Welcome to Music Week 1
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/Make Name Tags
- Initial by your name
- Take a name tag
- Write your name HUGE please
Room Set Up + Instruments
- Establish a CENTER Movement/Body Percussion Area
- Establish a Reading Area
- Establish an Instrument Area (we'll have approx. 11-13 large drums and various small percussion, plus scarves and misc.)
- Establish place for backpacks
- Move Tables and Chairs
- Get the Instruments!
Beliefs/Norms/Themes for This Week
Talent vs. Ability
Inherent Musical Proclivity
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
- Feeling Words PDF
- Unbound Part 1
Hour 1: Developing Musical Skills
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?
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
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.
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