages of learning to read.
1st Stage – Visually recognizing words
2nd Stage – Learning the correspondences between visual parts of words (graphemes) and their spoken sounds (phonemes)
3rd Stage – Achieving visual recognition of words without going through the earlier stages
The phonemic stage is the most important and critical. Music facilitates reading by improving this second stage, sounding out stage. In a study conducted on first graders they were tested on pitch discrimination. The finding suggests that good pitch discrimination enhances this second phonemic stage of learning. Changing the pitch of words is the most important factor in conveying word information.
I agree with the author in his believe that “music offers great opportunities for communication and expression” (Norman Weigberger, 1998). Children learn best with music it can be used in any academic subject matter a side from a musical lesson. Children particularly younger children learn through music and will remember concepts learned later in life because you don’t easily forget a tune.
5.What is the most interesting fact you learn from this article?
The most interesting fact I learned from this article is the importance of the phonemic stage. I did not think of pitch discrimination as a way to help children sound out words that essentially will improve their reading. Overall I realize the need to integrate music and all its benefits as a component in the teaching arena. Studies have shown the benefit of using music not only for reading but also for math and other subject matters.
Thursday, October 15, 2009
Assignment # 6
1.What are the differences in vocal characteristics and abilities of children? Give examples that are age specific.
(1a)Preschool/Kindergarten (Ages 4 to 5),
(1b)their Vocal characteristics and abilities Song interests
· Their 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.
· Children can sing short melodies in major, minor, or pentatonic scales.
· Children can sing melodies with one note to a syllable.
· Children can sing with an awareness of a steady beat.
· Children can sing repeated rhythmic patterns accurately.
· Children can sing softly and loudly.
· Children can sing melodies with or without a simple accompaniment.
(1c) song interests:
Preschool children like songs that tell a story and songs that give them an opportunity for natural expression.
Examples:
· “Jack and Jill”
· “Little Jack Horner”
· “Polly, Put the Kettle On”
· “Three Little Kittens Who Lost Their Mittens”
Children also like songs that deal with familiar experiences.
Examples:
· Bedtime and wake-up songs
· Helping songs
· Songs about friends, family, animals, the seasons, and special occasions
(2a)Early primary(Ages 6 to 7),
(2b)their Vocal characteristics and abilities Song interests
· Most voices are light and high; a few may be low.
· Many children are still unable to sing in tune at age six.
· By age seven most children 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).
· Children understand the difference between a playground-shouting voice and a singing voice.
· Children begin to understand the importance of breath in singing.
· Children can sing call-and-response-songs, as well as song in two-or three-part form.
· Children sing with attention to dynamics and changes in tempo.
· Children can sing rhythmically, accenting, strong beats and performing simple syncopation.
· Children can sing from simple music notation.
· Children can sing melodies with simple harmonic or rhythmic accompaniment.
(2c)song interests:
At this age children enjoy songs about animals, community, friends, action (with movement or creative motions), pretending, folk games from around the world, and special occasions.
(3a)Intermediate (Ages 8 to 9),
(3b)their Vocal characteristics and abilities Song interests
· Most children can sing a song in tune.
· Girl’s voices continue to be very light and thin.
· Boy’s voices begin to develop the rich resonance of the mature boy soprano-alto voice.
· Some children can sing rounds, partner songs, canons, and descants. There is little use of alto or lower parts.
· Some children have much more control over expressive qualities of singing, for example legato, dynamics, and sustained phrases.
· Some children are capable of singing melodies or parts from music notation.
· Some children can harmonize parts or chords by ear, such as thirds and sixths.
· Some children can sing songs with more complex rhythms.
(3c)song interests:
At this age children enjoy songs about early America (Native Americans, Pilgrims), transportation, geography (New England, the West, the South), the circus, planets, and people and songs that express emotions.
Songs from other lands (such as Mexico, Africa, China, and Japan) are appealing because of their contrasting styles.
(4a)Upper elementary (Ages 10 to 11),
(4b)their Vocal characteristics and abilities Song interests
· 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 of pop singers.
· Some voices begin to change – that is boys’ voices become lower, and girls’ voices become very breathy.
· Some children can read simple music notation.
(4c)song interests:
Children enjoy songs related to adventure, work transportation, history, and feelings such as happiness, sadness, and love, as well as songs from other cultures and countries.
2.List and explain the techniques for teaching children to sing.
· Creating an environment for singing experiences – Children should be surrounded with interesting songs and many models of good singing.
· Improving posture – Because the body is the “instrument” for singing, it must be held upright; that is, a child must sit or stand with shoulders erect, head up, and spine straight.
· Teaching good breathing habits to support the tone. Have students imitate the following exercise.
o Sip air as if though a soda straw and release it with a hissing sound. Keep the sound steady.
o Sip air as if through a soda straw and let the air out on a high “Ooo” sound, descending to a low sound.
o Pretend that your finger is a lighted candle. Fill your lungs with air and blow gently on the “candle” so that the “flame” flickers but does not go out.
o Inhale quickly, as if you see a fumble made on the one-yard line by your favorite football team.
o Lean over from the waist, letting your arms dangle. Breathe deeply, expanding the ribs. Straighten up and exhale slowly and steadily.
· Finding the Head Voice – Before a child can sing comfortably, he or she must learn how it feels and sounds to use the head voice.
· Developing the ability to match tones – The ability to match tones is directly related to breathing techniques, ear training, a relaxed jaw, and singing with energy.
· Developing the concepts of high and low – A basic skill in tone matching is to develop the concepts of high and low.
· Discovering patterns – Teaching children to identify patterns and perform them shortens the time required for them to learn to sing or to listen perceptively to a larger musical composition.
(1a)Preschool/Kindergarten (Ages 4 to 5),
(1b)their Vocal characteristics and abilities Song interests
· Their 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.
· Children can sing short melodies in major, minor, or pentatonic scales.
· Children can sing melodies with one note to a syllable.
· Children can sing with an awareness of a steady beat.
· Children can sing repeated rhythmic patterns accurately.
· Children can sing softly and loudly.
· Children can sing melodies with or without a simple accompaniment.
(1c) song interests:
Preschool children like songs that tell a story and songs that give them an opportunity for natural expression.
Examples:
· “Jack and Jill”
· “Little Jack Horner”
· “Polly, Put the Kettle On”
· “Three Little Kittens Who Lost Their Mittens”
Children also like songs that deal with familiar experiences.
Examples:
· Bedtime and wake-up songs
· Helping songs
· Songs about friends, family, animals, the seasons, and special occasions
(2a)Early primary(Ages 6 to 7),
(2b)their Vocal characteristics and abilities Song interests
· Most voices are light and high; a few may be low.
· Many children are still unable to sing in tune at age six.
· By age seven most children 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).
· Children understand the difference between a playground-shouting voice and a singing voice.
· Children begin to understand the importance of breath in singing.
· Children can sing call-and-response-songs, as well as song in two-or three-part form.
· Children sing with attention to dynamics and changes in tempo.
· Children can sing rhythmically, accenting, strong beats and performing simple syncopation.
· Children can sing from simple music notation.
· Children can sing melodies with simple harmonic or rhythmic accompaniment.
(2c)song interests:
At this age children enjoy songs about animals, community, friends, action (with movement or creative motions), pretending, folk games from around the world, and special occasions.
(3a)Intermediate (Ages 8 to 9),
(3b)their Vocal characteristics and abilities Song interests
· Most children can sing a song in tune.
· Girl’s voices continue to be very light and thin.
· Boy’s voices begin to develop the rich resonance of the mature boy soprano-alto voice.
· Some children can sing rounds, partner songs, canons, and descants. There is little use of alto or lower parts.
· Some children have much more control over expressive qualities of singing, for example legato, dynamics, and sustained phrases.
· Some children are capable of singing melodies or parts from music notation.
· Some children can harmonize parts or chords by ear, such as thirds and sixths.
· Some children can sing songs with more complex rhythms.
(3c)song interests:
At this age children enjoy songs about early America (Native Americans, Pilgrims), transportation, geography (New England, the West, the South), the circus, planets, and people and songs that express emotions.
Songs from other lands (such as Mexico, Africa, China, and Japan) are appealing because of their contrasting styles.
(4a)Upper elementary (Ages 10 to 11),
(4b)their Vocal characteristics and abilities Song interests
· 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 of pop singers.
· Some voices begin to change – that is boys’ voices become lower, and girls’ voices become very breathy.
· Some children can read simple music notation.
(4c)song interests:
Children enjoy songs related to adventure, work transportation, history, and feelings such as happiness, sadness, and love, as well as songs from other cultures and countries.
2.List and explain the techniques for teaching children to sing.
· Creating an environment for singing experiences – Children should be surrounded with interesting songs and many models of good singing.
· Improving posture – Because the body is the “instrument” for singing, it must be held upright; that is, a child must sit or stand with shoulders erect, head up, and spine straight.
· Teaching good breathing habits to support the tone. Have students imitate the following exercise.
o Sip air as if though a soda straw and release it with a hissing sound. Keep the sound steady.
o Sip air as if through a soda straw and let the air out on a high “Ooo” sound, descending to a low sound.
o Pretend that your finger is a lighted candle. Fill your lungs with air and blow gently on the “candle” so that the “flame” flickers but does not go out.
o Inhale quickly, as if you see a fumble made on the one-yard line by your favorite football team.
o Lean over from the waist, letting your arms dangle. Breathe deeply, expanding the ribs. Straighten up and exhale slowly and steadily.
· Finding the Head Voice – Before a child can sing comfortably, he or she must learn how it feels and sounds to use the head voice.
· Developing the ability to match tones – The ability to match tones is directly related to breathing techniques, ear training, a relaxed jaw, and singing with energy.
· Developing the concepts of high and low – A basic skill in tone matching is to develop the concepts of high and low.
· Discovering patterns – Teaching children to identify patterns and perform them shortens the time required for them to learn to sing or to listen perceptively to a larger musical composition.
Friday, September 18, 2009
Lesson Plan #1
Edith Pacheco
Music 373
Lesson Plan #1
Activity: Children’s Song “Five Fat Turkeys”
Grade Level: 3rd Grade
Concepts
• Music: Rhythm - Steady beat and quarter note
• Non-Music: Math – Multiplication
Skills
• Music: Singing
• Non-Music: Counting in 5’s
Objectives
The students will be able to:
• clap to steady beat and add movement to the song
• sing the song the song in tune
• multiply by five
Materials
• Music Book
Procedure
• Teacher greets class and has them form a big circle.
• Teacher explains to class that they will be singing a song that relates to Thanksgiving since it is right around the corner.
• Teacher will sing the entire song one time.
• Teacher will ask students to keep a steady beat while singing the song again.
• Teacher will ask students to continue the steady beat and sing along the first phrase of the song. “Five fat turkeys are we.”
• The teacher will continue to the second phrase of the song and students will sing along while keeping a steady beat “We slept all night in a tree.”
• Continue to the third phrase “When the cook came a-round, we could-n’t be found.”
• Continue to the last phrase “So that’s why where here you see.”
• Teacher will ask for five students to volunteer and form an inner circle.
• The students in the outer circle will march in place keeping a steady beat.
• The five students in the inner circle will also march in place and will sing the song adding movement.
• Teacher will explain to the inner circle to raise a hand and show how many fingers coincide with the number of turkeys in the song. At the second phrase students will put hands together to the side of their face and rest their head to coincide with the turkeys sleeping. At the third phrase the students will put a hand to their forehead to pretend they are looking for the turkeys.
• When the songs ends, the teacher will call another five students to the inner circle and will ask the students to begin the song with “Ten” and show 10 fingers. The outer circle continues the steady beat.
• Ask for another set of five to join the circle and begin the song with “Fifteen” and show fifteen fingers. The outer circle continues the steady beat.
• Repeat this with two more groups of five. The outer circle continues with the steady beat.
Closure
• Ask the students what note the steady beat represents.
• Ask the students what was happening when groups of five were added.
Assessment
• Were the students able to keep a steady beat?
• Where the students able to sing along and in tune?
• Where the students able to identify the quarter note in the steady beat?
• Where the students able to multiply by five and identify that it was multiplication?
Music 373
Lesson Plan #1
Activity: Children’s Song “Five Fat Turkeys”
Grade Level: 3rd Grade
Concepts
• Music: Rhythm - Steady beat and quarter note
• Non-Music: Math – Multiplication
Skills
• Music: Singing
• Non-Music: Counting in 5’s
Objectives
The students will be able to:
• clap to steady beat and add movement to the song
• sing the song the song in tune
• multiply by five
Materials
• Music Book
Procedure
• Teacher greets class and has them form a big circle.
• Teacher explains to class that they will be singing a song that relates to Thanksgiving since it is right around the corner.
• Teacher will sing the entire song one time.
• Teacher will ask students to keep a steady beat while singing the song again.
• Teacher will ask students to continue the steady beat and sing along the first phrase of the song. “Five fat turkeys are we.”
• The teacher will continue to the second phrase of the song and students will sing along while keeping a steady beat “We slept all night in a tree.”
• Continue to the third phrase “When the cook came a-round, we could-n’t be found.”
• Continue to the last phrase “So that’s why where here you see.”
• Teacher will ask for five students to volunteer and form an inner circle.
• The students in the outer circle will march in place keeping a steady beat.
• The five students in the inner circle will also march in place and will sing the song adding movement.
• Teacher will explain to the inner circle to raise a hand and show how many fingers coincide with the number of turkeys in the song. At the second phrase students will put hands together to the side of their face and rest their head to coincide with the turkeys sleeping. At the third phrase the students will put a hand to their forehead to pretend they are looking for the turkeys.
• When the songs ends, the teacher will call another five students to the inner circle and will ask the students to begin the song with “Ten” and show 10 fingers. The outer circle continues the steady beat.
• Ask for another set of five to join the circle and begin the song with “Fifteen” and show fifteen fingers. The outer circle continues the steady beat.
• Repeat this with two more groups of five. The outer circle continues with the steady beat.
Closure
• Ask the students what note the steady beat represents.
• Ask the students what was happening when groups of five were added.
Assessment
• Were the students able to keep a steady beat?
• Where the students able to sing along and in tune?
• Where the students able to identify the quarter note in the steady beat?
• Where the students able to multiply by five and identify that it was multiplication?
Monday, September 14, 2009
Assignment # 3
1.What are long- and short- term goals? Please give an example for each.
Long-term goals are designed to the assist the the teacher in clearly specifying what is ultimately to be achieved in a learning environment.
An example of this would be to teach students to develop an appreciation of jazz.
Short-term goals are related to long-term goals but are generally attained within a specified time frame. Short-term goals often indicate what needs to be accomplished in a particular week or lesson.
An example of this would be to teach students the first basic musical notes to playing a recorder within a week's lesson plan.
2.What is music concept about? Please list six musical concepts mentioned in the textbook.
A music concept is "a collection of experiences or ideas that are grouped together based on some common properties. The six music concepts are as follows:
1.Rhythm
2.Melody
3.Texture
4.Dynamics
5.Tone color or timbre
6.Form
3.What is musical skill? (The things you do when you are engaged in musical activities). Please give three examples.
Three things that I do when engaged in music is concentration, I have to concentrate on hearing the number of beats in a rhythm to know what notes are being played. Memorization is another skill I use when we are learning a new song or beat and I have to repeat it. Another skill would be how to interact in a team efficiently by working with others by acting out the instruction in songs that require a group effort.
4.What is the possible sequence of writing a lesson plan (p.27).
Describe the Activity
What Grade level
Concept to teach
Materials needed
Objectives of lesson
Procedures
Closure
Assessing students and myself
5.List the 9 national standards in music education (p. 26)
1. Singing, alone and with others, a varied repertoire of music
2. Performing on instruments, alone and with others, a varied repertoire or music
3. Improving melodies, variations and accompaniments
4. Composing and arranging music within specified guidelines
5. Reading and notating music
6. Listening to, analyzing and describing music
7. Evaluating music and musical performances
8. Understanding relationships between music, the other arts, and disciplines outside the arts
9. Understanding music in relation to history and culture
6.Music is important in a child’s education because . . . (why do we need music? What is the purpose of music?)
Music is important in a child's education because it can be used in many forms in the classroom that are not intimidating and can be enjoyable. Children can learn organization, how to follow directions,learn social skills within a Music lesson plan. Music is a good way to teach children culture by introducing them to music from other countries and customs. Music can also be used as a motivator or a closing component in a lesson. Music can be therapeutic to the soul and mind. What life be without music?
Long-term goals are designed to the assist the the teacher in clearly specifying what is ultimately to be achieved in a learning environment.
An example of this would be to teach students to develop an appreciation of jazz.
Short-term goals are related to long-term goals but are generally attained within a specified time frame. Short-term goals often indicate what needs to be accomplished in a particular week or lesson.
An example of this would be to teach students the first basic musical notes to playing a recorder within a week's lesson plan.
2.What is music concept about? Please list six musical concepts mentioned in the textbook.
A music concept is "a collection of experiences or ideas that are grouped together based on some common properties. The six music concepts are as follows:
1.Rhythm
2.Melody
3.Texture
4.Dynamics
5.Tone color or timbre
6.Form
3.What is musical skill? (The things you do when you are engaged in musical activities). Please give three examples.
Three things that I do when engaged in music is concentration, I have to concentrate on hearing the number of beats in a rhythm to know what notes are being played. Memorization is another skill I use when we are learning a new song or beat and I have to repeat it. Another skill would be how to interact in a team efficiently by working with others by acting out the instruction in songs that require a group effort.
4.What is the possible sequence of writing a lesson plan (p.27).
Describe the Activity
What Grade level
Concept to teach
Materials needed
Objectives of lesson
Procedures
Closure
Assessing students and myself
5.List the 9 national standards in music education (p. 26)
1. Singing, alone and with others, a varied repertoire of music
2. Performing on instruments, alone and with others, a varied repertoire or music
3. Improving melodies, variations and accompaniments
4. Composing and arranging music within specified guidelines
5. Reading and notating music
6. Listening to, analyzing and describing music
7. Evaluating music and musical performances
8. Understanding relationships between music, the other arts, and disciplines outside the arts
9. Understanding music in relation to history and culture
6.Music is important in a child’s education because . . . (why do we need music? What is the purpose of music?)
Music is important in a child's education because it can be used in many forms in the classroom that are not intimidating and can be enjoyable. Children can learn organization, how to follow directions,learn social skills within a Music lesson plan. Music is a good way to teach children culture by introducing them to music from other countries and customs. Music can also be used as a motivator or a closing component in a lesson. Music can be therapeutic to the soul and mind. What life be without music?
Monday, August 31, 2009
Assignment #2 - EP
1. What is psychomotor learning?
Psychomotor learning, is learning involving mental processes that control muscular activity. A musical example would be for students to follow a beat and indicate changes in tempo through clapping or marching.
2. What is cognitive learning?
Cognitive learning is the acquisition of knowledge. In music, children are asked to learn about such things as elements of music, composers, style periods, and instruments.
A musical example would be to explain to a student that a quarter note receives one beat, a half note two beats, etc. and have the student play out the beats by clapping to fully understand.
3. What is affective learning?
Affective learning concerns itself with a feeling response to music.
A musical example would be for a child to experience the power and feeling of a melody.
4. What is the difference between teacher-centered and child-centered learning? Give a musical example.
The teacher-centered approach features the teacher primarily as a lecturer who presents material to the class by defining and explaining. The child-centered approach to learning actively involves students in the learning process.
A musical example of teacher-centered would be that the teacher talks and explains to the children about a musical concept.
A child-centered example would be for the teacher to tell the students to compose a song on their own and they can choose to march or clap to the beat of the song.
5.Students learn through a combination of their senses. Some learn fast through visual sense, others may learn more quickly through aural senses. What do you think about your learning style? In general, what kind of learner are you? (In which way, you learn faster and better?
I think that I am more of a visual learner. I can read instructions and follow the guidelines to complete a task. However, if I have a visual example with guidelines or can see someone perform a task I need to complete I feel more sure of what I am doing. Having to complete a task without a visual can take me longer than if I did have something to look at.
Psychomotor learning, is learning involving mental processes that control muscular activity. A musical example would be for students to follow a beat and indicate changes in tempo through clapping or marching.
2. What is cognitive learning?
Cognitive learning is the acquisition of knowledge. In music, children are asked to learn about such things as elements of music, composers, style periods, and instruments.
A musical example would be to explain to a student that a quarter note receives one beat, a half note two beats, etc. and have the student play out the beats by clapping to fully understand.
3. What is affective learning?
Affective learning concerns itself with a feeling response to music.
A musical example would be for a child to experience the power and feeling of a melody.
4. What is the difference between teacher-centered and child-centered learning? Give a musical example.
The teacher-centered approach features the teacher primarily as a lecturer who presents material to the class by defining and explaining. The child-centered approach to learning actively involves students in the learning process.
A musical example of teacher-centered would be that the teacher talks and explains to the children about a musical concept.
A child-centered example would be for the teacher to tell the students to compose a song on their own and they can choose to march or clap to the beat of the song.
5.Students learn through a combination of their senses. Some learn fast through visual sense, others may learn more quickly through aural senses. What do you think about your learning style? In general, what kind of learner are you? (In which way, you learn faster and better?
I think that I am more of a visual learner. I can read instructions and follow the guidelines to complete a task. However, if I have a visual example with guidelines or can see someone perform a task I need to complete I feel more sure of what I am doing. Having to complete a task without a visual can take me longer than if I did have something to look at.
Thursday, August 27, 2009
Personal Introduction
My Name is Edith Pacheco, and I am a non-traditional student at NIU. I am a single mom raising a fourteen year old boy. I have worked in the Hospitality industry for over ten years in the area of Human Resources. I decided it was time for a change therefore, I left my full time employment to become a full time student and pursue a teaching degree.
I do not have any prior musical experience other than singing in the car (not much of a shower singer) and when I clean my house. I put on quite a performance when I do deep cleaning. I enjoy listening to music and can pretty much appreciate all types (almost all) of music. I find that I turn to music to help me concentrate when I am working on an assignment or project. Music is very important in my life, I listen to different types of music to clean, to concentrate and block other distractions, to think, to workout and sometimes even to sleep.
I think that it is important to expose children to music because it can create a positive and upbeat environment. Music is soothing and can be motivational. It can also be used as a way to tell a story or express emotion.
I do not have any prior musical experience other than singing in the car (not much of a shower singer) and when I clean my house. I put on quite a performance when I do deep cleaning. I enjoy listening to music and can pretty much appreciate all types (almost all) of music. I find that I turn to music to help me concentrate when I am working on an assignment or project. Music is very important in my life, I listen to different types of music to clean, to concentrate and block other distractions, to think, to workout and sometimes even to sleep.
I think that it is important to expose children to music because it can create a positive and upbeat environment. Music is soothing and can be motivational. It can also be used as a way to tell a story or express emotion.
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