Welcome to Music Week 3
FAA 202 Cohort 2 (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
- Check in
- Name tags?
Beliefs/Norms/Themes for This Week
Social-Emotional Learning (SEL)
Bullying
What You Should Have Read BY TODAY
- Dissanayake, E. (2009). The Birth of the Arts. The Greater Good, Winter2009, Vol. 5 Issue 3, p20-23. 4p.
- Unbound Part 3 (finished!)
Driving Questions for Today
- What SEL skills can I incorporate in my classroom?
- How can I use music to do this?
- How can I incorporate this material with my social justice themes this semester?
Hour 1: Developing Musical Skills
1. Mirroring
- Please put instruments away but keep your scarf
- Face the teacher
- Song used: "Courage" by Patrick O'Hearn, accessed via Spotify
Driving Questions:
- How can group movement activities, concentrating on slow, controlled, focused movement, benefit the children and the teacher in the classroom?
- What emotions did you feel during this activity? Do you think young children could access those emotions?
2. Gesture Names
- Choose someone in the room and throw their gesture name at them!
4. 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?
5. BOOK: The Invisible Boy, by Trudy Ludwig
Hour 2: Processing for the Classroom
1. Bal-a-Vis-X
discuss with a partner...
- How does Bal-a-Vis-X relate back to themes and concepts we’ve already covered so far in class?
- What are some ways you might use this concept in the classroom?
- How might you combine Bal-a-Vis-X and music?
2. Racquetballs (Skill: Rhythm, Beat, Meter, Concentration)
- Split into groups, some will keep beat, some will keep rhythm
- We'll make things as complicated as you can handle
- Get ready!
3. Invisible Boy Feeling Words Musical Activity
- How might Brian have felt during the Racquetball activity?
- Pull up the feeling words list again, and let's recall the story from last hour.
- Recalling the Driving Questions for today, how can we use musical instruments and concepts to illustrate the changes that Brian undergoes throughout the story?
- (hint: B&W to color is a visual illustration...)
Hour 3: Planning for the Future
1. Unbound Planning
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 to add to your group project you'll share on February 16th
c. Finalize how you plan to present Unbound in class
d. Final written document (1-2 pages) explaining your piece is due to me on Wednesday, February 15th at 11:59pm. See Moodle for details.
2. Closing (@ 6:30...15 min.)
b. Groups: share an aha from today's lesson
c. Reading due next week: Nevanen Reading
d. Assignment due Sunday night!!!!
e. Put room back together, return instruments to my office/Room 28