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.
Sunday, November 22, 2009
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.
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