1.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).
Teachers can have students sing songs that force them to move such as "The Hokey Pokey". When students have learned the songs well enough then it is suggested to incorporate the movements for the dances.
2. What does locomotor skill means? What is non-locomotor skill?
Locomotor skills means to move from one place to another, while nonlocomotor skills means to move within a stationary position.
3. List the four stages in developing children’s body awareness.
movement as an expression of problem solving
movement as an expression of imagery
movement with no external beat
movement to a beat with a sense of timing.
4. What are the musical concepts that can be taught through movement activities?
The beat/meter, fast, slow, getting faster, getting slower, accents, dynamics, rhythm patterns and melodic contour are all musical concepts that can be taught through movement activities.
5. Choose one concept and summarize the lesson provided in the textbook telling how this particular musical concept is taught through the movement activity.
To get students to learn accents, the book suggest to ask students to make tight fists, then open their hands suddenly as they hear accents. Then have them stand and relax their bodies, with arms hanging loosely at the sides, and tighten their muscles for the accents.
Saturday, November 28, 2009
Journal #3
What did you learn?
During this time we were engaged in learning how to incorporate different musical instruments to teach not only music but different classes as well.
• Why is it important for you to learn those concepts/skills
These skills were learned by performing a story. We were required to perform a story and use trash materials to accompany the story. The trash materials were turned into musical instruments after we used a little imagination.
• Why is it important for children at that age level to learn those concepts/skills?
If children learn at an early age that there is not just one way to get something done then they will always look for an alternative route if the first way doesnt work.
• Problems or difficulties encountered in this week.
No problems during this period.
During this time we were engaged in learning how to incorporate different musical instruments to teach not only music but different classes as well.
• Why is it important for you to learn those concepts/skills
These skills were learned by performing a story. We were required to perform a story and use trash materials to accompany the story. The trash materials were turned into musical instruments after we used a little imagination.
• Why is it important for children at that age level to learn those concepts/skills?
If children learn at an early age that there is not just one way to get something done then they will always look for an alternative route if the first way doesnt work.
• Problems or difficulties encountered in this week.
No problems during this period.
Assignment # 8
1.Classroom instruments function in a variety of ways. Please list some instruments that play
(1)Melodic instruments—A melodic instrument is any instrument that can produce a melody. List melodic instruments:Piano, Keyboard, recorder, step bells.
(2)Harmonic instruments—A harmonic instrument can play harmony or drones as accompaniments to songs. List harmonic instruments: autoharp, omnichord, guitar.
(3) Rhythmic instruments (percussion instruments)—Rhythmic instruments can play the rhythm to songs. They are divided into woods, metals, and skins.
List rhythmic instruments: rhythmic sticks, claves, tambourine, hand drum, congo drum.
2.What musical concepts could students gain through playing instruments? Students have the chance to learn steady beat, dynamics, musical form, pitch, and melody through playing different instruments.
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.
I would pick a a story using the "Five Little Pumpkins" and use music and text to determine rhythmic accompaniment and pitch relationships.
(1)Melodic instruments—A melodic instrument is any instrument that can produce a melody. List melodic instruments:Piano, Keyboard, recorder, step bells.
(2)Harmonic instruments—A harmonic instrument can play harmony or drones as accompaniments to songs. List harmonic instruments: autoharp, omnichord, guitar.
(3) Rhythmic instruments (percussion instruments)—Rhythmic instruments can play the rhythm to songs. They are divided into woods, metals, and skins.
List rhythmic instruments: rhythmic sticks, claves, tambourine, hand drum, congo drum.
2.What musical concepts could students gain through playing instruments? Students have the chance to learn steady beat, dynamics, musical form, pitch, and melody through playing different instruments.
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.
I would pick a a story using the "Five Little Pumpkins" and use music and text to determine rhythmic accompaniment and pitch relationships.
Assignment # 5
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. At this age level voices are small and light, children are generally unable to sing in tune, and singing range is D-A for most; D-D for some.
(1c)song interests: Their song interest is ussually songs that tell a story.
(2a)Early primary(Ages 6 to 7),
(2b)their Vocal characteristics and abilities Song interests. Once they are at this age level 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, and range expands from five to six consecutive pitches (D-B) to a full octave (D-D)
(2c)song interests: At age six and seven, children enjoy songs about animals, community, friends, action, and pretending.
(3a)Intermediate (Ages 8 to 9),
(3b)their Vocal characteristics and abilities Song interests. Most children can sing a song in tune, girls' voices continue to be very light and thin, while boys voices begin to develop the rich resonance of the mature boy soprano-alto voice, some children are capable of singing melodies or parts from music notation.
(3c)song interests: At these ages children enjoy songs about early America (Native Americans, Pilgrims), transportation, geography, and the circus.
(4a)Upper elementary(Ages 10 to 11),
(4b)their Vocal characteristics and abilities Song interests. At this age there tend to be 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, and many children tend to imitate the quality and style of pop singers.
(4c)song interests: Children enjoy songs related to adventure, work, transportation, history, and feelings such as happiness, sadness, and love.
2.List and explain the techniques for teaching children to sing
head voice; strengthen the concept of different "voices"
singing in tune; have students imitate or match the pitches during sipping air as if through a soda straw and release it with a hissing sound.
developing good tone quality; using chants that children have already learned to help match the tone.
(1a)Preschool/Kindergarten (Ages 4 to 5),
(1b)their Vocal characteristics and abilities Song interests. At this age level voices are small and light, children are generally unable to sing in tune, and singing range is D-A for most; D-D for some.
(1c)song interests: Their song interest is ussually songs that tell a story.
(2a)Early primary(Ages 6 to 7),
(2b)their Vocal characteristics and abilities Song interests. Once they are at this age level 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, and range expands from five to six consecutive pitches (D-B) to a full octave (D-D)
(2c)song interests: At age six and seven, children enjoy songs about animals, community, friends, action, and pretending.
(3a)Intermediate (Ages 8 to 9),
(3b)their Vocal characteristics and abilities Song interests. Most children can sing a song in tune, girls' voices continue to be very light and thin, while boys voices begin to develop the rich resonance of the mature boy soprano-alto voice, some children are capable of singing melodies or parts from music notation.
(3c)song interests: At these ages children enjoy songs about early America (Native Americans, Pilgrims), transportation, geography, and the circus.
(4a)Upper elementary(Ages 10 to 11),
(4b)their Vocal characteristics and abilities Song interests. At this age there tend to be 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, and many children tend to imitate the quality and style of pop singers.
(4c)song interests: Children enjoy songs related to adventure, work, transportation, history, and feelings such as happiness, sadness, and love.
2.List and explain the techniques for teaching children to sing
head voice; strengthen the concept of different "voices"
singing in tune; have students imitate or match the pitches during sipping air as if through a soda straw and release it with a hissing sound.
developing good tone quality; using chants that children have already learned to help match the tone.
Sunday, November 22, 2009
Journal #4
What did you learn?
These last few weeks I have learned such definitions as binary form, dynamic. I learned new instruments as well as a butterfly song and a dance to go along with it. We have also been learning different songs and dances that go along with other cultures.
• How did you learn those concepts/skills?
Most of these concepts were learned through games and hands on activities. When I learned to play an instrument Dr. Wang put it in my hands and showed me how to play correctly. When learning definitions we weren't just given the terms and told to memorize them, but instead we listened to songs and were told to identify the different terms in the song. We even incorporated a game were the class was split into two teams told to circle up and given a ball. The ball was to be passed around the circle until something dramatic changed which caused the class to change direction of the ball being passed.
• Why is it important for you to learn those concepts/skills
Personally I dont feel any need to learn these concepts we have been learning lately unless I find myself teaching a music class.
• Why is it important for children at that age level to learn those concepts/skills
If children were to learn these skills at their specific age level it would be better as to just widen their knowledge base.
• Problems or difficulties encountered in this week.
The most problems I encountered this week was keeping up. We are at the end of the semester and I have began to lag a little bit. These last few weeks I will work diligently to stay on task and learn the needed materials. I also have been learning the piano. This has given me a challenge because it is a new instrument and I generally know nothing about it.
For my culture project I would like to do jamaican music. I am into reggae and would really enjoy digging deeper into the culture and learning more about it.
These last few weeks I have learned such definitions as binary form, dynamic. I learned new instruments as well as a butterfly song and a dance to go along with it. We have also been learning different songs and dances that go along with other cultures.
• How did you learn those concepts/skills?
Most of these concepts were learned through games and hands on activities. When I learned to play an instrument Dr. Wang put it in my hands and showed me how to play correctly. When learning definitions we weren't just given the terms and told to memorize them, but instead we listened to songs and were told to identify the different terms in the song. We even incorporated a game were the class was split into two teams told to circle up and given a ball. The ball was to be passed around the circle until something dramatic changed which caused the class to change direction of the ball being passed.
• Why is it important for you to learn those concepts/skills
Personally I dont feel any need to learn these concepts we have been learning lately unless I find myself teaching a music class.
• Why is it important for children at that age level to learn those concepts/skills
If children were to learn these skills at their specific age level it would be better as to just widen their knowledge base.
• Problems or difficulties encountered in this week.
The most problems I encountered this week was keeping up. We are at the end of the semester and I have began to lag a little bit. These last few weeks I will work diligently to stay on task and learn the needed materials. I also have been learning the piano. This has given me a challenge because it is a new instrument and I generally know nothing about it.
For my culture project I would like to do jamaican music. I am into reggae and would really enjoy digging deeper into the culture and learning more about it.
Monday, October 26, 2009
Journal #2
What did you learn?
This week I learned how to create music and play the recorder. I learned how to position your hands on the recorder and play music. I also learned how to actually read music. This was my favorite part being that I was in the band for four years but never knew how to read the music. I know which notes get how many beats and which notes sound different.
How did you learn those concepts/skills?
These concepts were learned with much practice as well as much help from classmates, proffesor Wang, and Mrs. Linda.
Why is it important for you to learn those concepts/skills?
This was important to me because I never knew how to read music before. Now that I am able to I may expand my musical knowledge deeper.
Problems or difficulties encountered in this week.
I had so many difficulties with the recorder as well as just grabbing the concepts, but with much help I was able to conquer these difficulties.
This week I learned how to create music and play the recorder. I learned how to position your hands on the recorder and play music. I also learned how to actually read music. This was my favorite part being that I was in the band for four years but never knew how to read the music. I know which notes get how many beats and which notes sound different.
How did you learn those concepts/skills?
These concepts were learned with much practice as well as much help from classmates, proffesor Wang, and Mrs. Linda.
Why is it important for you to learn those concepts/skills?
This was important to me because I never knew how to read music before. Now that I am able to I may expand my musical knowledge deeper.
Problems or difficulties encountered in this week.
I had so many difficulties with the recorder as well as just grabbing the concepts, but with much help I was able to conquer these difficulties.
Journal #1
What did you learn?
During the first few weeks of school I really learned the basics to music. I learned the difference of rhythm and steady beat. I then was taught how to keep a steady beat and read sheet music.
How did you learn those concepts/skills?
These concepts and skills were learned from a vary of ways. One day we would just look at how things were supposed to be the next day we would take time to actually do the activity. We had to incorporate our own ways of learning, by creating dances and movements that could help us to remember the concepts. After all of that we would take another day out of class and discuss to make sure we truly understood what was supposed to be learned.
Why is it important for you to learn those concepts/skills?
These are the basic skills in all music whether creating or just listening for recreation; everyone should know these skills when it applies to music.
Why is it important for children at that age level to learn those concepts/skills.
At this age children are really active and their brains are like sponges. Once they are taught these concepts they can do other things very efficiently.
Problems or difficulties encountered in this week.
I did not face too many problems this week. The only concept that gave me the most problems is identifying the difference between rhythm and steady beat.
During the first few weeks of school I really learned the basics to music. I learned the difference of rhythm and steady beat. I then was taught how to keep a steady beat and read sheet music.
How did you learn those concepts/skills?
These concepts and skills were learned from a vary of ways. One day we would just look at how things were supposed to be the next day we would take time to actually do the activity. We had to incorporate our own ways of learning, by creating dances and movements that could help us to remember the concepts. After all of that we would take another day out of class and discuss to make sure we truly understood what was supposed to be learned.
Why is it important for you to learn those concepts/skills?
These are the basic skills in all music whether creating or just listening for recreation; everyone should know these skills when it applies to music.
Why is it important for children at that age level to learn those concepts/skills.
At this age children are really active and their brains are like sponges. Once they are taught these concepts they can do other things very efficiently.
Problems or difficulties encountered in this week.
I did not face too many problems this week. The only concept that gave me the most problems is identifying the difference between rhythm and steady beat.
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?
Just by listening to music you can't become smarter, but the way you perceive it can. The research says when you listen to music and find the rhythmic pattern it helps you understand the concept of the different sounds that form words. According to the author engaging in music strengthens your brain. I agree because when I listen to music I get a certain feeling that I don't get any where else.
2.The author suggests four types of findings to support the belief that music has strong biological roots? What are they?
The four types of findings to support the belief that music has strong biological roots are that animals would have fundamental abilities in music, biological behaviors are universal, they are often revealed early in life before cultural factors influence and change behavior, and we might expect the human brain to be organized to process musical activities.
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?
Playing music helps synapses grow because learning and performing music actually exercises the brain. The cerebral cortex is active and the brains capacity is increasing its strength.
4.Does music help improve reading comprehension? What does the author say about it? What is your opinion?
Music does help improve reading comprehension. allowing students to listen to music and recognize the different pitches and sounds they are able to distinguish the pitch of different words. I don't agree with this however. Unlike the last question I have never felt like I can read better with music. I have to almost have complete silence while reading.
5.What is the most interesting fact you learn from this article?
The most interesting fact I learned is that music makes us smarter. I knew this, but I never took time to think about it and how it works.
Just by listening to music you can't become smarter, but the way you perceive it can. The research says when you listen to music and find the rhythmic pattern it helps you understand the concept of the different sounds that form words. According to the author engaging in music strengthens your brain. I agree because when I listen to music I get a certain feeling that I don't get any where else.
2.The author suggests four types of findings to support the belief that music has strong biological roots? What are they?
The four types of findings to support the belief that music has strong biological roots are that animals would have fundamental abilities in music, biological behaviors are universal, they are often revealed early in life before cultural factors influence and change behavior, and we might expect the human brain to be organized to process musical activities.
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?
Playing music helps synapses grow because learning and performing music actually exercises the brain. The cerebral cortex is active and the brains capacity is increasing its strength.
4.Does music help improve reading comprehension? What does the author say about it? What is your opinion?
Music does help improve reading comprehension. allowing students to listen to music and recognize the different pitches and sounds they are able to distinguish the pitch of different words. I don't agree with this however. Unlike the last question I have never felt like I can read better with music. I have to almost have complete silence while reading.
5.What is the most interesting fact you learn from this article?
The most interesting fact I learned is that music makes us smarter. I knew this, but I never took time to think about it and how it works.
Lesson Plan/Final Lesson Plan
Steven Agee
MUSC 373
Lesson Plan #1
Activity: Children’s Song, “Wheels on the Bus”
Grade Level: Kindergarten
National Standard(s)
· Singing, alone and with others, a varied repertoire of music
· Understanding relationships between music, the other arts, and disciplines outside the arts
Concept
Music Concept
· Rhythm
Non-music Concept
· Social skills
· Memory
Skills
Music Skills
· Clapping
· Singing
Non-Music Skills
· Learning what noises are made by certain objects
· Moving
Objectives
Students will:
· Move parts of the body along with the song
· Sing in tune and with beat
· Know what sounds are made by certain objects and people
Materials
· Sheet music
Procedure
· Get class settled.
· Sing the song once all the way through.
· Ask students have they ever heard this song before.
· Ask those who know it to sing along with me.
· Have students tap steady beat as I sing the song slowly.
· Sing first verse then have students repeat verse and keep steady beat.
· Sing second verse then ask students what the wipers do.
· Have students to make a motion for what the wipers do.
· Have students sing second verse while doing the motion when its time.
· Repeat all the way through song.
· Sing the song entirely through with motions
Closure
· Ask the students to identify what each part of the song did.
· Sing the song as a class asking the students to try a new motion as the different parts of the song come up.
Assessment
· How did the students choose to sing the song?
· How did the students handle singing the song while doing the motion?
· Did the students remember what was done the verse before?
MUSC 373
Lesson Plan #1
Activity: Children’s Song, “Wheels on the Bus”
Grade Level: Kindergarten
National Standard(s)
· Singing, alone and with others, a varied repertoire of music
· Understanding relationships between music, the other arts, and disciplines outside the arts
Concept
Music Concept
· Rhythm
Non-music Concept
· Social skills
· Memory
Skills
Music Skills
· Clapping
· Singing
Non-Music Skills
· Learning what noises are made by certain objects
· Moving
Objectives
Students will:
· Move parts of the body along with the song
· Sing in tune and with beat
· Know what sounds are made by certain objects and people
Materials
· Sheet music
Procedure
· Get class settled.
· Sing the song once all the way through.
· Ask students have they ever heard this song before.
· Ask those who know it to sing along with me.
· Have students tap steady beat as I sing the song slowly.
· Sing first verse then have students repeat verse and keep steady beat.
· Sing second verse then ask students what the wipers do.
· Have students to make a motion for what the wipers do.
· Have students sing second verse while doing the motion when its time.
· Repeat all the way through song.
· Sing the song entirely through with motions
Closure
· Ask the students to identify what each part of the song did.
· Sing the song as a class asking the students to try a new motion as the different parts of the song come up.
Assessment
· How did the students choose to sing the song?
· How did the students handle singing the song while doing the motion?
· Did the students remember what was done the verse before?
Monday, September 14, 2009
Blog #3
1.What are long and short term goals? Please give an example for each.
Long-term goals are designed to assist the teacher in clearly specifying what is ultimately to be achieved in a learning environment. An example of a long-term goal could be how a person wants to lose a specific amount of weight. A short-term goal is something that needs to be accomplished in a particular week or lesson. An example may be when someone has a paper due within the week and it needs to be finished as soon as possible.
2. What is a musical concept? Please list six musical concepts mentioned in the textbook.
A musical concept is when a teacher plans to focus on one particular subject such as musical notes or tones. Rhythm, melody, texture, dynamics, tone color, timber, and form.
3. What is musical skill? Please give examples.
A musical skill is the specific point in music that someone is good at and can be developed. An example could be a person's ability to sing.
4. What is the possible sequence of writing a lesson plan?
In preparing a lesson plan the teacher needs to do this early. The teacher should start with a warm-up, then introduce a new musical concept to the students, then have the students use this new concept, and then review.
5. List the 9 national standards in music education?
1. Singing alone and with others.
2. Performing on instruments, alones and with others.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specific 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 discipline outside the arts.
9. Understanding music in relations 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 gives the child a new way of learning as well as gives them something exciting to do while in class. Its a way to express their creativity in which they cannot do in all their classes.
Long-term goals are designed to assist the teacher in clearly specifying what is ultimately to be achieved in a learning environment. An example of a long-term goal could be how a person wants to lose a specific amount of weight. A short-term goal is something that needs to be accomplished in a particular week or lesson. An example may be when someone has a paper due within the week and it needs to be finished as soon as possible.
2. What is a musical concept? Please list six musical concepts mentioned in the textbook.
A musical concept is when a teacher plans to focus on one particular subject such as musical notes or tones. Rhythm, melody, texture, dynamics, tone color, timber, and form.
3. What is musical skill? Please give examples.
A musical skill is the specific point in music that someone is good at and can be developed. An example could be a person's ability to sing.
4. What is the possible sequence of writing a lesson plan?
In preparing a lesson plan the teacher needs to do this early. The teacher should start with a warm-up, then introduce a new musical concept to the students, then have the students use this new concept, and then review.
5. List the 9 national standards in music education?
1. Singing alone and with others.
2. Performing on instruments, alones and with others.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specific 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 discipline outside the arts.
9. Understanding music in relations 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 gives the child a new way of learning as well as gives them something exciting to do while in class. Its a way to express their creativity in which they cannot do in all their classes.
Wednesday, September 2, 2009
Assignment #2
1. What is psychomotor learning?
Psychomotor learning is learning involving mental processes that control muscular activity.
An example of psychomotor learning could be when a child uses their hands as drums to keep a steady beat.
2. What is cognitive learning?
Cognitive learning deals with the acquisition of knowledge.
An example can be when the teacher shows the child what each musical note means and how to draw them.
3. What is affective learning?
Affective learning is associated with a feeling response to music.
An example can come from how scientist say that children are affected by certain kinds of music such as; rap, country, and so forth.
4. What is the difference between teacher-centered and child-centered learning? Give a musical example.
Teacher-centered is when the teacher is a lecturer who presents material to the class by defining and explaining.
For example, the teacher stands in front of the class doing a beat and the child is supposed to follow suit.
Child-centered learning actively involves the students in the learning process. The students try to solve a problem that is given by their teacher.
For example, the teacher would just say make a beat and the child is to create their own beat based on how they think it should sound.
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 feel as if I am a visual learner. If I can see something done then I will process it more quickly. I also have a slight photographic memory allowing me to remember things that I have seen very well. I believe this is the reason in which I love math so much.
Psychomotor learning is learning involving mental processes that control muscular activity.
An example of psychomotor learning could be when a child uses their hands as drums to keep a steady beat.
2. What is cognitive learning?
Cognitive learning deals with the acquisition of knowledge.
An example can be when the teacher shows the child what each musical note means and how to draw them.
3. What is affective learning?
Affective learning is associated with a feeling response to music.
An example can come from how scientist say that children are affected by certain kinds of music such as; rap, country, and so forth.
4. What is the difference between teacher-centered and child-centered learning? Give a musical example.
Teacher-centered is when the teacher is a lecturer who presents material to the class by defining and explaining.
For example, the teacher stands in front of the class doing a beat and the child is supposed to follow suit.
Child-centered learning actively involves the students in the learning process. The students try to solve a problem that is given by their teacher.
For example, the teacher would just say make a beat and the child is to create their own beat based on how they think it should sound.
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 feel as if I am a visual learner. If I can see something done then I will process it more quickly. I also have a slight photographic memory allowing me to remember things that I have seen very well. I believe this is the reason in which I love math so much.
Friday, August 28, 2009
Blog #1
Who am I?
Steven Agee of Chicago, Illinois. I am starting my third year here at NIU. I am heavily involved on campus from being the President of my fraternity to being a TA for the UNIV 101 class. My ultimate goal is to become a 7th grade math teacher.
Any musical background?
I have a slight musical background. I used to play trumpet from 6th through 8th grade. I was not able to read music but i could here how it went and play the music back. Someone once told me that was a skill, but I didn't think anything of it.
Is music important to me?
All in all I love just listening to music. Music can make you happy, pump you up, make you cry, just pretty much anything. Music is very important to me considering we use it everyday of our lives in some way or another.
Are musical activities beneficial to children?
Yes, musical activities can benefit children by helping improve memory and giving the child a way to learn how to memorize ideas. Once they realize when something is fun or if it rhymes it is easier to remember then musical activities are beneficial.
Steven Agee of Chicago, Illinois. I am starting my third year here at NIU. I am heavily involved on campus from being the President of my fraternity to being a TA for the UNIV 101 class. My ultimate goal is to become a 7th grade math teacher.
Any musical background?
I have a slight musical background. I used to play trumpet from 6th through 8th grade. I was not able to read music but i could here how it went and play the music back. Someone once told me that was a skill, but I didn't think anything of it.
Is music important to me?
All in all I love just listening to music. Music can make you happy, pump you up, make you cry, just pretty much anything. Music is very important to me considering we use it everyday of our lives in some way or another.
Are musical activities beneficial to children?
Yes, musical activities can benefit children by helping improve memory and giving the child a way to learn how to memorize ideas. Once they realize when something is fun or if it rhymes it is easier to remember then musical activities are beneficial.
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