Music Final Week
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
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. Gesture Names
- Choose someone in the room and throw their gesture name at them!
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 chart 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
4. 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!
Hour 2: Processing for the Classroom
1. BOOK: Zoom, by Istvan Banyai
Let's look at Zoom, in preparation!
- If you like this book, here's where to get it.
- See the suggested musical activity to attach to this book at the bottom of this Smore.
2. ICES (bum bum bummmmm)
- who will collect & deliver to campus mail?
- please no talking during evaluation
3. To ponder: 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?
3. Practice time for sharings
Hour 3: Planning for the Future
1. Sharing!
- Erin, Ashley L., Alyssa, Allie, Gaby: Slap Scene and effects of losing/finding voice
- Aimee, Walter, Maggie, Ashley V.: Grace Transition
- Lucia, Macey, Bentley, Amber, Mia: Snake Scene
- Jamie, Tori, Nick, Katie: Aunt Sara Stays Behind *********
- Victoria, Karen, Miah, Annie, Marilyn: End of Part III
Unbound Cohort 2 The Slap
Unbound Cohort 2 Grace's Voice
Unbound Cohort 2 Grace Transition
Unbound Cohort 2 Aunt Sara Leaves
Unbound Cohort 2 End
2. Closing (@ 6:30...15 min.)
a. Do you know where you're going next week?
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!
Lesson Idea: Zoom abstract music creation
- Grab and instrument and a scarf.
- As I turn the pages of the book, discuss how the scene would sound.
- Create sound based on what you see!
- For example, it might be windy in the Arizona desert (scarves? egg shakers for snakes?), while it will be dead silent at the very end, deep in space.
- What might students choose to represent the sound of the farm?
- Will you choose to use simply abstract noises, precomposed music, or compose your own?