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Introduction TED 387 Music Methods Dr. Steve Broskoske This is an audio PowerCast. Make sure your volume is turned up. Sound will begin on this slide.

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Presentation on theme: "Introduction TED 387 Music Methods Dr. Steve Broskoske This is an audio PowerCast. Make sure your volume is turned up. Sound will begin on this slide."— Presentation transcript:


2 Introduction TED 387 Music Methods Dr. Steve Broskoske This is an audio PowerCast. Make sure your volume is turned up. Sound will begin on this slide.

3 Introduction to the Course

4 Course Objectives As a result of this course, students will... 1.387.1 explain the elements and ingredients of early childhood and elementary music curriculum, including by identifying standards established by governmental, accrediting, and professional groups (e.g. PDE Chapter 4). 2.387.2 use materials and methods to teach musical techniques.

5 Course Objectives 3.387.3 use techniques to develop integrated demonstration lessons, including those that include children’s literature. 4.387.4 identify resources for various musical needs to enhance the elementary and early childhood curriculum. 5.387.5 use music as part of an activity/game based on a particular content in the curriculum.

6 Modules Module 1: Standards for Music (15 points) –Work independent of class. –Explore music standards and why it is important to incorporate music in the curriculum.

7 Modules Module 2: Using Music to Teach Content (35 points) –Why it is important for music to be taught in schools. –Using music to set the tone and create an atmosphere conducive to teaching/learning. –Use music to induce the alpha brain wave state for learners. –Create content songs. –Gather online music resources on a Wiki.

8 Modules Module 3: Teaching a Practice Lesson (25 points) –Prepare a lesson plan. –Individually, teach one (1) 15-minute lesson in class. –Plan to engage the entire class in your lesson (get everyone involved). –Provide copies of the music you plan to teach and also any materials for the whole class.

9 Modules Module 4: Activities, Games, and Movement (25 points) –Explore and demonstrate movement in the classroom. –Explore and demonstrate dance in the classroom. –Explore the use of games and activities that use music.

10 Materials Online All of the materials for this course can be found online. Explore the Web Site

11 What the Course IS About Singing. Dancing. Playing games with music. Teaching content with music. Exploring the benefits of music. Enriching the curriculum with music and the arts.

12 Throughout the Course Identify online sources of music resources for the classroom. Create an online Wiki music resource that other teachers can use. Explore ways to use an iPod in the classroom. Explore how the brain functions when exposed to different types of music.

13 Throughout the Course Explore the 3 levels at which music can be incorporated into the classroom. –Teach educational content. –Enhance educational content. –Set tone/atmosphere.

14 Purpose of Course Expose you and help you explore ways to enhance the curriculum with music. Help loosen you up to have fun and be creative with music. Give you experience incorporating music into lessons. Help you accept your musical talents and those of others. You BEFORE this course. You AFTER this course!

15 Dr. Steve’s Musical Experience Classically trained (pipe organ, piano, vocal). Experienced church organist, accompanist, choir director, performer, private music teacher. University musician (convocation, graduation, church activities, parties & special events). Current church position: –Direct 3 children’s choirs plus 1 adult choir. –Worship leader for traditional and contemporary worship.

16 Importance of Teaching Music

17 Music and the Arts Mandated by PDE In Chapter 4, PDE mandates instruction in the following area: The arts, including active learning experiences in art, music, dance and theatre.

18 Music and the Arts PDE Academic Standards 9.1 Production, performance and exhibition of dance, music, theatre and visual arts. 9.2 Historical and cultural context of works in the arts. 9.3 Critical response to works in the arts. 9.4 Aesthetic response to works in the arts.

19 Important of Music and the Arts (PDE Kindergarten Standards) Arts and Humanities are an important component of children’s early learning experiences. Children who are given opportunities to develop their imagination through a variety of media are learning to express their individuality in interests, abilities and knowledge.

20 Important of Music and the Arts (PDE Kindergarten Standards) When they view others’ work, children are also learning to appreciate and respect differences in culture and viewpoint. Arts and Humanities influence children’s growing competence as creative problem solvers and learners. Teachers support (kindergarten) learners by providing ongoing opportunities that integrate arts and humanities into cross-curricular areas.

21 Importance of Music and the Arts Journal of the Society of Arts (GB) –Reminds that: Educators dating back to Plato insisted on teaching of music. St. Augustine wrote 6 books on the subject.

22 Importance of Music and the Arts To enhance students’ intellectual capabilities. –Students who participate in music study scored significantly higher in both verbal and math skills than those who had no music (1995-1999). (College Board, makers of SAT) –The longer students studied music, the more their SAT scores increased exponentially. (MENC)

23 Importance of Music and the Arts To improve student personal qualities. –In addition to academic improvement, music students develop: Self-esteem. Self-discipline for concentrated focus on a task. A sense of teamwork and the ability to look at problems from multiple angles for multiple solutions. ( National Association of State Boards of Education Policy Update, Vol. 8, No. 13, August 2000)

24 Importance of Music and the Arts To improve appreciation of cultural diversity.

25 Gardner’s Multiple Intelligences 1.Linguistic: writing journals, making speeches, advocating, retelling, and reading. 2.Musical: singing, performing, reading and writing poetry, and playing instruments. 3.Logical-mathematical: outlining, calculating, analyzing statistical information, and creating timelines. 4.Visual-spatial: drawing, using guided imagery, making mindmaps, and using graphic organizers, maps, charts, and graphs. 5.Body-kinesthetic: role-playing, enacting simulations, playing games, and using manipulatives. 6.Intrapersonal: doing self- reflection tasks, practicing higher-order reasoning, questioning, and taking personal inventories. 7.Interpersonal: participating in group work, practicing cooperative learning, mentoring, tutoring, and conducting field interviews. 8.Naturalistic: fishing, hiking, camping, farming, and investigating the natural world. Music uses several Multiple Intelligences.

26 Active vs. Passive Learning Involvement in music represents active vs. passive learning. vs.

27 Why Teach Music? (PMEA) Music is a science. –It is exact, specific; and it demands exact acoustics. A conductor's full score is a chart, a graph which indicates frequencies, intensities, volume changes, melody and harmony all at once and with the most exact control of time. Music is mathematical. –It is rhythmically based on the subdivisions of time into fractions which must be done instantaneously, not worked out on paper. Music is a foreign language. –Most of the terms are in Italian, German, or French; and the notation is certainly not English--but a highly developed kind of shorthand that uses symbols to represent ideas. The semantics of music is the most complete and universal language.

28 Why Teach Music? (PMEA) Music is history. –Music usually reflects the environments and times of its creation, often even the country and/or racial feeling. Music is a physical education. –It requires fantastic coordination of fingers, hands, arms, lips, cheek, and facial muscles, in addition to extraordinary control of the diaphragmatic, back, stomach and chest muscles, which respond instantly to the sound the ear hears and the mind interprets. Music is all these things, but most of all music is art. –It allows a human being to take all these dry technically boring (but difficult) techniques and use them to create emotion. That is one thing that science cannot duplicate: humanism, feeling, emotion, call it what you will.

29 Why Teach Music? (PMEA) That is Why We Teach Music! –Not because we expect students to major in music. –Not because we expect students to play or sing all their life. –Not so students can relax. –Not just so students can have fun.

30 Why Teach Music? (PMEA) BUT--so you will be human! –So you will recognize beauty. –So you will be sensitive. –So you will be closer to an infinite beyond this world. –So you will have something to cling to. –So you will have more love, more compassion, more gentleness, more good--in short, more life. Of what value will it be to make a prosperous living unless we know how to live? That is Why We Teach Music!

31 Next Session Start considering how to incorporate music into the early childhood classroom.

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