Music Final Week
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
Abstract Thought
Integration of Subjects
What You Should Have Read BY TODAY
- Nevanen, S. et al (2011). Art Education as Multiprofessional Collaboration
Driving Questions for Today
- How can I help younger children process abstract concepts?
- When integrating music/academic material, how can I maintain the integrity of all subjects?
Hour 1: Reviewing Musical Skills
1. Body Percussion: focus on dynamics and consistency
- Rhythms must be smooth, not choppy
- Consider ease of the eye: can viewers see movements well enough to copy?
- Consistent beat: if you're doing 4-beat rhythms at a certain tempo, don't suddenly do something longer/faster/slower without warning. It throws off expectations. That's when errors are made.
- DO throw in dynamic changes (soft/loud)...when doing this, show in body!
2. Review of Skills & Terms
- What are the musical terms we have covered so far?
- List of Music Terms
- Show some examples of musical terms and concepts we've covered!
- Are there any we missed?
3. Discussion: Arts & Academics
- What are some ways to integrate the arts into the class day?
- Can I do this, while maintaining the integrity of academic subjects and the arts? (Driving Question)
- Write ideas on note paper
Definition of INTEGRITY:
- The state of being whole and undivided.
- Synonyms: unity, unification, coherence, cohesion, togetherness, solidarity
Definition of INTEGRATION
- Bringing separate things together
- note: Nevanen, bottom of p. 3, bottom of p. 12
5. BOOK: Zoom, by Istvan Banyai
- If you like this book, here's where to get it.
- Use voices to create sound effects for what you see.
Hour 2: Processing for the Classroom
1. ICES (bum bum bummmmm)
- who will collect & deliver to campus mail (1st floor by Dean's office)?
- please no talking during evaluation
- get me when you're finished
2. Discuss with a partner: Abstract Concepts
- Driving Question: How can I help younger children process abstract concepts?
- Are fractions an abstract concept? If so, how? If not, why not?
- How can the racquetball activity help in processing the concept of fractions?
- Share with another set of partners. Share with the class.
3. Practice time for sharings
Hour 3: Planning for the Future
1. Sharing!
- Share
- Others' interpretation/feedback
- Q & A
- Next
- Group Haley: Mr. Allen's Blue Eyes/Snake Scene
- Group Ashley: Snake Scene
- Group Payton: Swamp Scene
- Group Kiley: Burying the Button
2. Closing (@ 6:30...15 min.)
b. Do you know that you'll be creating a project incorporating music/art/dance at the end of the semester?
c. Do you know how to contact me if you have questions?? jharri10@illinois.edu
d. Bye bye!
What not to show children:
- People of color
- Gender
- Misrepresentation
- Stereotypes
- Stories told from a one-sided (colonizer) point of view
Consider what a Native American would think, or a Black person, watching this video, particularly during parts when it talks about who “discovered” America and who built America.
Also consider what is implied when we use the word “America” to describe the U.S. only, and how that erases every other American country.
What is especially crucial to think about here, and crucial for you as new teachers, is how the makers of this video likely never thought of these things either. The damage that has been done because of their ignorance and negligence is nearly as bad as if it was purposeful. As teachers, we must be careful to stay ahead of the possible damage we might cause, by considering the power of our words and who is in our classrooms. We will always have children who fall outside the “norm” in our rooms...the more we diversify our teaching - and the arts help us do this! - the better we can serve them all.