Music Week 3
Meeting in Music Auditorium
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 4:00
- 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 4:05
- Please choose a small 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?
Patrick O'Hearn - Courage
2. Body Percussion - Echo around the room 4:20
Terms:
- (Echo)
- (Percussion)
- (Beat)
- (Rhythm)
Question: how many of you did your body percussion on just the four beats only?
3. Creating Melody 4:30
- Begin with one note
- Build from there
- Choice is essential
- How is repetition used?
- Consider: Simplicity
- Term: Phrase
4. BOOK: Red, a Crayon's Story 4:50
Please leave the instruments where they are and move to the reading area.
Hour 2: Processing for the Classroom
1. Bal-a-Vis-X 5:05
ELEVATE: 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. Racquetball Clock (Skill: Rhythm, Beat, Meter, Concentration) 5:20
- Split into groups, some will keep beat, some will keep rhythm
- We'll make things as complicated as you can handle
- Get ready!
https://www.youtube.com/watch?v=oQOixe1Kt-Q
3. Crayon Story Feeling Words Musical Activity 5:40
- How might Red/Blue 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 Red/Blue undergoes throughout the story?
- (hint: B&W to color is a visual illustration...)
- ???
- Other book choice: The Invisible Boy
Hour 3: Planning for the Future
1. Unbound Planning 6:05
a. In your small groups, pull up both Dissanayake and Nevanen articles
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 Thursday
c. Finalize how you plan to present Unbound in class
d. Final written document (2-4+ pages) explaining your piece is due to me on Wednesday @ 11:59pm. See Moodle for details.
2. Closing (@ 6:30...15 min.)
a. Groups: share a new point you decided to incorporate from the readings
b. Groups: share an aha from today's lesson
c. Reading due next week: Nevanen Reading
d. Assignment due Wednesday night!!!!
f. Put room back together, return instruments to my office/Room 28