JANUARY 15th Dandelions Continuous, fluid movement/ flow Resting tone bum dropping the bean bag Body

ody awareness (balancing / control) Buggy Ride Unusual meter Flow with pulsations Rio Grande Macro/micro beats Resting tone Triple meter (3 small beats to 1 big beat) History: Lowell Mason Father of music education First guy to teach music in school Boston 1837 Post WWI bands become popular Space race- math and science only (1957) Goals 2000: Educate America Act (1994) 3 domains of teaching cognitive- intellectual learning psychomotor- physical skills *affective- feeling/emotion Music Aptitude Aptitude vs. achievement Normal distribution (multiple aptitudes) tonal, harmonic, rhythmic Before age 9 developmental After age 9 stabilized Not related or inherited but environmental factors

Audiation Hearing and comprehension of music in the mind Involves a sense of tonal/ rhythm syntax Is the ability to think IN musical sound Involves prediction Audiation is to music what thought is to language Sequential Music Learning Parallels listening, speaking, reading, writing language Learn informally before formal Music development music babble, play activities We learn what something is based on what it is not. MAJOR tonality DUPLE meter (2) MINOR tonality TRIPLE meter (3) Musical words are called patterns. National Standards (9) what we should teach (5) elements of music building blocks we use expressive, harmony, melody, rhythm, form

Expressive Qualities
tempo (fast/slow) Dynamics (loud/soft) Timbre (TAMBER) (sound color or quality)

Good Listening Exampes Instrumental

If vocal no lyrics or in another language Variety of styles Passive listening background music close eyes Active listening listen for specific concepts/elements mvmt focus attention

o Gordons 3 layers of rhythm (melodic, micro, macro) Song or Chant? o You sing songs and you chant chants o Both have rhythm and meter o Songs have pitch/tonality but chants do not Movement o Contributes to physical development body awareness and coordination o Aids in understanding musical concepts o Helps develop musical sensitivity/expression o Helps develop creativity/imagination o MOVEMENT is different than DANCE Laban mvmt elements o Rudolf Van Laban o All 4 are on a continuum and all relate o FLOW (free - bound) o SPACE (manyyy aspects) o WEIGHT (strong gentle o TIME (quick sustained) Flow o Free, fluid, uninterrupted, smooth o Readiness for beat (flow, flow + pulse) o Flowing first = keep tempo consistent o Free flow: relaxed, loose, difficult 2 stop o Bound flow: stiff, difficult to keep moving o Spaghetti noodles cooked and uncooked o Swim in oil, swim in pb

JANUARY 29th

RHYTHM
Beat o Steady pulse of music o Can change the tempo o 2 layers of beat (macro and mirco) o children tend to feel micro before macro o use spider fingers!! o Model it ALL THE TIME before they find it o Discrimination vs. inferenve learning Meter o Involves the laying of macro with micro o Determined how the macro beats are divided o Macros divded in 2s = duple meter o Macros divided in 3s = triple meter o Uneven macros = unusual meter Rhythm o Long and short durations o Involves time/timing o Rhythm patterns = rhythmic words o Can use rhythm syllables o Melodic rhythm = rhythm of the melody

Weight o Strong = feel body weight (not just stomping) (heavy snowball) o Gentle = floating feeling (eggshells on floor) o Both Space o Self vs shared o Open/closed shapes o Levels- high, medium, low o Locomotor/stationary o Direct vs. indirect straight and curvy pathways Time o Quick vs. sustained o Freeze quickly vs. slow-mo status o Both bubble gum ex. Safe Environment o Emotionally fun, silly, full participation, own person o Physically desk organization, boundaries, modeling movements o REMEMBER: less talking is better o Modeling is best o Give clear, concise directions o Have signal to end

2 dimension: tonal, rhythm, not related at all Tonal Babble one prevalent pitch different pitch for different songs expands from monotone to patterns in songs out of tonal babble when child sings familiar and unfamiliar songs in tune Rhythm Babble movements unrelated to music patterns emerge that are consistent but still dont relate to the music mvmt patterns become consistent= tempo out of RB when child moves consistently with the beat of the music and performs rhythm correctly Aural/Oral listening vocabulary = aural singing/chanting vocab = oral basis of audiation ^^ enhanced by informal music activities Early Childhood Curriculum song instruction coordination/movement instruction chant instruction tonal pattern instruction rhythm pattern instruction listening Song Instruction establish tonality always sing in same key, tonality, meter, and tempo Movement Instruction bilateral arm/legs alternating arms/legs

FEBRUARY 12th Music Babble Stages Informal Guidance Child teaches him/herself Responding to the tonal/rhythm syntax of music Music Babble A person is in music babble until he or she can sing in tune or move with consistent tempo

stationary before locomotor

Chant Instruction establish meter consistent meter and tempo Pattern Instruction tonal patterns rhythm patterns informal = do not expect response Listening instrumental variety of style changes in timbre contrasting dynamic sections unusual tonalities/ meter Interpreting reinforce reinvent revisit return repeat using imagery to engage students to get outside their selves

singing teaches students to use the instrument they already have Mechanics of the voice posture is important breathing is essential tension is bad audiation is necessary learning to sing depends on: developing audiation, finding your singing voice Finding your singing voice sirens hoots train whistle roller coaster/slides Good vocal model demonstrate good posture do NOT use vibrato with kids appropriate range men sing in your own range sing TO children not WITH children give opportunities 4 kids to sing alone Stages of Music Development lines = EGBDF spaces = FACE k-1st grade range D-A 2nd-3rd grade range B-D 4th-5th grade range A-F Choosing songs correct range pref. without words sing on bum folk songs are very appropriate include printed music musical content importance pick songs you KNOW

Melody
pitches that make up the tune of a song contour (up and down of tune) high/low up/down/same skips/steps/leaps/repeats tonality (minor/major/others) ^relationship around a pitch center scales = series of half/whole steps Singing Voice Development roots in music ed in US is singing

FEBRUARY 19th

Form
structure to how things are put together 1. Call and response form Contrasting: response stays the same while call may change Identical: call and response is the same 2. Phrase- musical sentences (usually 4 or 8) 3. Sections Binary form is 2 sections that are completely different (rig-a-jig-jig) Ternary form (ABA) is when first and last moves are the same, B is different Rondo form is ABACADA; A just keeps coming back and back 4. Theme and Variation- one theme is presented in different ways (tonality, meter, etc.) Rote song teaching procedure have students sing from beginning to end give knowledge of song along the way repeat and model a TON with chants definitely stress beat and rhythm preparatory breath! Sequence reeea-dy chant! *****let students hear the song a million times****** they dont sing during the model prepare them for their job

have them do macro beatmicro beat- then put it together- meter is what? Sing resting tone Listen for patterns Listen for parts of lyrics DO NOT SING WITH THEM Au di ate prompt and gesture and touch chin when finished

MARCH 12th

HARMONY
Different pitches sounding at the same time Unison(melody) vs. harmony Rounds are NOT a good place to start! First develop a sense of harmonic underpinnings 1. resting tone: exposure, bean bag drop, sing RT, ingredients in soup 2. Ostinato: pattern that repeats, resting tone ostinato, tonic/dominant, melodic ostinato (are you sleeping) 3. Chord roots & chord tones: do-so- baseline, provides basic sense of harmony, neutral syllables first, expand chord roots to full chords (chord tones) Partner Songs songs with same chord root structure/same harmony skip to my lou/bow belinda this train/ when the saints

Rounds singing the same song but starting at different times are you sleeping? Classroom Instruments unpitched percussion: sticks, egg shakers, drums, triangles, sandblocks used for: exploratory play, practice (steady beat, rhythm) pitched percussion: xylophones, glockenspiels, recorders, ukuleles beat, ostinato, patterns creating a melody question/answer phrases body and voice BEFORE instruments MARCH 19th Music and Special Learners Special Ed Law (1990) IDEA- individuals with disabilities ed. Act students deserve the least restrictive environments IEP- individualized education program Team including parents, teachers, specialists Unique plan to meet students needs Inclusion/mainstreaming Accommodations: alter work load, needs more time, different format Modifications: alter school curriculum, change in standard

Music Classroom Cognitive impairments: state goals clearly, concrete ex., one task at a time, repetition, visual cues, teach by rote, work with a buddy, no baby down Learning disabilities: multiple repetition, pair with visuals, pair with movement Visual impairments: preferred seating, charts, instruments, mvmt with extra space Hearing impairments: wear the microphone, preferred seating Physical impairments: modifications to musical instruments, mallet and recorder adaptations, adjust mvmt activity ASD: visuals, volume level, be aware of timbres, dont force gifted and talented label: may not be true musically, opportunites for more challenges, compose, improvise, student leaders Assessment in Music Ed authentic assessment must measure a particular musical behavior skill requires an actual performance in an authentic standards based part of everyday class

 taking turns in games continuous rating scale: 4,3,2,1 additive rating scale: a list of qualities that are there or not ex. Recorder performance Games: hiding scarves, button you must wander, puppet patterns, deal or no deal boxes! Extra musical benefits? Psychosocial: increased self esteem, enjoyment of school, engagement with music, effective management device, self-expression, emotional outlet Cognitive: mnemonic devices Linguistic: aid in communication skills, early literacy development, ELL MARCH 26th Approaches in Music Ed 1. Dalcroze- 3 branches: eurhymics (rhythm/dynamics), solfage (DO system/C is always fixed), improvisation (dance) 2. Kodaly- focus of ntl. Heritage, vocal app. To music literacy, moveable solfage, rhythm syllables (tas and ti-tis), hand signs** 3. Orff- music, mvmt, elements, speech,

4. 5. 6. 7. 8. 9.

rhythm/chant, song, speech patterns, Pentatonic = 5 pitches that never clash Main goal = audiation Ed Gordon Moveable DO Importance of movement Individualization of instruction

APRIL 2nd Gardners Multiple Intelligences Word smart Number smart Picture smart Music smart Body smart Self smart Person smart Spiritually smart Nature smart Arts Integration Instructional goals need to be established for both music and other subjects Music should be more than just a tool for learning other subjects Thematic- focus on theme/topic Parallel concepts- focus on common concepts

Integrating Music and Child. Lit. Books that are songsdown by the station, down by the bay, shell be comin round the mtn.

Songbooks- wee sing books Books where the importance is music Books about composers, pieces of music- carnival of the animals Books about musical concepts/instruments- M is for melody, Zin Zin Zin, Tubby the Tuba Books with a natural rhythm with patterns Books which aspects of music are included but not the focus- Jazzfly, Freddie Frog Books that could use instruments to tell a story- I know an old lady, Pete the Cat Why Use Chant? Oral fluency Timing/rhythm Pacing/tempo Beat/meter Book with text alternation between stanza and refrain Modifying a text to create chants Chant the entire books and provide cues Extensions Stanza/Refrain- teach refrain, create mvmt, cue students, practice with book, add the book Modify texts to create chant APRIL 9TH Integrating movement with the early childhood curriculum-

Uses 4 elements Body Energy Space Time Musically moving math Music Math cards 1. Exploring 1-1 correspondence 2. Exploring simple addition number sentences Multiplication line dance Steady beat multiplication maze Shapes and Angles 1. Line: horizontal, vertical, diagonal 2. Angles: right, acute, obtuse Integrating science and dance www.resa.net/sciencemusic