Welcome to Music Week 1
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/Make Name Tags
- Role
- Name tags
Room Set Up + Instruments
- Establish a CENTER Movement/Body Percussion Area
- Establish a Reading Area
- Establish an Instrument Area (we'll have 12 large drums and various small percussion, plus scarves etc.)
- Establish place for backpacks
- Move Tables and Chairs
- Get the Instruments!
Beliefs/Norms/Themes for This Week
Talent vs. Ability
Inherent Musical Proclivity
Driving Questions For Today:
- How do we 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?
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 (received a copy today)
- Feeling Words PDF (received a copy today)
- 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:
- Critical Race Theory
- Social & Emotional Learning
- Arts Integration
- ...for the purpose of creating better equity in urban public education for students of color
Years teaching: 10
- all in Dallas
- mostly Dallas Independent School District
- Curriculum Writer
- Instructional Coach
Other
- Cats & Dogs
- Orientation...Why?
- Why I'm Here
Email: jharri10@illinois.edu
Website: http://bigtex.com/educators
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
~ 6th Grade
~ Yourself
~ Musicians (use Music Term List)
d. Using the list of music terms, describe the song using 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.
3. BOOK: Red, A Crayon's Story, by Michael Hall
a. Let's go back to our reading area. I will read the story with help this time. Then we'll discuss the story.
b. Discuss my storytelling.
c. Discuss the social-emotional implications (what is the book really about?)
d. How might we use music to go with the book? Take notes.
Driving Question:
- How can the arts (and specifically music) serve as a gateway/point of access for children when it comes to feelings and emotions?
Hour 3: Planning for the Future
1. Form Groups of ~5
b. This will be your group that will do a sharing project at the end of the 4 weeks.
c. Write down anything you have processed today.
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 my office