TOPIC 10: Methods and strategies in teaching music ZXCV

• Listening
• Reading
• Imitating
• Responding
• Creating
• Performing
• Evaluating
• Analyzing
• Applying

 LISTENING

Three Types of Listening :

1) Affective listening-
 This type of listening is perhaps the most basic.
 It paints a picture for the ear in broad strokes,
 and gives students a general sense for the affect of a piece—its
emotion, its color, its stylistic or generic characteristics
2) Structural listening-
3) Dialogic listening-

Four Practical Techniques:

1.Model good listening
- Be an example to your students
-Body language is important
2.Highlight salient points
3.Give listening directives-
Clarify your expectation for what you would like your students to do
4.Active Listening: Beyond Music
 READING-( DI KO PA SURE KUNG ANO ILALAGAY)
 IMITATION-( DI KO PA SURE KUNG ANO ILALAGAY)

 RESPONDING:
-Call and Response in the Classroom
 Begin a discussion about examples of call and response
 Ask the students to think of other examples of call and response in the school.
 Ask the students to listen carefully
 Introduce other examples of call and response
 Ask the students to work in small groups to brainstorm ideas for a new call and response
 Have the students teach their call and response
 Close the activity by reminding students

 CREATING
Typical classroom instruments:
 Xylophones
 Jingle bells
 Violin
 Guitar
 Piano
 Panpipes
The classification of musical instruments:
Aerophones-Instruments that produce sound by using air as the
Primary vibrating means. (e.g., flutes, horns, whistles)
Membranophones-Instruments that produce sound by means of vibrating
a stretched membrane (e.g., drums)
Chordophones-A term used for stringed instruments. Refers to an instrument sounded
by bowing, plucking, or striking a string that is stretchedbetween two fixed points. (e.g.,
violins)
Idiophones-Instruments that produce sound from the material of the
instrument itself. Idiophones produce sounds from the following methods and represent
the largest category of classroom instruments.
 Percussion: instrument caused to vibrate by striking it with a non-vibrating object such
as a mallet or stick
 Shaken: sound produced by small particles contained within the instrument
 Scraped: sound produced by scraping the instrument with a stick
 Plucked: instruments with a flexible tongue that is plucked to vibrate
 Concussion: two similar objects struck together to create sound
 Stamping: striking the object on a hard surface to vibrate the object
 Electrophones: Refers to electronic instruments that either have their sound generated
electronically or acoustic instruments that have their sounds amplified.
 PERFORMING
-Musical performance:
( DI KO PA SURE KUNG ANO ILALAGAY)
Three classes of sound:
logogenic, in which words form the basis for the wavering musical incantation;
Pathogenic, consists of harsh, forceful, percussive, nonverbal sounds emitted to express strong feeling
melogenic, the sounds of the two previous categories combine to form a contour of pitches that pursue
a course seemingly dictated by the weight of tensions inherent in the sequence of pitches and hence
melodicin effect.
-Mediums of performance
-The mediums for musical performance are extraordinarily various

 EVALUATING
1.Music Assessment Strategies-
Assessment of student learning is at the heart of effective teaching.
Understanding student performance, diagnosing what was done well, what has
yet to be improved, and providing specific feedback to students has the potential
to significantly improve your music program in very real and meaningful ways.
Assessment data can become an integral component of improving any music
program if it addresses learning outcomes that are clear and focuses on the
aspects of student performance that are most important. Assessment is essential
because it leads to improved learning, improved teaching, and provides
information that can be useful for accountability purposes such as teacher and
student evaluations. It is also intellectually engaging as it provides a window into
how our students learn. Students become aware of what they most need to work
on to improve. They feed off this information when it comes to them in a clear,
timely, and positive manner.
2.Diagnostic Assessment-
It is important to find out what the students know
Diagnostic assessment is important because it establishes a baseline against
which future learning is compared.
Diagnostic assessment is especially useful in situations where students are
new to the school either due to matriculation or transfer. Music teachers
often use activities such as auditions or sight reading as a form of diagnostic
assessment. Checklists and rating scales are useful measures for assessing
music performance at this stage.
 3.Determine What to Assess-
After assessing the strengths and weaknesses of your students you can begin to make
decisions about what musical skills or concepts your students most need to improve. Teachers
should focus on the most important goal or standard achievable during the time frame available
for instruction.
Develop a clear mental image of what you want to achieve through your instruction. After you
have developed both shortand long-term goals, work to establish more specific and measurable
learning objectives. A learning objective is an observable outcome that can be measured to
provide evidence of what a student can do or know. After establishing the learning objectives
ensurethat your instruction and class activities are developed to achieve those objectives.
4.Expectations must be made clear-
Remember that assessment should be targeted. It is impossible to assess everything. Assess a
limited number of learning outcomes; those that are the most important and will make the
biggest difference in your students’ performance. It is much better to assess a small number of
outcomes that will make a real difference in your students’ performance than try to assesstoo
many elements and not improve anything. In addition, assessing a limited number of outcomes
will decrease the amount of time spent on assessment. If what you are most interested in is
improving intonation, for example, then design a quality measure to assess that well and work
to truly improve that skill.
-How Will You Assess?
To make decisions about how and when you will evaluate student progress.
Assessment must involve the collection of concrete information about musical skills and
concepts accurately and objectively
-Two important elements of educational measures are :
 ReliabiliYt- means that scores are a true representation of students’knowledge or
skill level. You can trust the scores the students receive.
 Validity- is the extent to which an assessment accurately measures what itis
intended to measure. For example, if your goal is to measure students’ ability to sing a
passage using solfege, having them write in the solfege on the notation would not yield
useful information.
5.Item Alignment and Development( DI KO PA SURE KUNG
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6.Other Measure and Item Types
7.Formative Assessment
8.Practical Assessment Strategies
You can choose whichever method best meets your needs.
 Technology can be very helpful in your collection of data
 Portfolios are another great assessment tool.
 9.Self-Assessment
-Provide students the opportunity to self-assess.
-Self-assessment provides students with guided
opportunities to measure their own learning.
Have students complete a one minute paper or an exit slip that has
them reflect on their learning.
Students answer questions such as:
1. What was the most important thing you learned today?
2. What questions do you have?
3. What was the one thing that helped you learn the most this week?
4. What is the one thing in class that is least helpful to your learning?
5. Which musical passage do you struggle with most?

REMINDER: It is important, however, to report back to the students what you have learned from this
feedback and how that information can be used to improve student learning. Reflective writing develops
critical thinking and reveals the thoughts of the students, which would otherwise be unknown.

10.Summative Assessment-
Summative assessment occurs at the conclusion of the learning process to evaluate student
achievement on the learning objectives. Data gained from summative assessment is a way to summarize
student learning and is usually formal. It also frequently serves as a baseline to set future goals.
Assessment tools that work well for the summative assessment of music performance are checklists and
rating scales.

11.Uses for Assessment Data

Assessment data has many uses. Providing information that students canuse to improve their
learning and giving teachers the ability to make decisions on their teaching are big ones. Assigning
grades is also a primary use. Develop your grading procedures using the assessments you have created
and administered throughout the learning process. Other uses for the data might include ensemble
placement, chair placement, to place students together who are at similar achievement levels or to
place students with tutors, to communicate progress to parents,and to track student improvement.
Assessment data has many uses all of which could be extremely helpful in improving your program.
 ANALYZING-
 Musical analysis is the study of musical structure in either
compositions or performances.
 According to music theorist Ian Bent, music analysis "is the
means of answering directly the
question 'How does it work?' "
-Purpose of Musical Analysis
if used effectively, analysis is a practical tool which can help in the understanding of how tonal
(and other forms of music) are constructed.

Steps in Analysis:
Step 1 - Identify the Cadences and Formal Structure-
Highlight all cadences. These help to determine the ends of complete and incomplete phrase structures.
These help to identify the correct alignment of the syntactic structures. Check these align with the
melodic structures. From these it is possible to determine the formal structure of the music. Make a
note of key changes identified by the cadences at the ends of phrases and at any other pointsin the
music. Cadences may be tonal or modal in character depending on the style of the music.
Step 2 - Identify the Surface Voice Leading
-Study the surface voice leading patterns in order to understand the motivic and melodic structures in
more detail. Arpeggiation, passing notes,auxiliary notes, appoggiaturas etc all make up the surface voice
leading.
-As part of the voice leading analysis, identify any auxiliary chords, passing chords and appoggiatura
chords. These non-functional chords have the appearance of structural chords but, in fact, form part of
the surface voiceleading and are therefore not part of the underlying root progressionpatterns.
- Identify any linear progressions. These always start and end on functional chords and the linear voice
should be made up of contiguous passing notes (diatonic or chromatic) that connect the start and end
notes.See Chapter 4 and linear progressions in the Voice Leading Appendix
Step 3 - Identify the Functional Chord progressions
Examine the remaining functional (or "structural") harmonies. For tonalmusic (and most onally related
music) these are segmented into episodes of static harmony and dynamic harmony. Annotate areas of
sustained or oscillating chords as static harmony and areas of chord progressions as dynamic harmony.
Step 4 - Identify the Musical Phrase Structures
Of the static harmony elements identified above, determine which are dominant prolongations and
which are tonic prolongations. These are the syntactic elements that combine to make up the musical
phrase structures.Of the tonic prolongations identified, determine which belong to the opening section
of a phrase and which form static codas extending the final tonic chord in the cadence. Identify
complete and incomplete syntactic phrase structures.
 APPLYING(MEANING)

Benefits of Music:
1. Increase in reading skills and a higher IQ to scoring higher.
2. Create Opportunities for Students to Perform
3. Lowers Stress and Improves Health
4. Helps You Sleep Better
5. Music Can Improve Your Memory

Creative ways to use music in the classroom

As you can see, the benefits of music education are astounding. However, for children to reap these
benefits, you must know how to incorporate music into your classroom.

1.Use Music in Writing-

It is well documented that children who study music have larger vocabularies and tend to be more
creative. When children use their creative skills, it can help them to express their feelings, which can in
turn help them enhance their emotional well-being. You can help provokesome of these unexplored
feelings by having students incorporate music into their writing. Students can look at a photograph to
help inspire themto write a song or turn a writing piece into a musical. Students can watcha composer
and write about how the selection made them feel or even sit and listen to music and then write about
their favorite artist. Music helps tobring out emotions, and having students listen and write can help
them learn more about their feelings.
2.Create Opportunities for Students to Perform-
Incorporating music doesn’t mean that you only have to have students listen to music to reap the
benefits; you can also have them perform. Research has proven that putting information to music helps
students retain information better, as well as develop their listening skills. Challenge students to write a
song based on a concept that you want them to learn; then have them perform it in front of their peers.
Allow students to choose their partners or group for this activity, so each studentwill feel comfortable
enough to perform in front of others.
3.Use Music as Stress Relief
Music is a great was to manage stress levels. In fact, research has shownthat music improves immune
system function and reduces stress. One studyeven found that listening to music was more effective at
reducing anxiety than prescription drugs. If you notice students are stressed before a test,put on some
music. You can even have students listen as they are takingthe test. Research has also found that music
helps the brain to pay attention. The next time you have a test, try putting on music and see howwell
your students react.

4.Use Music to Help Students Master Concepts-

Music has a way of embedding in your mind. Think about the last time you heard a commercial jingle
on the television or a song on the radio that you couldn’t get it out of your head. Music can be used to
help students retain information in any subject and on any topic. If you want students to recall math
facts or vocabulary words, put it to music. If you want them to remember all fifty states, put them in a
song. There are no limits to using music to help students recall information.

NOTES: The beautiful thing about music is that it is universal and easily accessible.You can use it to help
relieve test stress or to get your students energized and out of a slump. You can use it as a tool to help
students express emotions through writing or to master essential concepts. Music’s benefits are endless,
and it is definitely worth the time and effort it takes to incorporate it into the classroom