Music Week 2
FAA 202 Cohort 1 (plus some 4s)
Jadyn Harris, Doctoral Student, C & I
Agenda
- Sign in/Name Tags
- Room set up + instrument "fetching"
- Hour 1: Developing Musical Skills
- Hour 2: Processing for the Classroom
- Hour 3: Planning for the Future
Sign-In/Name Tags
- Role
- Grab your name tag
- Hopefully we won't need them next week...
Beliefs/Norms/Themes for This Week
Academics vs. Arts
STEM vs. Humanities
Beat vs. Rhythm
What You Should Have Read BY TODAY
- Eisner, E.W. (2004). What Can Education Learn from the Arts About the Practice of Education?
- Unbound Part 2
Driving Questions for Today
- What are some myths and beliefs about educational concepts (arts/academics, STEM, etc.)?
- How can I use beat and rhythm in my classroom to enhance learning?
Hour 1: Developing Musical Skills
1. Gesture Names
- Quick go around the room of Gesture names
3. Racquetballs (Skill: Identify Duple / Triple / Quadruple Meter)
- (Beat)
- Meter: Duple/Triple/Quadruple
- "Baby Elephant Walk" by Henry Mancini (keep this in your vault)
- "Diagon Alley and The Gringotts Vault" by John Williams (first 0:50 only)
- Accessed on Spotify
4. Scarves n Animals (Skill: Musical Form)
- Dynamics: Piano/Forte
- Form: ????
- Symphony No. 94 in G Major ("Surprise Symphony") by Franz Joseph Haydn
- Accessed on Spotify
- For today's purposes, you will NOT be allowed to practice ahead of time. (see lesson plan below for doing with children)
- Bear
- Birds of Paradise Courting Each Other
- Eagles!!!
- Flamingoes
- Horses
- Butterflies (shorter)
Lesson Plan for "Surprise Symphony" using Animal Groups
b. Give them time to practice movements to soft/loud sounds. Also, allow them to practice slow/busy movements for their animal type.
c. Remind students to freeze when it's not their section.
d. (During LOUD whole orchestra hits, groups that aren't moving may hit a new pose!)
c. Play the music and share!
5. BOOKS: Joyful Noise and I Am Phoenix (both poems for two voices), by Paul Fleischman
a. Get in your small group.
b. Choose 2 poems.
c. Choose a partner (or two) to practice 1 poem with.
d. Choose instruments to accompany your poems, and practice together (share next hour)
Hour 2: Processing for the Classroom
1. Discussion: Implications for the Classroom?
Revisiting Our Driving Questions:
- What are some myths and beliefs about educational concepts (arts/academics, STEM, etc.)?
- How can I use beat and rhythm (and FORM) in my classroom to enhance learning?
- Turn and talk/Pass off/build on ideas...
- Take notes
Revisiting Last Week's Driving Questions:
- How do we describe music? How do children describe music? Musicians?
2. Hurricane! Using Musical Form, Expression, Texture, and Melody to Process Abstract Science Concepts
a. Choose a scarf and an instrument, and arrange yourselves on the floor in a large circle.
~ You can't be in a ring. People have to cover the entire area of the circle.
~ So, some in the center, some in the middle/center, some on the outer edge.
b. As the teacher, I will describe what happens when a hurricane comes.
c. First we'll close our eyes and imagine it, then feel it with scarves, then make the noise with instruments and voices.
~ What feeling words might we use to describe a hurricane?
~ Terms: Melody (Pentatonic), Expression, Texture, (Form)
d. What would he Musical Form of this piece be?
3. BOOK: Unbound: A Novel in Verse
- Book's premise? Characters? Setting?
- Form?
- How do you feel about this story?
- How might this story be perceived as abstract by children in your classroom?
- What are ways you might help children to connect with the story/characters/setting?
- How might you make use of music in connection with Unbound: A Novel in Verse in a 4th/5th grade classroom?
- Relate back to driving questions/myths/beliefs...
Hour 3: Planning for the Future
1. Similarities in Myths/Beliefs
- Looking back at our themes/driving questions, are there any similarities/connections?
2. Unbound Planning and ASSIGNMENT DUE THIS SUNDAY
b. Discuss important points that both authors make, and come up with a list of 4, which your group would like to use as driving factors in your group project you'll share on March 16th
c. Begin to plan what you'd like to do, incorporating music to present Unbound in class
d. This is due to me on Sunday, March 5th at 11:59pm.
3. Closing
b. Summarize key points from today
- either/ors
- myths/beliefs
- abstract concepts
- musical TERMS
c. Readings due next week: Dissanayake Reading + Finish Unbound
d. Assignment due Sunday night!!!!
e. Put room back together, return instruments to my office/Room 28
Lesson Plan Idea for Two-Voice Poem Rondo
b. Choose ONE of the two poem you worked with
c. Discover is there is a form
d. Create a rondo by inserting a musical sound effect/theme at regular intervals
e. Share out