Tuesday, December 8, 2009
Journal #5
Journal #5 (8/24-12/4)
In this class, we learned about rhythm, meter, the different types of notes by name and value, half step and whole step, the C and G major scale, solfa, hand signs for solfa, rhythmic duration syllables, the fingerings for C, D, E , F, G, A, B, C’, and D’ on the recorder, melodic icons, teaching a lesson plan, the meaning of a sharp and flat, wrote our own song for the recorder, instruments that produce melody, harmony, and rhythm, how to do an activity with using instruments, incorporating music into stories, listening to music, movement in music, binary form, rondo form, and notes that are followed by a dot. Rhythm is the steady beat in a song. There is a combination of long, short, and silent sounds in rhythm. The top number in meter tells how many beats in a measure. The bottom number in meter tells what note gets the beat. For example, in 2/4 there are 2 beats in a measure and the quarter note gets the beat. Notes can be described by the value of the note such as a half note and by the letter that corresponds to the note such as C. A half step is from one note to another note that is the closest note higher or lower than it, such as E to F. A whole step is notes that has a half step in between it, such as C to D. The C major scale starts on C and goes to C’. G major scale starts on G and goes to G’. Solfa is the tones: do, re, me, fa, so, la, ti, do. Rhythmic duration syllables give a syllable to each beat in a note, such as a half note being ta-ah. Melodic icons are pictures that are drawn for the words of the song and the size of the images are based on the value of the note and the height is based on the pitch. We taught a singing lesson plan to the class. A sharp is a raise of a half step. A flat is a drop of a half step. Some instruments that produce melody are piano, tone chimes, and recorder. Instruments that produce harmony are autoharp, Q-chord, and guitar. Some instruments that produce rhythm are rhythm sticks, cymbals, and bongo drums. Binary form has two sections to it, an A secation-chorus and a B section-verse. Rondo form has more than two sections, for example ABACA and the A section is the theme. A dotted note takes half of that value of that note to make it longer.
We learned these concepts by using them in songs, singing, drawings on the board, playing the recorder, being the teacher, writing out music, making activities with instruments, playing different instruments, listening to music, moving to the notes that were being played, and moving to music. We clapped the rhythm to songs and sang songs. The different types of notes was discussed and explained by using the example that a whole note was a whole piece of bread and that the other notes are formed by breaking down/in half the whole note. I learned to sing with the rhythm by repeating the songs over and over. We learned to read music. We learned hand signs for each tone in solfa. We played songs on the recorder. We made up our own song. We played different instruments while telling a story with music in it. We passed a ball around a circle and changed the direction when the tempo/pitch changed.
It is important for me to learn all of these concepts because I know the basics of music. With all of this knowledge, I would be better able to teach music to elementary school students. My learning the basics betters my understanding of music and why it is important. Also, I know why it is important to teach elementary school students music.
It is important for children in elementary school to learn the basics about music because they could be interested in learning more about music. They may want to play an instrument. They might be interested in some way getting more involved in music. As they continue to get older their knowledge of music will expand.
I really liked seeing all of the assignments that I have done because I can see how much I have learned throughout the semester. It is an easier way to remember all that was learned in the class because all I have to do is log on to my blog. By posting on blog, you get to use the internet and it is really nice to use other programs on the computer than only Microsoft Word. I feel that I retain the information better because I do it Microsoft Word and then post it so I see the assignment twice. All the assignments always together and in the same place because if it had to be turned in the papers could be all over the place, but blog keeps it in one place and it will always be on blog.
Other students could go and look at work and possibly copy it. Posting on blog could sometimes be problem and may not work. It sometimes could take a long time to post on blog and it creates stress for us. The feedback just does not seem the same than it does when you get a paper back with the feedback on it. You have to remember to post the assignment on blog because sometimes you do the assignment on Microsoft Word and if you do not post it right away, you might forget, and get a zero for the assignment.
I really liked posting on blog because I like to see my progression in class. I think that it works well in many ways, but there still needs to be improvements. It is great to see the assignments because then I can always go and look back at them again and again.
In this class, we learned about rhythm, meter, the different types of notes by name and value, half step and whole step, the C and G major scale, solfa, hand signs for solfa, rhythmic duration syllables, the fingerings for C, D, E , F, G, A, B, C’, and D’ on the recorder, melodic icons, teaching a lesson plan, the meaning of a sharp and flat, wrote our own song for the recorder, instruments that produce melody, harmony, and rhythm, how to do an activity with using instruments, incorporating music into stories, listening to music, movement in music, binary form, rondo form, and notes that are followed by a dot. Rhythm is the steady beat in a song. There is a combination of long, short, and silent sounds in rhythm. The top number in meter tells how many beats in a measure. The bottom number in meter tells what note gets the beat. For example, in 2/4 there are 2 beats in a measure and the quarter note gets the beat. Notes can be described by the value of the note such as a half note and by the letter that corresponds to the note such as C. A half step is from one note to another note that is the closest note higher or lower than it, such as E to F. A whole step is notes that has a half step in between it, such as C to D. The C major scale starts on C and goes to C’. G major scale starts on G and goes to G’. Solfa is the tones: do, re, me, fa, so, la, ti, do. Rhythmic duration syllables give a syllable to each beat in a note, such as a half note being ta-ah. Melodic icons are pictures that are drawn for the words of the song and the size of the images are based on the value of the note and the height is based on the pitch. We taught a singing lesson plan to the class. A sharp is a raise of a half step. A flat is a drop of a half step. Some instruments that produce melody are piano, tone chimes, and recorder. Instruments that produce harmony are autoharp, Q-chord, and guitar. Some instruments that produce rhythm are rhythm sticks, cymbals, and bongo drums. Binary form has two sections to it, an A secation-chorus and a B section-verse. Rondo form has more than two sections, for example ABACA and the A section is the theme. A dotted note takes half of that value of that note to make it longer.
We learned these concepts by using them in songs, singing, drawings on the board, playing the recorder, being the teacher, writing out music, making activities with instruments, playing different instruments, listening to music, moving to the notes that were being played, and moving to music. We clapped the rhythm to songs and sang songs. The different types of notes was discussed and explained by using the example that a whole note was a whole piece of bread and that the other notes are formed by breaking down/in half the whole note. I learned to sing with the rhythm by repeating the songs over and over. We learned to read music. We learned hand signs for each tone in solfa. We played songs on the recorder. We made up our own song. We played different instruments while telling a story with music in it. We passed a ball around a circle and changed the direction when the tempo/pitch changed.
It is important for me to learn all of these concepts because I know the basics of music. With all of this knowledge, I would be better able to teach music to elementary school students. My learning the basics betters my understanding of music and why it is important. Also, I know why it is important to teach elementary school students music.
It is important for children in elementary school to learn the basics about music because they could be interested in learning more about music. They may want to play an instrument. They might be interested in some way getting more involved in music. As they continue to get older their knowledge of music will expand.
I really liked seeing all of the assignments that I have done because I can see how much I have learned throughout the semester. It is an easier way to remember all that was learned in the class because all I have to do is log on to my blog. By posting on blog, you get to use the internet and it is really nice to use other programs on the computer than only Microsoft Word. I feel that I retain the information better because I do it Microsoft Word and then post it so I see the assignment twice. All the assignments always together and in the same place because if it had to be turned in the papers could be all over the place, but blog keeps it in one place and it will always be on blog.
Other students could go and look at work and possibly copy it. Posting on blog could sometimes be problem and may not work. It sometimes could take a long time to post on blog and it creates stress for us. The feedback just does not seem the same than it does when you get a paper back with the feedback on it. You have to remember to post the assignment on blog because sometimes you do the assignment on Microsoft Word and if you do not post it right away, you might forget, and get a zero for the assignment.
I really liked posting on blog because I like to see my progression in class. I think that it works well in many ways, but there still needs to be improvements. It is great to see the assignments because then I can always go and look back at them again and again.
Friday, December 4, 2009
Assignment 10
Title of the article: Self-Esteem A Byproduct of Quality Classroom Music
1. Help children acquire vocabulary, symbolic understanding, a sense of sequence, memory, and auditory training.
2. Emphasize problem-solving skills, offer instruction about social behaviors, display positive guidance techniques, teach self-management strategies, and encourage children’s self-selected interests.
3. They feel competent in moving to music and it helps them to brighten their moods.
4. Select music for preschoolers that will help them feel successful
Include movement activities in the music program
Use children’s names whenever possible
Use musical terms to enhance concept development
Incorporate a variety of music into the classroom
1. Help children acquire vocabulary, symbolic understanding, a sense of sequence, memory, and auditory training.
2. Emphasize problem-solving skills, offer instruction about social behaviors, display positive guidance techniques, teach self-management strategies, and encourage children’s self-selected interests.
3. They feel competent in moving to music and it helps them to brighten their moods.
4. Select music for preschoolers that will help them feel successful
Include movement activities in the music program
Use children’s names whenever possible
Use musical terms to enhance concept development
Incorporate a variety of music into the classroom
Sunday, November 22, 2009
Journal #4
Journal #4 (11/9-11/20)
In this unit, we learned about listening to music, movement in music, rondo form, and notes that are followed by a dot. Rondo form has more than two sections, for example ABACA and the A section is the theme. A dotted note takes half of that value of that note to make it longer, for example a dotted half note is three beats because half of a half note is a quarter note and that is two plus one beat equals three beats.
We learned these concepts by listening to music, moving to the notes that were being played, and moving to music. We passed a ball around a circle and changed the direction when the tempo/pitch changed. We walked to the notes on the wall when that note was played. We learned rondo form by doing different movements for each section of the music.
It is important for me to learn these concepts because it shows me what would keep children interested in the lesson being taught. It helps me to be able to know what to listen for in music. The knowledge of these concepts will better my ability to teach music to students and gives me an understanding of music.
It is important for children in elementary school to learn how to listen to music so that they can the difference in pitches and tempo. It is important that they move to the music because it engages them more in the music. By learning music in the early years of schooling the students will mostly retain the material that they learn.
I am doing Ireland for my culture project.
In this unit, we learned about listening to music, movement in music, rondo form, and notes that are followed by a dot. Rondo form has more than two sections, for example ABACA and the A section is the theme. A dotted note takes half of that value of that note to make it longer, for example a dotted half note is three beats because half of a half note is a quarter note and that is two plus one beat equals three beats.
We learned these concepts by listening to music, moving to the notes that were being played, and moving to music. We passed a ball around a circle and changed the direction when the tempo/pitch changed. We walked to the notes on the wall when that note was played. We learned rondo form by doing different movements for each section of the music.
It is important for me to learn these concepts because it shows me what would keep children interested in the lesson being taught. It helps me to be able to know what to listen for in music. The knowledge of these concepts will better my ability to teach music to students and gives me an understanding of music.
It is important for children in elementary school to learn how to listen to music so that they can the difference in pitches and tempo. It is important that they move to the music because it engages them more in the music. By learning music in the early years of schooling the students will mostly retain the material that they learn.
I am doing Ireland for my culture project.
Monday, November 9, 2009
Assignment 9
1. Pick a song to have the class move to and sing the song.
Have the students form a circle and the students should be facing inward.
Sing the song with music and when it comes to the parts that there are dance movements have them perform the dance movements such as, the part of a song turn yourself around and they should all turn around.
2. Locomotor movement means to move from one place to another.
Non-locomotor means to move within a stationary position.
3. 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. Beat/Meter
Fast, Slow, Getting Faster, Getting Slower
Accents
Dynamics
Rhythm Patterns
Melodic Contour
5. A pendulum is set in motion. The students are singing songs. They are moving to the song. For each beat they are doing a different movement activity. They will sing different songs and move to those songs to learn about different meters.
Have the students form a circle and the students should be facing inward.
Sing the song with music and when it comes to the parts that there are dance movements have them perform the dance movements such as, the part of a song turn yourself around and they should all turn around.
2. Locomotor movement means to move from one place to another.
Non-locomotor means to move within a stationary position.
3. 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. Beat/Meter
Fast, Slow, Getting Faster, Getting Slower
Accents
Dynamics
Rhythm Patterns
Melodic Contour
5. A pendulum is set in motion. The students are singing songs. They are moving to the song. For each beat they are doing a different movement activity. They will sing different songs and move to those songs to learn about different meters.
Sunday, November 8, 2009
Friday, November 6, 2009
Journal #3
Journal #3 (10/19-11/6)
In this unit, we learned the meaning of a sharp, wrote our own song for the recorder, learned the fingerings for low C, D, E, and F, instruments that produce melody, harmony, and rhythm, how to do an activity with using instruments, and incorporating music into stories. A sharp is a raise of a half step. Some instruments that produce melody are piano, tone chimes, and recorder. Instruments that produce harmony are autoharp, Q-chord, and guitar. Some instruments that produce rhythm are rhythm sticks, cymbals, and bongo drums.
We learned these concepts by writing out music, making activities with instruments, playing the recorder, and playing different instruments. We produced our own rhythm and notes to a song. We made up activities that would use instruments and that taught a lesson from a different subject. We learned to play more notes on the recorder and are able to play more songs on the recorder. We played different instruments while telling a story and putting music into the story.
It is important for me that I have learned these concepts because I will be better prepared to teach about music. I can increase the amount of music put into my lesson plans because of all the concepts that I have learned. I feel the best way to teach music is to learn a lot of concepts in music to be able to teach it to the best of my ability to the students.
It is important for children in elementary school to learn these concepts because then they can play music. All of this information will provide them with knowledge on music. By learning these concepts, they might begin to understand why music is so important and why people really enjoy music. Elementary school children will be more interested in music as they get older if they are taught some concepts of music when they are in the lower grades.
In this unit, we learned the meaning of a sharp, wrote our own song for the recorder, learned the fingerings for low C, D, E, and F, instruments that produce melody, harmony, and rhythm, how to do an activity with using instruments, and incorporating music into stories. A sharp is a raise of a half step. Some instruments that produce melody are piano, tone chimes, and recorder. Instruments that produce harmony are autoharp, Q-chord, and guitar. Some instruments that produce rhythm are rhythm sticks, cymbals, and bongo drums.
We learned these concepts by writing out music, making activities with instruments, playing the recorder, and playing different instruments. We produced our own rhythm and notes to a song. We made up activities that would use instruments and that taught a lesson from a different subject. We learned to play more notes on the recorder and are able to play more songs on the recorder. We played different instruments while telling a story and putting music into the story.
It is important for me that I have learned these concepts because I will be better prepared to teach about music. I can increase the amount of music put into my lesson plans because of all the concepts that I have learned. I feel the best way to teach music is to learn a lot of concepts in music to be able to teach it to the best of my ability to the students.
It is important for children in elementary school to learn these concepts because then they can play music. All of this information will provide them with knowledge on music. By learning these concepts, they might begin to understand why music is so important and why people really enjoy music. Elementary school children will be more interested in music as they get older if they are taught some concepts of music when they are in the lower grades.
Monday, November 2, 2009
Assignment 8
1. (1) Melodic instruments—A melodic instrument is any instrument that can produce melody. List melodic instruments: Piano, electronic keyboard, melody bells, step bells, resonator bells, xylophone, glockenspiel, metallophone, handbells, tone chimes, and recorder.
(2) Harmonic instruments—A harmonic instrument can play harmonies or drones as accompaniments to songs. List harmonic instruments: Autoharp, Q-chord, and guitar.
( 3) Rhythmic instruments (percussion instruments)—Rhythmic instruments can play the accompaniments to songs. They are divided into woods, metals, and skins. List rhythmic instruments: Woods-rhythm sticks, claves, woodblock, maracas, sand blocks, and guiro, Metals-cymbals, finger cymbals, triangle, tambourine, jingle bells, and jingle sticks, Skins-hand drum, bongo drums, and conga drum.
2. Rhythm, dynamics, melody, pitch, form, and tone color.
3. Concepts
Musical: Rhythm, dynamics, and pitch
Nonmusical: Poetry
Skills
Musical: Playing instruments
Nonmusical: Rhyming words
Activity
Tell the students the poem. Figure out the lines that the last words rhyme. Then for the lines that rhyme use the same rhythmic instrument. For every set of lines that rhyme use an instrument for each, for example there are eight lines in the poem and lines 1 and 4 rhyme use one instrument, lines 2 and 7 rhyme use another instrument for those lines, lines 3 and 8 rhyme so use a different instrument, and lines 5 and 6 use a different instrument, and in total there should be four different rhythmic instruments for the poem.
(2) Harmonic instruments—A harmonic instrument can play harmonies or drones as accompaniments to songs. List harmonic instruments: Autoharp, Q-chord, and guitar.
( 3) Rhythmic instruments (percussion instruments)—Rhythmic instruments can play the accompaniments to songs. They are divided into woods, metals, and skins. List rhythmic instruments: Woods-rhythm sticks, claves, woodblock, maracas, sand blocks, and guiro, Metals-cymbals, finger cymbals, triangle, tambourine, jingle bells, and jingle sticks, Skins-hand drum, bongo drums, and conga drum.
2. Rhythm, dynamics, melody, pitch, form, and tone color.
3. Concepts
Musical: Rhythm, dynamics, and pitch
Nonmusical: Poetry
Skills
Musical: Playing instruments
Nonmusical: Rhyming words
Activity
Tell the students the poem. Figure out the lines that the last words rhyme. Then for the lines that rhyme use the same rhythmic instrument. For every set of lines that rhyme use an instrument for each, for example there are eight lines in the poem and lines 1 and 4 rhyme use one instrument, lines 2 and 7 rhyme use another instrument for those lines, lines 3 and 8 rhyme so use a different instrument, and lines 5 and 6 use a different instrument, and in total there should be four different rhythmic instruments for the poem.
Sunday, October 25, 2009
Assignment 7
1. There is evidence to support that music makes you smart. Research indicates that groups that had some type of music before a test did better than the group that did not have music. The author suggests that music does have an impact on learning. I think that music impacts learning, but I do not really think that listening to music makes you smarter.
2. First, if music had a strong biological component, then animals would have fundamental abilities in music. Second, biological behaviors are universal. Music also satisfies this criterion. Although its uses may vary across cultures, music is ever-present. Parents and caregivers across cultures best communicate with infants through lullabies and musical baby talk. 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 musical ways. Recent studies have revealed that infants have musical capabilities. 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. The brain’s right hemisphere processes melody, whereas the left hemisphere processes language. The functional architecture of the brain honors music as much as it honors language.
3. The brain is being exercised. The synapses grow stronger through use. By making music, we engage the sensory and perceptual systems, the cognitive system, planning movements, feedback and evaluation of actions, the motivational/hedonic system, and learning memory.
4. Music does improve reading comprehension. The author says, music facilitates reading by improving the sounding-out stage. Pitch discrimination enhances the phonemic stage of learning. I do not know that much about all the topic, but I think that music does improve some of the reading skills and helps to emphasize what is important in reading.
5. Music offers great opportunities for communication and expression, for creativity and group cooperation-plus it’s good for the brain and can enhance learning and intellectual development.
2. First, if music had a strong biological component, then animals would have fundamental abilities in music. Second, biological behaviors are universal. Music also satisfies this criterion. Although its uses may vary across cultures, music is ever-present. Parents and caregivers across cultures best communicate with infants through lullabies and musical baby talk. 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 musical ways. Recent studies have revealed that infants have musical capabilities. 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. The brain’s right hemisphere processes melody, whereas the left hemisphere processes language. The functional architecture of the brain honors music as much as it honors language.
3. The brain is being exercised. The synapses grow stronger through use. By making music, we engage the sensory and perceptual systems, the cognitive system, planning movements, feedback and evaluation of actions, the motivational/hedonic system, and learning memory.
4. Music does improve reading comprehension. The author says, music facilitates reading by improving the sounding-out stage. Pitch discrimination enhances the phonemic stage of learning. I do not know that much about all the topic, but I think that music does improve some of the reading skills and helps to emphasize what is important in reading.
5. Music offers great opportunities for communication and expression, for creativity and group cooperation-plus it’s good for the brain and can enhance learning and intellectual development.
Sunday, October 18, 2009
Final Version of Lesson Plan
Christina Mikucki
MUSC 373
Lesson Plan #1 Final Version
Activity: Children’s Song “Join into the Game”
Grade Level: 2nd
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
- Musical: Rhythm - Eighth, Quarter, and Half notes
- Nonmusical: Language - learning to say the words and to learn how to divide the words when singing
Skills
- Musical: Singing and Clapping
- Nonmusical: Following directions
Objectives
The student will be able to:
- Clap the rhythm.
- Sing the song with the beat.
Materials
- Sheet music
Procedure
- Greet class.
- Sing the song for the students.
- Sing the song with the students and perform the actions (clap hands and stomp feet) with the song.
- Explain the meter of the song.
- Have the students say the rhythm of the song and write the notes on the board.
- Explain to them what the different notes are and how many beats they each get: eighth, quarter, dotted quarter, half, and dotted half notes.
- Have them clap the rhythm the first time through the song.
Closure
- Ask the students which parts had the same rhythm.
- Sing the song one more time incorporating all of their knowledge about the rhythm of the song.
Assessment
- Were the students able to sing along?
- Were the students able to clap and stomp at the right time in the music and with the rhythm?
- Were the students able to identify the eighth, quarter, dotted quarter, half and dotted half notes?
Journal #2
Journal #2 (9/21-10/16)
In this unit, we learned about note names and note values, half step and whole step, the C major scale, solfa, hand signs for solfa, rhythmic duration syllables, the fingerings for the notes on the recorder, melodic icons, and teaching a lesson plan. Notes can be described by the value of the note such as a half note and by the letter that corresponds to the note such as C. A half step is from one note to another note that is the closest note higher or lower than it, such as E to F. A whole step is notes that has a half step in between it, such as C to D. The C major scale starts on C and goes to C. Solfa is the tones: do, re, me, fa, so, la, ti, do and there are hand symbols we learned for each tone. Rhythmic duration syllables give a syllable to each beat in a note, such as a half note being ta-ah. We learned the fingerings to the notes: G, A, B, C, and D on the recorder. Melodic icons are pictures that are drawn for the words of the song and the size of the images are based on the value of the note and the height is based on the pitch. We taught a lesson plan to the class using all that we learned in class up into that point, such as rhythm and pitch.
We learned these concepts by using singing, drawings on the board, playing the recorder, and being the teacher. We use notes on staffs to learn how to read the note and music. We learned the C major scale by having students being the letters of the scale and we learned the notes to a song by a student jumping from note to note. Solfa was taught by singing it and by learning hand signs for each tone. We learned to play five notes on the recorder and with those notes we can play songs on the recorder.
It is important for me to learn these concepts, especially teaching the lesson plan because it will be helpful to me to know how to teach because I will be able to feel comfortable teaching a lesson and it is good practice. These concepts broaden my understanding of knowledge and music and then I can help to spread my knowledge of music to others. I think that all that we are learning is widening my appreciation of music and will influence me when I am a teacher to incorporate music into my classroom.
It is important for the children in elementary school to learn these concepts because it will give them some background information on music and will help to excite their interest to learn more over time about music. They need a foundation of music to begin with. Their knowledge of music will expand more as they continue to learn more about music in school and it might be beneficial to them later in life.
In this unit, we learned about note names and note values, half step and whole step, the C major scale, solfa, hand signs for solfa, rhythmic duration syllables, the fingerings for the notes on the recorder, melodic icons, and teaching a lesson plan. Notes can be described by the value of the note such as a half note and by the letter that corresponds to the note such as C. A half step is from one note to another note that is the closest note higher or lower than it, such as E to F. A whole step is notes that has a half step in between it, such as C to D. The C major scale starts on C and goes to C. Solfa is the tones: do, re, me, fa, so, la, ti, do and there are hand symbols we learned for each tone. Rhythmic duration syllables give a syllable to each beat in a note, such as a half note being ta-ah. We learned the fingerings to the notes: G, A, B, C, and D on the recorder. Melodic icons are pictures that are drawn for the words of the song and the size of the images are based on the value of the note and the height is based on the pitch. We taught a lesson plan to the class using all that we learned in class up into that point, such as rhythm and pitch.
We learned these concepts by using singing, drawings on the board, playing the recorder, and being the teacher. We use notes on staffs to learn how to read the note and music. We learned the C major scale by having students being the letters of the scale and we learned the notes to a song by a student jumping from note to note. Solfa was taught by singing it and by learning hand signs for each tone. We learned to play five notes on the recorder and with those notes we can play songs on the recorder.
It is important for me to learn these concepts, especially teaching the lesson plan because it will be helpful to me to know how to teach because I will be able to feel comfortable teaching a lesson and it is good practice. These concepts broaden my understanding of knowledge and music and then I can help to spread my knowledge of music to others. I think that all that we are learning is widening my appreciation of music and will influence me when I am a teacher to incorporate music into my classroom.
It is important for the children in elementary school to learn these concepts because it will give them some background information on music and will help to excite their interest to learn more over time about music. They need a foundation of music to begin with. Their knowledge of music will expand more as they continue to learn more about music in school and it might be beneficial to them later in life.
Wednesday, October 14, 2009
Assignment 6
1. (1a) Preschool/Kindergarten (Ages four to five)
(1b) 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) Songs that tell a story, that give them an opportunity for natural expression, and that deal with familiar experiences.
(2a) Early primary (Ages six to seven)
(2b) 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 melodies in major, minor, and pentatonic scales.
Children can sing call-and-response songs, as well as songs in two- or three-part form.
Children can 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) Songs about animals, community, friends, action, pretending, folk games from around the world, and special occasions.
(3a) Intermediate (Ages eight to nine)
(3b) Most children can sing a song in tune.
Girls’ voices continue to be very light and thin.
Boys’ 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) Songs about early America, transportation, geography, the circus, planets, people, that express emotions, and from other lands.
(4a) Upper elementary (Ages ten to eleven)
(4b) 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 and style 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) Songs related to adventure, work, transportation, history, feelings, from other cultures, and countries, folk songs from America, about places or events, and contemporary popular songs.
2. Creating an environment for singing experiences- The children should be surrounded by interesting songs and many examples of good singing. They learn to reproduce the tonal sounds by imitation.
Improving posture- The children should be sitting upright, with the shoulders erect, head up, and spine/back straight.
Teaching good breathing habits to support the tone- Have them practice take in a lot of air to fill their lungs and to slowly exhale.
Finding the head voice- Help them to strength the concept of different “voices” by talking to them in different “voices” and having them repeat what you said in the “voice” you used.
Developing the ability to match tones- Use an instrument to help the children match tones.
Developing the concepts of high and low- Provide many examples of items at different levels and that will help the children understand high and low.
Discovering patterns- Having the children understand which parts in the music are repeated.
(1b) 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) Songs that tell a story, that give them an opportunity for natural expression, and that deal with familiar experiences.
(2a) Early primary (Ages six to seven)
(2b) 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 melodies in major, minor, and pentatonic scales.
Children can sing call-and-response songs, as well as songs in two- or three-part form.
Children can 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) Songs about animals, community, friends, action, pretending, folk games from around the world, and special occasions.
(3a) Intermediate (Ages eight to nine)
(3b) Most children can sing a song in tune.
Girls’ voices continue to be very light and thin.
Boys’ 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) Songs about early America, transportation, geography, the circus, planets, people, that express emotions, and from other lands.
(4a) Upper elementary (Ages ten to eleven)
(4b) 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 and style 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) Songs related to adventure, work, transportation, history, feelings, from other cultures, and countries, folk songs from America, about places or events, and contemporary popular songs.
2. Creating an environment for singing experiences- The children should be surrounded by interesting songs and many examples of good singing. They learn to reproduce the tonal sounds by imitation.
Improving posture- The children should be sitting upright, with the shoulders erect, head up, and spine/back straight.
Teaching good breathing habits to support the tone- Have them practice take in a lot of air to fill their lungs and to slowly exhale.
Finding the head voice- Help them to strength the concept of different “voices” by talking to them in different “voices” and having them repeat what you said in the “voice” you used.
Developing the ability to match tones- Use an instrument to help the children match tones.
Developing the concepts of high and low- Provide many examples of items at different levels and that will help the children understand high and low.
Discovering patterns- Having the children understand which parts in the music are repeated.
Friday, September 18, 2009
Journal #1
Journal #1 (8/24-9/18)
In this unit we learned about rhythm, meter, and the different types of notes. Rhythm is the steady beat in a song. There is a combination of long, short, and silent sounds in rhythm. Meter has two numbers in it. The top number tells how many beats in a measure. The bottom number tells what note gets the beat. A couple types of meter are 2/4, 3/4, and 4/4. The different types of notes we learned are sixteenth notes, eighth notes, quarter notes, half notes, and whole notes. We learned the difference between those different types of notes. We learned how to clap with the rhythm and to sing.
We learned these concepts by using them in songs. We clap the rhythm to songs. We made the notes on paper plates and then used them to form the rhythm of the part of music. Meter was taught by making measures of music and determining what the meter of the measure is. The different types of notes was discussed and explained by using the example that a whole note was a whole piece of bread and that the other notes are formed by breaking down/in half the whole note. I learned to sing with the rhythm by repeating the songs over and over.
It is important for me to learn these concepts because it will be helpful and beneficial to me, if I end up teaching music to children. These concepts help me to better understand music and why it needs to be taught to children. The more I know about music the more influence I will have on students when I use music in the classroom. I need to know the basics of music because if I did not know them I would have a hard time using music in my classroom.
It is important for the children in elementary school to learn these concepts because it will help understand more about music and how music is performed. The development of music grows on this basis as the children get older. They become aware of the foundation of music. These concepts can bring further interest to the children. The children can use these concepts to help them develop a little song of their own that they could possibly use to remember something from another class.
In this unit we learned about rhythm, meter, and the different types of notes. Rhythm is the steady beat in a song. There is a combination of long, short, and silent sounds in rhythm. Meter has two numbers in it. The top number tells how many beats in a measure. The bottom number tells what note gets the beat. A couple types of meter are 2/4, 3/4, and 4/4. The different types of notes we learned are sixteenth notes, eighth notes, quarter notes, half notes, and whole notes. We learned the difference between those different types of notes. We learned how to clap with the rhythm and to sing.
We learned these concepts by using them in songs. We clap the rhythm to songs. We made the notes on paper plates and then used them to form the rhythm of the part of music. Meter was taught by making measures of music and determining what the meter of the measure is. The different types of notes was discussed and explained by using the example that a whole note was a whole piece of bread and that the other notes are formed by breaking down/in half the whole note. I learned to sing with the rhythm by repeating the songs over and over.
It is important for me to learn these concepts because it will be helpful and beneficial to me, if I end up teaching music to children. These concepts help me to better understand music and why it needs to be taught to children. The more I know about music the more influence I will have on students when I use music in the classroom. I need to know the basics of music because if I did not know them I would have a hard time using music in my classroom.
It is important for the children in elementary school to learn these concepts because it will help understand more about music and how music is performed. The development of music grows on this basis as the children get older. They become aware of the foundation of music. These concepts can bring further interest to the children. The children can use these concepts to help them develop a little song of their own that they could possibly use to remember something from another class.
Thursday, September 17, 2009
Assignment 4
Christina Mikucki
MUSC 373
Lesson Plan #1
Activity: Children’s Song “Join into the Game”
Grade Level: 2nd
Concepts
Musical: Rhythm- Eighth, Quarter, and Half notes
Nonmusical: Language
Skills
Musical: Singing, Clapping, and Whistling
Nonmusical: Following directions
Objectives
The student will be able to:
Clap the rhythm.
Sing the song with the beat.
Materials
Sheet music
Procedure
Greet class and get them prepared for singing.
Sing the song while the students clap the rhythm.
Sing one phrase of the song and have the students repeat it. Then do the same with the other phrases.
Have the students try to whistle with the part that involves whistling. If they are not able to whistle, have them stomp their feet instead of whistling.
Teacher claps rhythm while the students practice singing parts of the song.
Once students feel comfortable with each part of the song, let them practice singing the entire song without the clapping and whistling/stomping.
Have the students sing the whole song by adding in the clapping and whistling/stomping part.
Assessment
Were the students able to sing along?
Were the students able to clap and whistle/stomp at the right time in the music and with the rhythm?
Were the students able to identify the eighth, quarter, and half notes?
MUSC 373
Lesson Plan #1
Activity: Children’s Song “Join into the Game”
Grade Level: 2nd
Concepts
Musical: Rhythm- Eighth, Quarter, and Half notes
Nonmusical: Language
Skills
Musical: Singing, Clapping, and Whistling
Nonmusical: Following directions
Objectives
The student will be able to:
Clap the rhythm.
Sing the song with the beat.
Materials
Sheet music
Procedure
Greet class and get them prepared for singing.
Sing the song while the students clap the rhythm.
Sing one phrase of the song and have the students repeat it. Then do the same with the other phrases.
Have the students try to whistle with the part that involves whistling. If they are not able to whistle, have them stomp their feet instead of whistling.
Teacher claps rhythm while the students practice singing parts of the song.
Once students feel comfortable with each part of the song, let them practice singing the entire song without the clapping and whistling/stomping.
Have the students sing the whole song by adding in the clapping and whistling/stomping part.
Assessment
Were the students able to sing along?
Were the students able to clap and whistle/stomp at the right time in the music and with the rhythm?
Were the students able to identify the eighth, quarter, and half notes?
Sunday, September 13, 2009
Assignment 3
1. Long-term goals are designed to assist the teacher in clearly specifying what is ultimately to be achieved in a learning environment. An example is understanding the different time periods in music. Short-term goals are related to long-term goals but generally attained within a specified time frame. An example is learning to read music.
2. Music concept is about a collection of experiences or ideas that are grouped together based on some common properties. The musical concepts are: rhythm, melody, texture, dynamics, tone color or timbre, and form.
3. Musical skill is a skill that someone develops over time that involves an action. Three examples are: singing, playing an instrument, and writing music.
4. Activity, who the lesson is for, concepts to be taught, materials needed, want to do, how to do it, how everything is going to be tied together, and did you teach what you thought you were going to teach.
5. Singing, alone and with others, a varied repertoire of music
Performing on instruments, alone and with others, a varied repertoire of music
Improvising melodies, variations, and accompaniments
Composing and arranging music with specified guidelines
Reading and notating music
Listening to, analyzing, and describing music
Evaluating music and musical performances
Understanding relationships between music, the other arts, and disciplines outside the arts
Understanding music in relation to history and culture
6. Music is important in a child’s education because it gives them an understanding of the cultures that are around us and that came before our time. Music brings meaning and happiness to our life. Music helps us to express our emotions.
2. Music concept is about a collection of experiences or ideas that are grouped together based on some common properties. The musical concepts are: rhythm, melody, texture, dynamics, tone color or timbre, and form.
3. Musical skill is a skill that someone develops over time that involves an action. Three examples are: singing, playing an instrument, and writing music.
4. Activity, who the lesson is for, concepts to be taught, materials needed, want to do, how to do it, how everything is going to be tied together, and did you teach what you thought you were going to teach.
5. Singing, alone and with others, a varied repertoire of music
Performing on instruments, alone and with others, a varied repertoire of music
Improvising melodies, variations, and accompaniments
Composing and arranging music with specified guidelines
Reading and notating music
Listening to, analyzing, and describing music
Evaluating music and musical performances
Understanding relationships between music, the other arts, and disciplines outside the arts
Understanding music in relation to history and culture
6. Music is important in a child’s education because it gives them an understanding of the cultures that are around us and that came before our time. Music brings meaning and happiness to our life. Music helps us to express our emotions.
Saturday, August 29, 2009
Assignment 2
1. Psychomotor learning is the learning involving mental processes controling muscular activity. Example: Marching to the beat of the music.
2. Cognitive learning deals with the knowledge acquired. Example: Instruments that are used in music.
3. Affective learning concerns itself with a feeling response to music. Example: Songs that express feelings of composer.
4. Teacher-centered learning features the teacher primarily as a lecturer who presents material to the class by defining and explaining. Example: Defining whole note, half note, quarter note, and eighth note. Child-centered learning is learning that actively involves students in the learning process. Example: The teacher draws the different notes on the board and the students try to determine the value of the notes, clap the notes, and name the notes.
5. I think that my learning style is very helpful to me in understanding what I am reading or taking notes on. In general, I am a visual learner and I learn faster and better by getting a visual of the concept being discussed.
2. Cognitive learning deals with the knowledge acquired. Example: Instruments that are used in music.
3. Affective learning concerns itself with a feeling response to music. Example: Songs that express feelings of composer.
4. Teacher-centered learning features the teacher primarily as a lecturer who presents material to the class by defining and explaining. Example: Defining whole note, half note, quarter note, and eighth note. Child-centered learning is learning that actively involves students in the learning process. Example: The teacher draws the different notes on the board and the students try to determine the value of the notes, clap the notes, and name the notes.
5. I think that my learning style is very helpful to me in understanding what I am reading or taking notes on. In general, I am a visual learner and I learn faster and better by getting a visual of the concept being discussed.
Monday, August 24, 2009
About Me
I am Christina Rose Mikucki. I have a mom, dad, an older sister, older brother, and younger brother. I live in Norridge, Illinois. I am a sophomore at NIU and am majoring in Elementary Education. I started playing the flute when I was eighth grade. I played in the symphonic band all four years of high school. Music has impacted my life greatly and has brought meaning to my life. I learned a lot through being in band, such as, marching. I think that music can influence many people and everyone should have an opportunity to be involved in musical activities. Music classes are very important because music teaches children more than just how to sing and play instruments, but also the history of music.
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