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.
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