MUS 463 Class Notes September 4, 2013 Class 1 Think/Pair/Share I remember playing the recorder, clapping coconuts together,

r, and singing songs like What will you be for Halloween? I enjoyed being able to leave the classroom for music class. Soup Activity/Painting Rhythmic, continuous Gross motor movement Body awareness Neutral syllable Tonal vocabulary/patterns Dinosaur Activity Macro beat (feet stomp) Micro beat (fingers) Stationary locomotor Resting tone (main pitch) Bum Song Rote song procedure Audiate (think song in head) Chord roots Why Music Education? Why is music education important? o Music is everywhere TV, radio, stores, elevators. Easier to teach kids when they are young. Promotes group work and team work. What is the purpose of music ed? o Providing tools for students to be creative o Express things that words cant say o Reflective Why bother with music? o Form of expression o Artistic component Music Aptitude Born with this stabilizes at age 9 Music ed helps students achieve their potential Tonal aptitude (tone) Rhythm aptitude (beat) Music develops along the same lines as language What should elementary kids be able to do at the end of elementary school?

September 11, 2013 Class 2 History of Music Education Religious singing hymns War related military bands Lowell Mason father of music education Filled with ebbs and flows 1992 Goals 2000 Viable assessment based curriculum National standards o Creativity o Diversity o Listening Skills Three Domains of Teaching Cognitive (intellectual learning) Psychomotor (physical skills) Affective (feeling/emotion) Music education should start ASAP Music Aptitude vs. Music Achievement Everyone has aptitude o Innate not inherited o Normally distributed among people Developmental versus stabilized (age 9) Audiation Means hearing and comprehension of music in ones head Involves a sense of tonal/rhythm syntax Ability to think IN musical sound Prediction Audiation is to music what thought is to language. Sequential Music Learning Music/language parallels Listening, speaking, reading, writing Informal versus formal learning Language development Music Development Music babble Kids move out of babble w/ unstructured and structured play activities Learn what something is based on what it is not Tonalities 7 total Major Minor Dorian Frovian What Should We Teach?

 National Standards for Music Education (9 total) 5 Elements of Music Expressive Qualities (tempo, dynamics, timbre) Harmony Melody Rhythm Form Expressive Qualities Tempo speed of the beat o Flight of the Bumblebee vs. Elephant o Hungarian Dance #6 (combination) o Mountain King Dynamics volume o Can focus on opposites (loud/soft) or gradual change o Eye of the Tiger (loud) o Gnomes (combined) Timbre sound color or quality o Everything thats not the melody Listening Allows children to absorb the music and build music vocabulary Acculturate to music Experience things you cant provide with voice Helps children become critical listeners Elements of Good Listening Examples Instrumental (or in another language) Variety of styles Varying dynamics Varying tempos Length: 60-90 seconds for young, 2-3 minutes for older What are kids doing during listening? Passive listening o Background music Active listening o Listen for specific elements and concepts o Movement focused on specific music elements o Listening maps to focus attention on elements National Association for music Education (NAFME) Valuable resource

September 18, 2013 Class 3 Inspire Listen to music and write down thoughts/ideas Example: Music clip from Chronicles of Narnia Timbre Combination of qualities of a sound that distinguishes it from other sounds of the same pitch and volume Rhythm Beat steady pulse of music o Can change the tempo o Two layers macrobeat, microbeat o Children can feel microbeat before macrobeat o Spider finger on laps o Teach by rote before having students try to find beat Discrimination learning vs. inference learning Meter involves layering of macro/micro beats o Determines how macrobeats are divided o Macros in 2 = duple meter o Macros in 3 = triple meter (example: Waltz) o Macros in 2 & 3 = combined meter o Uneven macros = unusual meter Understanding Rhythm long and short durations and the organization of sounds and silences in time o Involves time/timing o Rhythm patterns = rhythmic words o Can use rhythm syllables o Melodic rhythm rhythm of the melody What you sing in the song Gordons 3 Layers of Rhythm Melodic Rhythm o Microbeats Macrobeats Songs versus Chants Both have rhythm and meter Songs have pitch/tonality Chants do not have pitch/tonality Movement Importance of movement o Contributes to physical development (body awareness/coordination) o Aids in understanding of musical concepts (rhythm) o Helps develop in musical sensitivity/expression o Helps develop creativity/imagination Movement different than Dance o Body awareness

 Is my body moving or is it still? What part of my body is moving? Ex: Go and stop, popcorn Laban Movement elements o Created by Rudolph von Laban o All 4 elements are related Flow (free-bound) free, fluid uninterrupted, smooth movement Continuous fluid movement Readiness for beat Flowing first keep tempo consistent Free relaxed, loose, difficult to stop (swimming) Bound stiff, difficult to keep moving (stiff noodle) Weight (strong-gentle) feel body weight Carrying a big snowball Gentle floating feeling (dont crack the eggs) Space (many aspects) Levels high, medium, low o Self versus shared o Open versus closed o Locomotor versus stationary o Direct versus indirect Time (quick-sustained) Quick freeze quickly into a statue Sustained slow motion statues Safe environment o Demonstrate, playful Tips o Less talking is better o Modeling is best o Clear, concise directions o Have a signal to end

September 25, 2013 Class 4 A little more on rhythm Meter identification o Duple meter Macro du Micro du de o Triple meter Macro du Micro du da di Rhythmic Improvisation o Talk in duple/triple meter using Ba Baba Ba Body percussion o Pat, tap, snap Movement Review (why important) Physical development/coordination (body awareness) Understanding musical concepts Developing musical sensitivity/expression Early Childhood Music (informal learning) Why is it important for children to be exposed to music early? o Brain development o Music aptitude o Music/language learning parallels How do young children learn music? Preparatory audiation o Stages everyone goes through before achieving audiation o Requires proper guidance and sufficient exposure to music o Occurs in three stages/types Acculturation Preparatory audiation stage 1 Approx birth to age 2-4 Musical age vs. chronological age Three sub stages o Absorption Songs w/o words Human voice (same key) Vocal inflection for chants Consistent tempo Vary other parts o Random response (physical) o Purposeful response (tonal/rhythm babble) Respond in the same pattern Imitate them back Imitation Preparatory audiation stage 2

Approx age 2-4 to age 3-5 o Shedding Egocentricity (audiation stare) o Breaking the Code (imitate fairly accurately) Not audiating yet Assimilation Preparatory audiation stage 3 Approx age 3-5 to age 4-6 o Introspection o Coordination (analyze yourself and fix it) Early Childhood Activities o Informal guidance vs. formal instruction o Menu of activities respond to what kids are doing o No expectations of specific child responses o Very little talking! (singing or chanting with seamless transition) o Even cleaning up has song in it o Pattern instruction o Tonal and rhythm patterns

October 2, 2013 Class 5 Early Childhood Review Music Babble Stages Informal o Child teaches himself o Responds to the tonal/rhythm syntax of music Music Babble In this stage until she can sing in tune or move with consistent tempo Two dimensions o Tonal 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 o Rhythm Movements unrelated to music Patterns emerge that are consistent but still dont relate to the music Movement patterns become consistent = consistent tempo Out of rhythm babble when child moves consistently with beat of the music and performs rhythms correctly o Not related to each other Aural/Oral Stages of Music Aural = listening vocabulary Oral = singing/chanting vocabulary Basis of audiation Enhanced by informal music activities o Varied activities Early Childhood Curriculum Song instruction Coordination/movement instruction Chant instruction Tonal pattern instruction (oral) Rhythm pattern instruction Listening Song Instruction Establish tonality (resting tone, major sound, minor sound) Always sing in same key, tonally, meter, and tempo o Contrast dynamics, inflection Movement Instruction Bilateral with arm/legs (easier to coordinate, and feel the beat) Alternate arms/legs Stationary before locomotor Chant Instruction

 Establish meter Consistent meter and tempo every time Pattern Instruction Tonal patterns Rhythm patterns (short when they are little. Double when in imitation stage) Informal do not expect a response Listening Instrumental Variety of styles Changes in timbre Contrasting dynamic sections Unusual tonalities and meters Elements of Music Melody Succession of pitches that make up the tune of the song (tune) Aspects of melody o Contour High/low Up/down/stay the same Skips/steps/leaps/repeats Jaws half step o Tonality Major/minor/others Relationships around a pitch center Gives tonal flavor Solfege as a tool (do, re, mi): happy/sad as a hint Scales = series of half/whole steps 8 pitches in a scale (counting both ends) Singing Voice Development Why is singing voice development important? o Roots of music education in US are singing (church, army) o Teaches students to use the instrument they already have and can take anywhere o Most connected to our ears Mechanics of the voice o Posture is important o Breathing is essential o Tension is bad o Audiation is necessary o Learning to sing depends on: Developing audiation Finding your singing voice Finding singing voice o Sirens explore their head voice o Owl hoots o Train whistle

o Slides/rollercoaster hand to make the contour of the sound o Different ways of using voice This is my ________ voice (singing, whisper) Presenting a good vocal model o Demonstrate good posture o Do not use vibrato o Sing in an appropriate range for children o Men: sing in your range (octave lower) but give kids starting pitch o Sing TO children, not WITH children o Give opportunities for children to sing alone o Lines Every good boy deserves fudge (EGBDF) o Spaces FACE Stages of Elementary Singing Development K-1st grade vocal range: D-A (above middle C) 2nd-3rd grade vocal range: B (below middle C) to D (above high C) 4th-5th grade vocal range: A (below middle C) to F (above high C) Choosing Appropriate Music for Singing Correct range (look at the notes) Does the melody jump around? Preferably without words o You can sing your favorite song on bum Folk songs are very appropriate

October 9, 2013 Class 6 Melody Review (Music Element 3) Its the tune! High/low Moving up/down Step/skip/leap/repeat Tonality: major vs. minor Musical Element 4: Form How music is organized The structure of music o Required listening for chunks, repetitions o Can be on a small or large scale Form: Call and Response o Alternates between one person/group singing o Contrasting call and response The call changes, but the response stays the same every time o Identical call and response the call and response are the same Che Che Kule Form: Phrase o Musical thought/musical sentence Stretch and bounce Kids songs are usually 4 phrases Form: Sections o Larger scale o Using letters to label/represent large sections AB (Binary) AB o Rig a Jig Jig ABA (Ternary) ABA o Dance of the Sugar Plum Fairy ABACA (Rondo) A keeps coming back ABACADAEA One section recurs, alternating with different sections in between o Viennese Musical Clocks Form: Theme and Variation o Main theme presented and then is manipulated in various ways (changing tempo, rhythm, meter, tonality, range, timbre) Teaching a Rote Song/Chant (Pure) Give Starting Pitch and sing the song on a neutral syllable (bum) Move to the macrobeats (heels or sway)

 Move to microbeats (spiderfingers) Simultaneous macro/micro Pause and sing the resting tone during the song Tell students they will hear the song once more, then they will audiate. Give yourself the starting pitch and sing the song. Give vocal cue to audiate; student audiate song, touching chin when done Give vocal cue, then preparatory gesture/breath (on starting note of song). Students sing the song. (dont sing the song with them) Assess the students performance and remediate if necessary Rote Chant Procedure Perform the chant Move to macros Move to micros Put it together Students figure out meter Do it again Tell them theyll hear the chant once more. then audiate Give vocal cue, students audiate The Point Is (MOST IMPORTANT INFO) To have the students hear the song/chant a bunch of times all the way through Prepare the students for their job Vocal cue (ready sing/ready chant) Preparatory gesture/breath (conducting) Always go back and find starting pitch Things for students to do while singing Macro/micro beats Meter Tonality Resting tone Singing/keeping beat Lyrics Things to practice Vocal cues Preparatory gesture/breath Starting pitch/range

October 23, 2013 - Class 8 Harmony Different pitches sounding at the same time o Unison (Melody) o Harmony makes it more interesting, way cooler Starts with the resting tone Resting tone button Ostinato repeating musical pattern Resting tone ostinato Tonic (do) Dominant (so) Melodic ostinato Chord Roots/chord tones bassline Provides basic sense of harmonic underpinnings Neutral syllables first Expand to full chords (chord tones) Partner songs Songs with same chord root structure/same harmonic underpinnings Rounds only work if harmony lines up Song must have same pattern of chord roots for each phrase (Are you sleeping?) Classroom Instruments Unpitched o Percussion Rhythm sticks, egg shakers, drums, maracas, triangles, sand blocks, etc o How can they be used? Exploratory Play Chance to see, touch, and hear the sounds of instruments, connect look/feel to sound! Exposure to timbre! Jam Session Specific Concepts Body/voice BEFORE instruments! Instrument - extension of audiation! If you can hear/sing/feel it, you can play it! Express Story/Poetic Ideas Pete the cat book Pitched o Percussion xylophones, glockenspiels, Boomwhackers, recorders, ukuleles, etc. o How can they be used? Exploratory Play

Twinkle Twinkle make star sounds Specific Concepts Remember: Body/Voice BEFORE instruments o Beat: Sally Go Round the Sun! o Ostinato: My Pony Bill - parallel/alternating! o Patterns: Love Somebody - play D-M-S! o Chord Roots/chord tones: Rig a Jig Jig boomwhackers Expressive Stories/Poetic Ideas Itsy Bitsy Spider sound effects after each phrase Little Red Hen Creating Improvising Patterns Create a melody o Echoing melodic patterns! o Creating answers to question phrases! o Creating question phrases! o Pairs take turns with questions and answers! o Can you replicate/do it the same way each time?

October 30, 2013 Class 9 Top Five Things to Know About: Expressive Qualities o Timbre sound quality o Tempo speed of the beat (fast vs. slow) o Dynamics volume (loud vs. soft) o Tone chest voice vs. head voice o Listening absorb music/critical listeners Rhythm o Duration of sounds and silences in time and the organization o 3 layers melodic rhythm, microbeats, macrobeats o Elements rhythm, beat, meter o Teach by rote before finding rhythm o Teaching with rhythmic movements and engage in rhythmic babble Melody o The succession of pitches that make up the tune of the song o Tonality: Major/minor/other, relationships around a pitch center, gives tonal flavor o Contour: high/low pitches, notes go up/down/stay the same, skips, steps, leaps, repeats Form o How music is organized, structure of music, small or large scale o Call and response o ABA o Rondo o Theme and Variation o AB Harmony o 2 or more pitches o Simultaneously played together adding depth and interest o Supports the melody o Different kinds: rounds, polyphonic, ostinato, chord roots o Resting tone is important

November 6, 2013 Class 10 Special Education in Music IDEA: o Individuals with Disabilities Education Act (1990) o Students deserve the least restrictive environment IEP: o Individualized Education Program o Team that includes parents, classroom teacher, sometimes specialists o Unique plan to meet individual students needs Inclusion/Mainstreaming Accommodations vs. Modifications o Accommodations: when a child is capable of the same work but needs more time, dierent modes of responding, dierent format, etc. o Modifcations: a change in the standard for participation or for success; a difference in the educational goals for a student Helping Students with Cognitive Impairments o Attention: state goals clearly, use precise language with concrete examples, one task at a time! o Memory: repetition, keep patterns short, break down tasks into steps, visual cues! o Organization of Ideas/Abstract: teach by rote (not note), use iconic or created notation! o Mental vs. Chronological age: work with a buddy, dont Baby down Learning Disabilites o For student specically with auditory processing problems: Multiple opportunities for repetition Pair with visual cues Pair with movement cues Visual Impairments o Preferred seating o Tactile examples/manipulatives o Enlarged visuals/notation o Movement - might do with extra personal space, or with a buddy Hearing Impairments o Wear the microphone! o Preferred seating o Visuals Physical Impairments o Modications to musical instruments o Mallet and recorder adaptations o Modications to the activity Autism Spectrum Disorder o Visuals!

o Be aware of volume levels and timbres! o Pair with a buddy! o Provide opportunities but dont force (physical interactions, vocalizations, etc.) Gifted and Talented o May not mean gifted and talented in music o Opportunities to play more challenging parts o Opportunities to compose or improvise o Individual projects o Student leaders Assessment in Music Education Authentic Assessment o Must measure a particular musical behavior/skill! o Requires actual performance in an authentic setting Standards-based Part of every day class Turns in games Two Types: o Likert Rating Scale 4 - exceeds expectations, 2 - meets expectations, 2 - working towards expectations, 1 - has a long way to go Can be a 3-5 ratings long! o Additive Rating Scale A list of qualities that are or are not present at the time of performance e.g. - recorder performance Extra Musical Benefits Cognitive o Music is an excellent mnemonic device if you chose to use it that way. Linguistic o There is evidence that music education can help those who are language delayed with their communication skills, and that singing can improve many speech disorders o Use of music in the classroom can be benecial in early literacy instruction and for students who are English Language Learners

November 13, 2013 Class 11 Arts Integration Howard Gardner: Multiple Intelligences o Verbal/linguistic (word smart) o Logical/mathematical (number smart) o Visual/spatial (picture smart) o Musical/rhythmic (music smart) o Bodily/kinesthetic (body smart) o Interpersonal (person smart) o Intrapersonal (self smart) o Naturalist (nature smart) o Existentialist (spirituality smart) Two approaches to integration o Thematic approach focuses on a theme/topic o Parallel Concepts approach focuses on common concepts Musical Integration Science o The Bug (head, shoulders, knees, and toes) o Simon Says with anatomy o Solid, liquid, gas movement o High/low concentration w/ voice levels Social Studies o Schoolhouse Rock o Different cultures version of common songs o Lyrics from Civil War o Religion o Movement through the decades o Media o Analyzing Lyrics Math o Angles movement o Shapes movement with string o Counting Songs (5 Little Monkeys) o Circumference o Quadratic equation song o Patterns o Voice match sine wave Language Arts o Spell words with a chant o Songs for days/weeks/months o Stomp/clap spelling syllables/phonemes o Rhyme battle o Listen to music and free write

o Forming letters with bodies o Listening and analyzing music /lyrics o Pick out international language o Read a book and write a song about it Integrating Music and Childrens Literature Books that are songs o Down by the Station o The Crabfish o Shell be Comin Round the Mountain Songbooks o Frog Went Acourtin o Imanis Music Books where music is the important theme Books about composers, pieces of music, or musicians o Composers books (Dr. Celenzas) o The Carnival of the Animals o Childrens Book of music Books about instruments or other musical concepts o M is for Melody o Zin, Zin, Zin! A Violin! o Tubby the Tuba Books with a natural rhythm (with strong patterns or rhythmic sense) o The Remarkable Farkle McBride Books in which aspects of music are included but not the focus o The Jazz Fly o Abiyoyo (social studies) o Freddie Frog and the Flying Jazz Kitten o Theo and the Blue Note Books not directly connected to music but associated with musical pieces o Peter and the Wolf Books that could use instruments to tell a story o Pete the Cat (4 books) o The Little Old Lady Who Wasnt Afraid of Anything The Power of Chant Why use chant? o To improve oral fluency and reading comprehension Similarities between language arts and chant? o Timing rhythm o Pacing tempo o Flow of language beat/meter Ways of using childrens literature to integrate chant: o Book w/ text as an existing chant Brown Bear, Brown Bear I Went Walking o Book w/ text that alternates between stanza and refrain

 Teach Refrain Create movement to show beat that goes with the text Cue the students Add the book Example: Pout Pout Fish o Modifying a text to create chants Example: Barn Dance Teacher modifies Student modifies Other Books The Halloween Play One - Otoshi (book about bullying) One Little Chicken Oink, Moo, How do you do?

November 20, 2013 Class 12 Approaches to Music Education Comprehensive Musicianship o Music education should be more than performing (singing/playing) and reading music notation Dalcroze Approach o Created by Jaczues Dalcroze (1865-1950) o Centered on internalizing musical concepts through physical experience o Three branches: Eurhythmics: based on experience of rhythm/dynamics through body movement (walking/running/skating/galloping etc.) Solfege: fixed DO system (goals is absolute pitch) this will need to be explained by demonstratingtough concept! Improvisation (teacher at the piano): so that teacher can follow/lead students movements Kodaly Approach o Created by Zoltan Kodaly (1882-1967) Emphasis on national heritage (folk songs) Vocal approach to music literacy So-Fa Teaching Stresses skills of music reading/writing Solfege: Movable-Do Progression of pitches learned (so-mi, +la, +do, ) Use of hand signs to reinforce pitch relationships Rhythm syllables: tas and ti-tis Orff Approach o Created by Carl Orff (1895-1982) o Elemental Music music, movement, and speech are inseparable! o Progression: speech rhythm/chant song o Childrens musical development parallels growth of music history: rhythm melody harmony o Concepts introduced as speech patterns and then studied in musical context. Orff Approach o Characteristics of Orffs philosophy (and materials) Speech patterns Elemental music chants/calls (descending minor 3rd*), then pitches introduced one by one Pentatonic first (5 pitches that dont clash) Instruments Ostinato patterns and borduns as accompaniment Emphasis on improvisation (of a certain KIND)

 Music Learning Theory o Created by Edwin Gordon (19??-) o Main goal = developing audiation o Importance of sequential learning o Pattern instruction o Movable-DO/LA-based minor o Rhythm syllables: based on beat-function o Variety of tonalities/meters o Importance of movement/Laban o Individualization of instruction (aptitude, pattern instruction) Integrating Music Integrating Movement with the Early Childhood Curriculum o Uses four basic elements (of dance) Body Energy Space Time o Life Cycle of a Plant Musically Moving Math o Music Math Cards Exploring one-to-one correspondence, external and internal counting Exploring simple addition number sentences Exploring patterns Musically Moving Math o Multiplication Line Dance o Steady Beat Multiplication Maze Musically Moving Math o Shapes and Angles Line: horizontal, vertical, diagonal Angles: right, acute, obtuse Two-dimensional shapes Three-dimensional shapes Integrating Science and Dance o Action word warm-up o Simple machines