1. Welcome Back to MUSC 331

2. Let’s chat about my grade book Boom chic/dumb strum rubrics 7 was ‘high score’ You could have gotten more Note the current dismal grades in my grade book FB critiques Wiki postings Come on. Get there.

3. Sign up for sample teaching #1 by the end of today! Matt, can we move you? Then we’ll have Friday as well for more discussion & prep Don’t forget to post your song! No repeat of songs!

4. Your goal for sample teaching #1 10 minutes Singing Start/stop well In-tune Age appropriate tune/delivery accompaniment Teach something through the song!

5. Let’s look at the rubric together, shall we? Domain #1: Planning/prep Content/pedagogy Knowledge of Students Selecting instructional goals Knowledge of Resources Designing coherent instruction

6. Domain #2 Classroom environment Creating an environment of respect and rapport

7. Domain #3 Instructional delivery Communicates clearly and effectively Questioning/discussion techniques Engaging student in learning Providing feedback to students.

8. Song leading...What’s important? In-tune singing Enthusiasm Healthy model Understanding stages of singing Student range Falsetto Student tendencies Wise theory choices Wise ‘context’ choice for holding ‘concepts’

9. Research on Song Singing with children Sims (1987) Children prefer faster tempi Siebemaler (1999) Children prefer songs that are familiar McCrary (2000) Children initially prefer songs that are culturally familiar Elmer (1997) Children learn better in groups than by themselves Klinger, Campbell & Goolsby (1998) Emersion is more effective than line by line singing.

10. Approximate vocal ranges of children K-2 3-4 5-6 and up

11. Gender divide in 6th grade Girls stay pretty much the same Boys are all over the place. Often don’t settle into range for years.

12. Child voice timbre Much thinner than adult voice Much quieter than adult voice Little or no natural vibrato Nasal sounding

13. Child voice tendencies Sing-speak-whisper- shout confusion Monotone singers Parallel singers Tonic holders Intervalic difficulties Let’s hear/see some, shall we?

14. Songs for children The younger the child, the more diatonic and limited in range. Lively tempi are best initially. Melodic patterns should be obvious and repeat, especially with younger children. Lyrics should be meaningful and rich. Song should be as authentic as possible.

15. Song leading vs Music teaching Get students to sing For enjoyment No conceptual focus No goals other than singing Get students to think For knowledge All conceptual focus Uses singing/playing activities to further educative goals. Prepare to layer teaching skills throughout semester.

16. Teacher tasks when singing Help students start together and stay together Tonal rhythmic Use appropriate ranges Use appropriate timbre Pick attractive songs.

17. Appropriateness of the vocal model used in class clear singing with little or no vibrato in-tune singing appropriate use of dynamics Appropriate live performance Appropriate range for students

18. Presentation eye contact Enthusiasm KNOW THE SONG COLD!!!!! developmentally appropriate “hooks” such as props, visuals, games, ect. gesture cues for entrances and stops

19. So, let’s return to lesson planning “Chase the Squirrel” lesson What were the activities? What were the concepts? What were the contexts? What mode of thinking was involved?