Welcome to Music Week 1
FAA 202
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 (Room 0320)
Sign-In/Make Name Tags
- Sign in
- Name tags
- Arts Integrated Performance Groups
Ellie, Brian, Jessica: Gun Violence
Rachelle, Kamila, Ulysses, Tiffany, Jin: Immigration
Emily, Dani, Elisabeth, Ali: Funding in Education
Ashley K, Abbey, Daisy: Mental Health
Melissa, Dania, Ashley J: Languages
Driving Questions For Today:
- How do children define/describe music?
- How do adults define/describe music?
- How do musicians define/describe music?
- How can the arts (and specifically music) serve as a gateway/point of access for children when it comes to feelings and emotions?
Beliefs/Norms/Themes for This Week
- Importance of the Readings
- Tone Deafness
- Talent vs. Ability
- Inherent Musical Proclivity
Room Set Up + Instruments
- Establish a CENTER Movement/Body Percussion Area
- Establish a Reading Area
- Establish an Instrument Area (we'll have 3 large drums and various small percussion, plus scarves etc.)
- Establish place for backpacks
- Get the Instruments!
What You Should Have Read BY TODAY
- Blatt-Gross: Toward Meaningful Education: Investigating Artful Behavior as a Human Proclivity in the Classroom
- Music Terms PDF
- Feeling Words PDF
- Unbound Part 1
Hour 1: Developing Musical Skills
Instructor: Jadyn Harris
MM: Music Education, Southern Methodist University (2015)
1st year Doctoral Student in COE, C&I:
- Social Justice
- Social & Emotional Learning
- Arts Integration
- ...for the purpose of finding better equity in urban public education for students of color
- Dissertation (beginning this fall): Black prisoner as small child (rewinding to look at early criminalization of youth in schools and society)
Years teaching: 13
- 10 years in Dallas, mostly Dallas Independent School District
- Curriculum Writer
- Instructional Coach
- 5 years graduate teaching assistant
Other
- 2 Cats & 2 Dogs
- Orientation...Why?
- Why I'm Here
- Band: KalicoJAK
Email: jharri10@illinois.edu
Website: https://bigtex.com/supporting-texans/education/
Phone: 972-816-7766
Twitter: @jadyn14
1. Gesture Names
- Not a musical skill, but a fun way to get to know each other, and it'll apply to musical skills during the 3rd hour.
2. Tone Deafness Discussion
- "Am I tone deaf?"
- "Is my mom/brother/gf/bf/dog tone deaf?"
- "What is tone deafness?"
- http://tonedeaftest.com/
(You can take a test if you really want to know if you're tone deaf)
4. BOOK: The Noisy Paintbox: The Colors and Sounds of Kandinsky's Abstract Art
a. Go to Storytelling Area and hear the story.
b. Discuss the story.
c. Discuss the concepts of Talent vs. Ability. How might they be relevant to consider for yourself, and in the classroom? How might Talent/Ability be related to Growth/Fixed mindset?
d. Using the Feeling Words list, name some feelings that you connect with Kandinsky throughout this story.
Hour 2: Processing for the Classroom
1. "The Aquarium"
Driving Questions: How Do We Describe Music? How Do Musicians Define/Describe Music?
b. Listen to the following song and describe it using everyday words.
~ write down descriptions in your notes
~ Kindergarten
~ 5th Grade
~ Yourself
~ Musicians (use Music Term List. Use Beat, Rhythm, Duration, Dynamics, Pitch, and Tempo.)
2. "Describing" Music Visually/Physically: Scarves
a. Choose scarves, either individually or with groups/partners.
b. Choose a place on the floor to compose your visual description when the music starts.
c. Let me know when to play the song. Let the music, your feelings, and the scarf tell you what to do.
10 MINUTE BREAK - TRANSITION TO ROOM...
Hour 3: Planning for the Future
1. Form Four Groups
b. This will be your group that will do a sharing project at the end of the 4 weeks.
- Dania, Brian, Jin, Ellie
- Meli, Daisy, Jessica, Dani, Ashley J.
- Ulysses, Ashley K., Rachelle, Kamila, Elisabeth
- Tiffany, Emily, Abbey, Ali
2. Group Gesture Name
b. Practice making them as a group
c. Be prepared to share them.
3. Every Group Gets Instruments!
b. Every group plays beats (drums) and rhythms (other instruments)
c. One group doesn’t play but moves to the beat for 3 mm
d. When we “break,” the group that’s not playing freezes in their group gesture
4. Closing
b. Readings due next week: Eisner Reading + Unbound Part 2
c. Put room back together, return instruments to storage