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.
Monday, October 26, 2009
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?
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