Kagome Bird in the Cage Recorder Song

http://www.youtube.com/watch?v=DduqXQ7mJHs

Jingle Bells

http://www.youtube.com/watch?v=YEl9JL4m_Go

Chocolate Song

http://www.youtube.com/watch?v=6vnvSFbC3QU

Journal Five

Journal #5

A) In Music 373, we learned a ton of information! We learned the note names such as whole note, half note, dotted half rest, quarter note, dotted quarter rest, eight note, and sixteenth note. We learned their values and rest symbols as well. Rhythmic duration was one the that I enjoyed learning because it was something that I never had heard of before this class. Rhythmic duration syllables such as ta-ah-ah-ah, ta-ah, ta, ti, and ti-re-ti-re are some of the ones we learned. We learned about the Trible Clef, the Bass Clef, and time signatures. We learned how to play the recorder while learning about the G scale and the C scale. We recorded ourselves and posted our songs on our blog. I learned how to write the notes on music paper for the first time. Also, we learned about whole steps and half steps on a key board or piano. The learning styles and their musical examples of pshycomotor, Cognitive. and Affective. We learned about skills and concepts and the difference between the two. A key part of this class was writing lesson plans and the sequence of the lesson plan. We taught one lesson to the class. We really focused on how important music is in our education system and that we should incorporate music in our daily curriculum. We learned about Kodaly, Oraff, and Delecroze and their musical philospohies. We focused on how we can incorporate music into any subject in a school's curriculum. We learned the fingering chart for C, C', A, B, D, E, F, G, D'. We learned the hand syllables for Do, Re, Mi, Fa, So, La, Ti, and Do. We also learned how to write the musical notation above a song, its solfegee and its melodic icon. We learned how to keep the steady beat in a song and we learned how to incorporate instruments in lesson plans. We learned these concepts by using them in songs, singing, playing the recorder, teaching lesson plans that we wrote, talking about lesson plans that we wrote, listening and interpreting music, reading stories to the class and playing instruments to go a long with that story, moving in different directions when the musical notes change in a song and playing a variety of instruments. We made up our own songs and learned to play it on the recorder. In the beginning of this year, we learned to sing our names and keep the steady beat by tapping our bodies. We learned all of this wonderful information because one day soon we are all going to be teachers. We need to realize that music is very important and that we should learn how to incorporate music into our lesson plans because it will be beneficial to children.

B) Keeping an e-portfolio on blog:

1) List and Explain 5 things that are really cool about having your assignments done this way (postings on Blog)
I really liked the blog idea. This was my first class where we kept our own blogs online. I thought it was really cool because it was convenient. I always am by a computer, therefore, it was easy to hop and and do my assignments. Also, it was easy to use. I hate when teachers give us impossible tasks, the blog was easy to make and follow. I like that I can see all of my assignments because it was useful for writing my lesson plans because I could easily go through my blog and pick out possible answers. Lastly, it was nice to have announcements almost every day about our class. Technology is ongoing and so great! I loved to be able to see what my homework was while I was at home so I could complete it right away.

2)List and Explain 5 things that are problematic about posting assignments on Blog.
Sometimes it could be problematic if you go out of town and something is posted and due while you were gone and you had no idea. It could be problematic if you have trouble with the Internet. It could be problematic if you do not have access to the Internet all day. For my case, I moved out of my apartment and I did not have the Internet at home yet, so I fell a little behind. Also, some assignments might be re-vised and you did not know that that was the case and turned in what you thought was the correct assignment. Lastly, you have to check it all of the time and sometimes my schedule would get too hectic to go online.

3) Overall, what do you think about this part of assignment?
I liked writing my journal entries because it was a good reflection on what we were learning in class. It reminded me of things that we learned and it was easier to complete my assignments with the completion of my journals. I liked that it was an online assignment. I love the Internet and I think it is an amazing idea to have online assignments. For me, it is just easier to hop on a computer and write a journal..than printing it out and turning it in. I will not loose assignments and I can always refer back to it if I needed to.

Assignment #10 Reading Reflection

Assignment#10
Reading reflection
Title of the article: Self Esteem


1.According to the author, what are the possible cognitive benefits of music in early childhood education (p. 19)?
-Helping children acquire vocabulary

-Symbolic Understanding

-A sense of sequence

-Memory

-Auditory training

2.What are some important activities classroom teachers should be aware of in order to enhance young children’s self-esteem (p. 19)?
-Emphasizes problem solving skills

-Offer instruction about social behavior

-Display guidance techniques

-Teach self management strategies

-Encourage children's self-selected interests

IE: the clean-up song from Barney, to remember to pick up their toys

3.How so (according to the author) development of gross-motor skills and find-motor skills in musical activities can help enhance children’s self-esteem (p. 19)?

-Children who have trouble expressing themselves orally or who refuse to participate in art experiences may discover that they enjoy the physical and emotional aspects of musical activity.

-Children naturally develop an "I can do it" attitude

4.What are the guidelines for early childhood educators to implement music program in their classroom (p. 20-23)?

-Include movement activities in the music program

-Use children's names whenever possible

-Use musical terms to enhance conceptual development

-Musical greetings

-Request time

-Responding to rhythms

-Put the beat in your feet

-Dynamic changes

-Introduce music books

-Incorporate a variety of music in the classroom

My final Project Topic

I will be doing Australia for my final project

Journal Four

Journal #4

In this unit, we focused on listening activities in music. We practiced rondo form which has more than 2 sections. We learned about movement and binary forms of music. We learned about dotted notes, dynamics, and tempo. Also, we learned the high notes on the recorder, such as E'.

We listened to many different songs and accompanied those songs with dance. We moved to the notes that were being played in the songs The Hand Jive and Carnival of Animals. When we were learning about the change in pitch and music tempo we passed a ball around in a circle and to the change of pitch and tempo. Also, we incorporated dynamics by the sound of the music. When the music got loud or softer we would have to switch the directions of the ball. This unit showed how to incorporate dynamics and tempo methods in a song to make it more interesting to teach children. Children would love passing the ball faster when the song sped up! Knowledge of these concepts will help me become a better teacher overall! More knowledge the better! And all of these concepts will help me write better lesson plans and incorporate music into the everyday lives of my students. Music is very important in a classroom, not just in music class. I love learning how to teach various ways other than the direct style of teaching. My job as a teacher is to engage my students in learning and make it fun! Music is a key ingredient in that strategy because children love music!

Journal Three

Journal #3

In this unit we really focused on the recorder. We learned the fingerings for low C,D,E, and F on the reorder. It was very interesting to use my whole hand while playing the recorder!! My hands are small and I never thought I could do it! But I am learning. We learned more about the variety of instruments that we can incorporate in the classroom. Instruments that can produce melody, harmony, and rhythm such as jingle bells and drums can be used. We learned how to incorporate all different kinds of instruments into music for a story. We brought in plastic, paper, glass, and metal and turned those items into instruments for a Halloween story. We learned that children love making sounds and being involved in a story. As a class, we made sounds and played instruments for "Boo-Who baby" and the song "Nyangara, the Python". Playing instruments and making sounds during a story makes the story more interesting and fun for children. Some instruments that produce melody are the tone chimes, the recorder, and the piano. Instruments that produce rhythm are the cymbals, bongo drums, and rhythm sticks of course. Also, there are instruments that produce harmony such as the Q-chord, guitar, and the autoharp. We used to bongo drums for the "chief" sound in the song "Nyangara, the Python". We played our recorders to the melody of the song. It was fun to incorporate what we have read and learned in class to actual material. It is important to learn how to incorporate music into a lesson plan because music is a huge part of our culture. Also, music and musical instruments make lessons more exciting, intriguing and fun for children. It gains their attention and makes children want to learn about music. Students do not even realize that they are learning because they are having fun. Music was my favorite subject as a child. I think it is a good idea for students to play instruments in school because it lets children express their emotions and feelings. Elementary school children will be more interested in music and instrument if it is introduced early. It was difficult for me to learn how to play the recorder. My hands are very small. Therefore, it was hard for me to hold the recorder and play at the same time. I am learning slowly...and improving. The part I liked best was incorporating the instruments into the stories we read in class. This class has been very interesting and educational.

Assignment 9 Worksheet for Chapter 7

Question 1) Children move naturally. List and explain the guidelines and suggestions in the textbook that help teachers generate ideas for students to learn music through rhythmic bodily response activities. (page 234)
1-Encourage the child's natural inclination to move.
2-Encourage the natural use of speech, gesture, and body language to express thoughts and emotions.
3-Encourage the use of various levels of energy and timing in movement, speech, and gesture.
4-Allow children to explore and find ways to "live" particular elements of music in movement.
5-Identify elements, concepts, or other aspects of music that children should experience (like repetition)
6-Pay attention to children's individual responses. Sometimes a child's response is so imaginative that it is worth having the whole class try it.
7-Allow freedom and opportunities to express music with their bodies in spontaneous ways.
8-Encourage the completion of structured tasks that will, in turn, result in musical learning.
9-Choose music for rhythmic activities that cause children to respond instinctively by, for example, tapping a foot or bouncing and catching a ball.
10-Use a variety of music and begin early to find music you like and make a list of possible ways to move to it.

Question 2 What does locomotor skills mean? What is non-locomotor skill?

Locomotor skills: are those motor skills in which the feet move the body from one place to another. They include Walking, Running, Hopping, Jumping, Skipping,Galloping, Sliding (a sideways gallop) and Leaping.

Non-locomotor skills: movement is moving on the spot without going anywhere.
For example:
• Twisting - the rotation of a selected body part around its long axis
• Bending - moving a joint
• Swaying - fluidly and gradually shifting the center of gravity from one body part to another
• Stretching - moving body parts away from the center of gravity
• Turning - rotating the body along the long axis
• Swinging - rhythmical, smooth motion of a body part resembling a pendulum

Question 3
List the four stages in developing children's body awareness:
1) Movement as an expression of solving a problem
2) Movement as an expression of imagery
3) Movement with no external beat
4) Movement to a beat with a sense of timing

Question 4
What are the musical concepts that can be taught through movement activities?
1-Beat/meter
2-Fast, slow, getting faster, getting slower
3-Accents
4- Dynamics
5-Rhythm patterns
6-Melodic contour

Question 5
Choose one concept and summarize the lesson provided in the textbook telling how this particular musical concept is taught through the movement activity.
*I choose the musical concept: Accents- encourage students to use free creative movements to express accents as they occur in music.
I choose to summarize the suggestion lesson for grades K-3
-All of the students would sit in a circle and raise or lower their ball of yarn as the accents were played. Someone would be playing the rhythms on a drum.
-Also, download and play "Golliwog's Cakewalk". Ask the students to make tight fists, then open their hands suddenly as they hear accents. Lastly, have the children stand and relax their bodies, with arms hanging loosely at their sides, and tighten their muscles for accents.
--Accents are taught through tightening and loosening up with bodies and muscles.

Assignment #8 Worksheet for Chapter 5

Teaching Music through Playing Classroom Instruments

1.Classroom instruments function in a variety of ways. Please list some instruments that play (1) melodies, (2) harmony, and (3) rhythm.

(1)Melodic instruments—A melodic instrument is any instrument that can produce a melody.

List melodic instruments:
-piano

-Electronic Keyboards

-Melody Bells

-Step Bells

-Resonator Bells

-Xylophone

-Glockenspiel

-Metallophone

-Hand bells

-Tone Chimes

-Recorder

(2)Harmonic instruments—A harmonic instrument can play simple chords or drones as accompaniments to songs.

List harmonic instruments:

-Autoharp

-Q-Chord (digital song card guitar)

-Guitar

(3) Rhythmic instruments (percussion instruments)—Rhythmic instruments can play the rhythm to songs. They are divided into woods, metals, and skins.

List rhythmic instruments:

-Maracas

-Triangle

-Tambourine

-Rhythm Sticks

-Hard Drumbs

-Cymbals

2.What musical concepts could students gain through playing instruments?

Students could gain the musical concept of form, melody, pitch, keeping the steady beat, and also knowing the differences in dynamics.

3.Playing instrumental accompaniments adds interests and variety to many songs and contributes toward perceptual and motor skills. The choice and use of appropriate instruments in musical experiences can enrich the study of history, geography, culture and people, poetry, feelings and moods, and holidays. Please select one topic from above categories and design an activity using musical instruments.

-The teacher would read a story to her kindergarten class about the holiday Easter. The story would be about "Peter Cotton Tale". The story is about a rabbit that delivers decorated Easter eggs and colorful baskets to all of the children in the world. The teacher will sing the song first and then have the children sing it with her. The children will use small drums to tap the steady beat of the "Hippity-hoppity" part of the song when the Rabbit is hopping.

Here comes Peter Cottontail,
Hopping' down the bunny trail,
Hippity, hoppity,
Easter's on its way.

Bringing' every girl and boy Baskets full of Easter joy,
Things to make your Easter bright and gay.
He's got jellybeans for Tommy,
Colored eggs for sister Sue,
There's an orchid for your Mommy
And an Easter bonnet, too.

Oh! here comes Peter Cottontail,
Hopping' down the bunny trail,
Hippity hoppity,
Happy Easter day.

Here comes Peter Cottontail,
Hopping' down the bunny trail,
Look at him stop, and listen to him say:
"Try to do the things you should."
Maybe if you're extra good,
He'll roll lots of Easter eggs your way.

You'll wake up on Easter morning
And you'll know that he was there
When you find those chocolate bunnies
That he's hiding everywhere.

Oh! here comes Peter Cottontail,
Hopping' down the bunny trail,
Hippity hoppity,
Happy Easter day.

Assignment 7 Article Review

1) Is it true that just listening to music makes you smart? What does research studies cited in this article indicate? What does the author suggest? What do you think? No, just listening to music is not proven to make you smart. However, the research studies cited indicate that "Music has the ability to facilitate language acquisition, reading readiness, and general intellectual development"; "to foster positive attitudes, and lower truancy in the middle and high school, and to enhance creativity, and to promote social development, personality adjustment, and self worth" (Hanshumaker, 1980). I think music for sure has the ability to promote social development. In basically every music piece, everyone has to worth together to compose a piece. Even a singer singing a solo piece needs to work with the band to compose music. Working together to form music and dance is very important in music. Social skills will absolutely develop.

2) The author suggests four types of findings to support the belief that music has strong biological roots? What are they?

1) If music had a strong biological component, then animals would have fundamental abilities in music--and this seems to be the case. Monkeys can think in terms of musical abstraction.

2) Biological behaviors are universal. Parents communicate to their babies through lullabies.

3) Biological behaviors are often reveled early in life, before cultural factors can influence and change behavior. Toddlers exhibit musical behaviors.

4) We might expect the human brain to be organized to process musical activity- and this is the case.

3) According to neuroscientists, synapses (the junction across which a nerve impulse passes to a neuron or other cell) grow stronger through use and become weakened. How does playing music help synapses grow stronger?

Playing music helps synapses grow stronger by use and weakened by disuse. Learning and performance articulate the brain--not merely by developing specific music skills, but also by strengthening the synapses between brain cells.

4) Does music help improve reading comprehension? What does the author say about it? What is your opiniOn. According to this article, yes music can help improve reading comprehension. Music is complex, so the children really have to understand what they are reading to grasp the musical concept. Therefore, the students are analyzing and improving their reading comprehension. In the article they did an experiment with first graders and after receiving instructions in musical listening, they have shown to have higher reading scores. I was curious when reading this article because I did not understand how listening to music would help reading comprehension.

5) The thing that I found interesting is the fact that brain scans taken during musical performances show that virtually the entire cerebral cortex is active while musicians are plays. That fact is just fascinating to me.

Journal Two

During this unit, we learned how to write a lesson. We learned that the National Standards were always the place to start. You must have the National Standards at the top of the lesson, followed by concepts, skills, and objectives. We learned that it is important to write our lessons so that if we ever have a substitute teacher, that teacher would be able to teach the lesson. We learned more about rhythm and music form. We learned about tonic solfa and the hand signs to Do Re Mi Fa So La To Do. We learned about Kodaly and his teaching practices. Also, I learned how to play the notes D and C on the recorder. I learned that in the C major scale, you have to start with C and end with C. I learned how to write out the C major scale in order. As for classroom management, we learned how to control a classroom by teaching our lessons to our class group. It was interesting how some of the students our own age would not pay attention and yawn while you were teaching. It was my job to keep my students entertained and on task.

I liked this unit because we actually got to write our own lessons. Writing our own lesson let us feel like the teachers we will be someday soon. We were able to teach what we wanted and our own experience made us learn way more than a textbook could ever teach us. I also did learn through reading about Kodaly and researching his teaching methods. We had our first test; therefore, reading was necessary to understand the material that was going to be on our test. I read the different functions of music and understood when they were used. Discussion is a huge learning process in our class. We have discussions about the music notation on the bored daily, which is a huge part of our class and for sure how I learn most of the material.

It is important for me to learn how to write a lesson plan because one day soon I will be a teacher. I chose to write a lesson plan for Kindergarten because I want to teach Kindergarten and early elementary. It was important for me to realize what the national standards are and what I should set my objectives to be for my Kindergarteners. It is important for me to learn tonic solfa, because when I teach pitch to my students, it will be a useful and fun way for them to learn.

It is important for children to learn how to use tonic solfa and hand signals because the pitch of music is very important for the students to understand. Starting our teaching the students with a song such as Do Re Mi Fa So La Ti Do can be fun and very educational for the students.

Writing and reading music notation was something that I found difficult in this class. I have never taken any kind of music before; therefore I was completely clueless when it came to writing my own music down on my own staff paper. Everyone around me seemed to be doing very well and have musical backgrounds. I was not discouraged. I am getting better. Slowly but surely! I also had trouble writing symbolic pictures to Mary Had a Little Lamb. In the end, I figured it out. It just took me a while to grasp some of the musical concepts.

Final Lesson Plan

Amanda Kelley

Music 373

Final Lesson Plan

Activity: Children’s song “Peanut Butter and Jelly”

Grade Level: Kindergarten

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

Music: Rhythm-steady beat

Non-music: Language Arts- New vocabulary word: Sandwich

Skills

Music: Keeping the steady beat

Non-music: Fine and gross motor skills

Objectives

The students will be able to:

Keep the steady beat throughout the song

Demonstrate fine motor skills by making different hand gestures to go along with the song such as clapping, spreading, and eating

Demonstrate gross motor skills by stomping their feet

Understand the new vocabulary word: Sandwich

Materials

Open Space

Procedure

Greet the class with a warm welcome “good morning my kindergarten class”

Make sure everyone is sitting in a semi-circle around me

Tell the class, “Today we are going to sing a song called Peanut Butter and Jelly!”

Tell the class, “I am going to sing the song first but I need your help to remind me what movements to do”

Tell the students that when you sing this phrase“And you crunch’em” you go like this (make hand gesture of clapping both hands together)

Ask the class to “crunch’em” for you

Tell the students that when you sing “And you squish em’” that they should stomp their feet

Ask the class to “squish em’” for you

Tell the students that when you sing “And you spread it” that they should make the hand gesture of moving one hand to the left

Ask the students to “spread it” for you

Tell the class that when you sing “And then you eat it” that they should put two of their hands to their mouth

Ask the class to show that they can “eat it” for you

Once that everyone knows the hand movements, you should ask the class if they can help you remember the hand movements as you sing by doing the motions while you sing

You (the teacher) first sings the Peanut Butter and Jelly song while doing the hand gestures and the children do the hand gestures as well

Tell the class “that was fun! Lets all try to sing it together”

Sing the whole song together with the hand gestures

Tel the class that “The Peanut Butter and Jelly song has a steady beat”

The teacher demonstrates clapping my hands to the steady beat for one verse

(X X X X)

Ask the class “Can everyone clap the steady beat with me? (Teacher will sing)

Teacher says “Today, by singing the Peanut Butter and Jelly song we learned a new word: Sandwich”

Teacher says “Peanut Butter and Jelly is a type of sandwich”

Teacher explains: “A sandwich has 3 parts”

The top: one slice of bread

The middle: all of the yummy stuff you want in your sandwich

The bottom: another slice of bread

Teacher explains “Our Peanut Butter and Jelly Sandwich had 3 parts: One slice of bread on the top, peanut butter and jelly in the middle, and one piece of bread on the bottom holding it all together

Closure

Teacher says “I don’t want my sandwich to fall apart on me! Can someone show me how to make a sandwich in 3 parts?”

Teacher asks a student “Which movements did we learn today?” (Crunch, squish, spread, and eat)

Teacher asks “Can someone tell me what parts of the song have the same steady beat?”

Teacher asks “Can someone clap the steady beat for me?”

Assessment

Were the students able to clap the steady beat?

Were the students able to use hand gestures to show their fine motor skills?

Were the students able to stomp their feet to show their gross motor skills?

Did the students understand that the sandwich had 3 parts?

Were the students able to sing to the steady beat?

Journal One

Journal One

During the first part of this class, we learned many concepts of music such as pitch, rhythm, rests, rest counts, meters, and melody. We learned that songs have rhythm. We learned how to keep the steady beat of the rhythm by tapping our legs or hands to the beat. We sang songs with a high pitch. One example could be “Bee Bee Bumble Bee”. That song had a very high pitch. We learned how to take turns singing in pitch. When we were called on, we would sing “my name is Amanda” and then the next person would sing their name in tune also. Non-musical skills that we learned would be to follow directions, socialize with the class, and we learned everyone’s name. Music can help students learn educational topics such as math, history, science, art, language arts, ect. Music can basically teach any subject though songs and melodies. An example of how history can be taught through music is learning the president’s names in a song. We learned how to write a lesson plan in the correct sequence. One classroom management skill that we learned was how to take attendance. If the class is misbehaving and you want to calm them down, music usually works. Sing an attendance song, so that way everyone has to participate and enjoys listening to the music as well. Music sooths the mind and can send out a relaxing vibe. Songs such as Tideo, could get the children all involved at once. We also learned the rhythmic beat to Tideo, which helped us understand how many measures were in a beat. Hands on experience are the best way to teach music. Students will get bored if they are taught through lecture everyday. Getting the students as musically involved as possible is the best way to help them grasp the concepts of music. All of your students should be up and moving around and singing. Rhythmic sticks are also a great way to keep the class interested and also teach the steady beat. It also helped me understand the rhythmic notation and how fast and slow the notes were. If it had a 16^th note, that meant that we would move our rhythmic sticks faster. If we had a 8^th note, that meant that we would move them slower than the 16^th note. I am a very hands on learner, so that activity was helpful for me. I also learned about the musical notation and how to write a lesson plan by reading my text book. But I learned the most by hands on experience in the class. It is important for me to learn music concepts and skills because I am going to be a teacher soon. I am going to use music to teach my lessons. I am going to be an elementary school teacher, so no matter what subject I am teaching, I can use music to help teach. It is important for elementary school children to learn music concepts and skills because music is such an important part of our everyday lives. Music is everywhere. Songs develop social skills. Even as early as the “Patty Cake” song. Children learn through music such as the “A,B,Cs”, counting songs and many other educational songs. Music energizes children and realistically, children need to not be lectured 24-7 and have fun learning for once. The only problem I have had in this class is that I have had no experience with music notation what so ever. I did not know the FACE or Every Good Boy Does Fine. I have to memorize those things and then I think I will be good. I enjoy this class because it is not like my other classes. I enjoy singing, moving around, and actively participating.

WorkSheet for Chapter 4

Worksheet for Chapter 4

1) What are the differences in vocal characteristics and abilities of children? Give examples that are age specific.

(1a) Preschool/Kindergarten (Ages 4 and 5)

(1b) Their vocal characteristics and abilities:

§ Voices are small are light

§ Children are generally unable to sing in tune

§ Singing range is D-A for most, D-D for some

§ 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) Their song interests:

§ Like songs that tell a story

§ Songs that give them an opportunity for natural expression

§ Love make believe

§ Songs that deal with familiar experiences (bed-time, animals, the seasons)

(2a) Early Primary: First and Second Grades (Age 6 and 7)

(2b) Their vocal characteristics and abilities:

§ 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 sing with attention to dynamics and change in tempo

§ Children can sing rhythmical accenting strong beats and performing simple syncopation

§ Children can sing from simple music notation

§ Children can sing melodies with simple harmonic or rhythmic accompaniment

2(c) Song interests:

§ Children enjoy songs about animals, community, friends, action (with movement or creative motions), pretending, folk games from around the world, and special occasions

3(a) Intermediate: Third and Fourth Grades (Age 8 and 9)

3(b) Their vocal characteristics and abilities

§ Most children can sing in tune

§ Girls’ 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 if 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

3(c) Song interests:

§ Children enjoy songs about America (Native Americans, Pilgrims), transportation, geography, the circus, planets, and people and songs that express emotion.

§ Songs from other lands are appealing because of their contrasting styles

4(a) Upper Elementary: Fifth and Sixth Grades (Age 10 and 11)

4(b) Vocal characteristics and abilities

§ 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

4(c) Song interests:

§ Children enjoy songs related to adventure, work, transportation, history, and feelings

§ Songs from other cultures and countries

§ Enjoy folk songs from American, songs about places or events and contemporary popular songs

§ They like to harmonize and accompany songs with classroom instruments

§ They are enthusiastic about dramatics and producing musical plays

2. List and explain the Techniques for teaching children to sing:

1) Creating an Environment for Singing Experiences

§ Song sung by a parent, teacher, or friend provide an effective model for them to follow

§ Play playing a book on tape of a children’s voice, children can learn to reproduce tonal sounds by imitation

§ Hearing sounds repeatedly will help them relate to pitch, melody, and rhythm

2) Improvising Posture

§ Children must stand with shoulders erect, head up, and spine straight

§ Create games and analogies to improve posture

o Ask the children to reach for an imaginary bar above their heads and pull their bodies upward toward it. They should relax and put their arms down to their sides

3) Teaching Good Breathing Habits to Support the Tone

§ As they learn to “feel” the pitches, they will be better able to “match” the pitches.

o Sip air as if through a soda straw and release it with a hissing sounds. Be sure to keep to sound steady and not like a radiator that has sprung a leak

4) Finding the Head voice

§ Children who cannot sing in tune are unable to manipulate their voices so that they can match the musicals sounds they hear. Before a child can sing comfortably, he must learn how it feels and sound to use the head voice

§ One game:

§ Different “voices” can be used when saying selected chants; For example: the chant “1,2,3,4,5” can be spoken this way:

§ Regular voice: 1, 2, 3, 4, 5 once I caught a fish alive

6, 7, 8,9, 10, then I let him go again

§ Low voice: Why did you let it go?

§ High voice: Because it bit my finger so.

§ Low voice: which finger did it bite?

§ High voice: the little finger on the right!

5) Developing the Ability to Match Tones

§ It is directly related to breathing techniques, ear training, a relaxed jar, and singing with energy.

o Most children have sung childhood chants, such as

“Come over to my house”

6) Developing Concepts of High and Low

§ A basic skill in tone matching is to develop the concepts of high and low

o Ie: Show pictures that illustrate the concepts of high and low, such as a plane and a car

7) Discovering Patterns

§ All pieces of music have patterns that repeat. These patterns may be melodic, rhythmic, or harmonic. Have children:

o Examine repeated patterns on fabric or wrapping paper

o Show pictures with patterns that occur more than once

Assignment 4

Amanda Kelley

Music 373

Lesson Plan #1

Activity: Children’s song “Peanut Butter and Jelly”

Grade Level: Kindergarten

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

Music: Rhythm-steady beat

Non-music: Language Arts- New vocabulary word: Sandwich

Skills

Music: Keeping the steady beat

Non-music: Fine and gross motor skills

Objectives

The students will be able to:

*Keep the steady beat throughout the song

*Demonstrate fine motor skills by making different hand gestures to go along with the song such as clamping, spreading, and eating

*Demonstrate gross motor skills by stomping their feet

*Understand the new vocabulary word: Sandwich

Materials

*Open Space

Assignment 2


1. Long-term goals are designed to assist the teacher in clearly specifying what is ultimately to be achieved in learning music. For example, the student will acquire the appreciation of rhythm is a long-term goal.

Short-term goals are generally attained within a specified time frame. For example, the student needs to learn how to use a tambourine for the Christmas play. The student only needs that knowledge for that particular week.

2. Musical concepts are a collection of experiences or ideas that are grouped together based on some common properties. Six musical concepts include rhythm, melody, texture, dynamics, tone color or timbre, and form.


3. A musical skill is considered the action students do to learn about particular concepts or technique. For example, learning the alphabet (the ABCs) is a skill and it teaches students about the letters of the alphabet. A counting song, such as “one little froggy, two little froggy” is a musical skill that also engages the children in counting. The “sates song” about singing the states in alphabetical order engages the child in not only music but also geography.

4. A possible sequence for writing a lesson plan would start with deciding on an activity. Secondly, it is important to indicate what grade level the lesson is for. After you have chosen the grade level and an activity you should decide on which concepts you would want to include in the lesson and also the objectives. You would want to include procedures, both preliminary and main content. A good closure to the lesson plan is important. And lastly, the materials you will need is very important when writing your lesson plan. Thus you can be ready to teach the lesson with the appropriate materials.


5.The 9 national standards in music education are:

1. Singing, alone and with others, a varied repertoire of music

2. Performing on instruments, alone and with others, a varied repertoire of music

3. Improvising melodies, variations, and accompaniments

4. Composing and arranging music within specified guidelines

5. Reading and notating music

6. Listening to, analyzing, and describing music

7. Evaluating music and musical performances

8. Understanding relationships between music, the other arts, and disciplines outside the arts

9. Understanding music in relation to history and culture


6.Music is important in a child’s education because music makes learning more fun. If the children are having fun singing they do not realize that the music is actually teaching them a lesson. For example, the musical song could be about math or the alphabet. The children learn subjects through music and they do not realize they are learning. We need music because it is an important part of everyone’s’ lives. Everyone listens to some type of music weekly in a variety of ways. The purpose of music, in my opinion, is to lift our spirits. I can relate to many songs or rhythms that are in music.