Thursday, November 20, 2014
Thursday, November 13, 2014
Multicultural Music/Curricular Modes
1. Dalcroze Method
https://www.youtube.com/watch?v=5T32SVNZsC4&feature=em-share_video_user
The children are interacting in this video by acting as if they are different animals by "flying" around the room. They walk/run around the room acting like they are walking on a country side then running on it. Then they act like they are climbing a mountain. This is showing their understanding of music through their body movements.
Some benefits of this approach can be felt not just in music but throughout the arts where movement is important: dancing, acting, musical theater, as well as increasing appreciation of other arts such as painting.
This method is different from the Kodaly method and the Orff method because it incorporates ear training, singing with syllables and focuses on body movement in response to music. They are able to show their knowledge of music through movement.
2. Kodaly Method
https://www.youtube.com/watch?v=CYpJ8s7PgUw
It was really hard finding a video of this approach in English but it still shows how it is being taught. Every student is actively engaged because they are all participating in the lesson. When they are singing the melody they all have the right hand gesture for the melody and are always moving their hands to show where it is supposed to be. They are demonstrating the scale by singing in unison to what he has written out and then demonstrate with their hands.
Some benefits of this method include: (1) improves musical literacy in schools; (2) singing is the foundation of musical learning; (2) it incorporates games, movement, reading and writing music with singing; and (3) it helps develop a child's natural learning development such as kinesthetic, abstract and recognizing the music.
This method is different from the Orff method and the Dalcroze method because it uses hand signs and rhythm syllables as teaching tools. Musical literacy with singing and music reading is central to its success. It also requires a relatively stable school population and time in the curriculum to be able to work.
3. Orff Method
https://www.youtube.com/watch?v=--zOHWrpqdg
This was one of my favorite approaches because I like for students to have the opportunity to use their creativity. The students all sing in rhythm by using their hands with the pitch they sing. They all skip around as she plays a song on the recorder. The teacher allows the children to create their own movement as well. She really engages the students by letting them come up with their own rhythms allowing them to be creative.
The biggest benefit that I think of for the Orff method would be that it engages both mind and body through mixing singing, dancing, acting, and the use of percussion instruments.
This method is different from the Kodaly method and the Dalcroze method because it is a student centered approach which basically allows them to make choices and connections among ideas of promoting communication. It encourages them to experience music through movement, singing, playing an instrument, and create music extemporaneously.
https://www.youtube.com/watch?v=5T32SVNZsC4&feature=em-share_video_user
The children are interacting in this video by acting as if they are different animals by "flying" around the room. They walk/run around the room acting like they are walking on a country side then running on it. Then they act like they are climbing a mountain. This is showing their understanding of music through their body movements.
Some benefits of this approach can be felt not just in music but throughout the arts where movement is important: dancing, acting, musical theater, as well as increasing appreciation of other arts such as painting.
This method is different from the Kodaly method and the Orff method because it incorporates ear training, singing with syllables and focuses on body movement in response to music. They are able to show their knowledge of music through movement.
2. Kodaly Method
https://www.youtube.com/watch?v=CYpJ8s7PgUw
It was really hard finding a video of this approach in English but it still shows how it is being taught. Every student is actively engaged because they are all participating in the lesson. When they are singing the melody they all have the right hand gesture for the melody and are always moving their hands to show where it is supposed to be. They are demonstrating the scale by singing in unison to what he has written out and then demonstrate with their hands.
Some benefits of this method include: (1) improves musical literacy in schools; (2) singing is the foundation of musical learning; (2) it incorporates games, movement, reading and writing music with singing; and (3) it helps develop a child's natural learning development such as kinesthetic, abstract and recognizing the music.
This method is different from the Orff method and the Dalcroze method because it uses hand signs and rhythm syllables as teaching tools. Musical literacy with singing and music reading is central to its success. It also requires a relatively stable school population and time in the curriculum to be able to work.
3. Orff Method
https://www.youtube.com/watch?v=--zOHWrpqdg
This was one of my favorite approaches because I like for students to have the opportunity to use their creativity. The students all sing in rhythm by using their hands with the pitch they sing. They all skip around as she plays a song on the recorder. The teacher allows the children to create their own movement as well. She really engages the students by letting them come up with their own rhythms allowing them to be creative.
The biggest benefit that I think of for the Orff method would be that it engages both mind and body through mixing singing, dancing, acting, and the use of percussion instruments.
This method is different from the Kodaly method and the Dalcroze method because it is a student centered approach which basically allows them to make choices and connections among ideas of promoting communication. It encourages them to experience music through movement, singing, playing an instrument, and create music extemporaneously.
Thursday, November 6, 2014
Teaching a Dance
I didn't have much room in my living room, but I made the space work. LOL I hope you enjoy! :)
Thursday, October 23, 2014
Week 9: musical instruments
Woodwind: When playing a recorder, the wind you blow into the instrument and against an edge and creates the note. The note created depends on the placement of the fingers along the holes.
Brass: In this video, he produces sound by vibration of air
in a tubular resonator using the players lips to produce the vibration.
Strings: your fingers must pluck, strike, or rub the strings to produce sound or use a bow. In this video, that is what he is using.
Percussion: they are sounded by being struck
or scraped by a beater; struck, scraped or rubbed by hand; or struck against
another similar instrument. In this video, he uses a stick to hit against the drums produce the sound.
Saturday, October 18, 2014
Micro-teach: Rudolph the Red Nosed Reindeer
Here is my micro teach of Rudolph the Red Nosed Reindeer. Sorry for the horrible singing! I have been meaning to do this all week but I have been very sick. Enjoy! :)
Wednesday, October 8, 2014
Vocal Technique Week 7
Incorrect vocal technique
When Avril Lavigne sings the chorus of the song, for example:
"When you're gone
The pieces of my heart are missing you
When you're gone
The face I came to know is missing too
When you're gone
The words I need to hear to always get me through the day
And make it OK
I miss you"
The pieces of my heart are missing you
When you're gone
The face I came to know is missing too
When you're gone
The words I need to hear to always get me through the day
And make it OK
I miss you"
she goes louder in volume, but she doesn't take in big enough breaths nor a good amount of them. She's attempting to belt which requires a wide open, vertical mouth and instead her mouth is horizontal and spread.
Correct vocal technique
Ariana Grande has great breath control and she takes the appropriate amount of breaths in. When she belts her notes, she has a vertical mouth which helps her hit the volume and pitch she's trying to reach in her chest voice. She also has the soft pallet raised, and you can tell that by her raised cheek bones.
Thursday, September 25, 2014
Reflection Process from week 5
What happened?
The assignment for week 5 was to pick a rhythmic
poem, which I chose Let the Piper Call
the Tune, and introduce the rhythmic poem with a steady beat and then demonstrate
using "ta's and ti's" in place of the words.
What went well?
The lesson that I "taught", according to
my professor, was that the rhythm and the beat that I used was correct which is
four beats per measure.
What would I change?
Something that I would change with the way I recited
my rhythmic poem would be the syllables. They did not match up. There are 7
syllables in the first line. When I made the words into “tas” and “tis”, I only
used six notes. I would change it to:
Ti ti ti ti ti
ti ta
Ti ti ti ti ti
ti ta
Ti ti ta ti ti
ta
Ti ti ti ti ti
ti ta
What did I learn from my peers?
After watching some of my peers’ videos and the way
they recited their “tas” and tis”, I think it helped me hear them better, and
to better understand that you count your syllables when saying them. After the
professor pointed out the “ta's and ti's” and explained how I did them wrong, I
sat down and wrote them above each word, and I realized that I left a syllable out.
Being able to watch him recite my poem out with how to do it, it made a lot
more sense.
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