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.
Sunday, October 25, 2009
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.
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