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.
Sunday, October 25, 2009
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.
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