Music K-8 http://www.musick8.com/ InTune http://intunemonthly.com/ Upper level general music.
“Do Re Mi” by Susan Roth “If you can read music thank Guido d’Arezzo.”
Combine with lesson plan from Music K-8 on Spring So-Mi-La Activities
Use painter’s tape on the floor and remove it every day! Two lines.
1. Line moves to space. Space moves to line.
2. Stay, step, skip(or leap) (A student demonstrates with teacher giving instructions)
3. Student directs another student.
4. With a student on tone bells, another student stands on Do and then moves with the bell player playing.
5. Now try it the other way around. Bell player leads person on the staff. Other class members singalong.
Class brainstorms other activities for the floor tape.
Some of us fondly remember our childhood and singing in groups as members of a scout troop, youth choir, 4-H club, etc. Well it turns out that singing in groups IS GOOD FOR US!
“Studies have found that group singing releases oxytocin, a chemical that manages anxiety and stress and, according to McGill University professor Daniel Levitin, enhances feelings of trust and bonding.”
Read the whole article from Slate.com http://www.slate.com/articles/life/culturebox/2013/07/singing_in_a_choir_research_shows_it_increases_happiness.html
The article’s author Stacy Horn believes the answer might lie in the addition of harmony. Studies are ongoing.
So, here we go! Let us sit around the campfire. …
Based on the observation that the tune for the Alphabet song, for Twinkle, Twinkle, Little Star and for Baa Baa Black Sheep is the same…
Players sit in a circle. The first player starts singing any one of the three songs. When the player stops, the next player must continue the same tune with different lyrics. So, if the first player sings “ABCDEFGH” the next player continues “sir, yes sir, three bags” and the next “star. Up above the sky so…” etc.
1 Bottle o’pop, 2 Bottle o’pop, 3 Bottle o’pop, 4 Bottle o’pop
5 Bottle o’pop, 6 Bottle o’pop, 7 7 bottle pop
Don’t put your muck in my dustbin, my dustbin, my dustbin
Don’t put your muck in my dustbin. My dustbin’s full.
Fish and chips and vinegar, vinegar, vinegar
Fish and chips and vinegar
Pepper, pepper, pepper, salt.
Warsaw the 42nd
Part 1 (Ostinato) Zoom(d), zoom, zoom, zoom, Zoom(sol), zoom, zoom(d) zoom zoom.
Part 2. Warsaw the 42nd, Warsaw going to war.
Warsaw the 42nd, Marching through the brambles raw.
Zoom of them have boots and stockings, Zoom of them have nay to wear.
Zoom of them have boots and stockings marching through the brambles raw.
Variation Same ostinato. Add parts and increase dynamics until the regiment is in town. Then fade away.
Part 2, Oh, re, oh, re, oh, re, oh re, oh re. (mi, sol, mi, sol, mi, sol, sol, sol, sol, mi)
Part 3. Ree, etc.
Lisa Fischer from Twenty Feet from Stardom, an Academy award-winning documentary about backup singers in the American music industry. On the sound track she does and a cappella version of “Sure on the Shining Night” by Samuel Barber. Dang!
Smart Music has a very active online community. Blog
Video of a middle school band director explaining how he uses Smart Music. Video
Susan Berg-Williams says, “Interactive whiteboards, including the popular SMART Board TM, are becoming a common component of classrooms. Research indicates the use of interactive whiteboard technology in the classroom enhances student engagement, improves discipline, appeals to a variety of students and learning styles, allows for easy integration of media, and improves teacher productivity. However, the use of interactive whiteboards in music classrooms is much less common and research specifically on the use of interactive whiteboards in the instrumental music classroom is limited.”
Suggestions for uses in the classroom. Go
A MIDI (Musical Instrument Digital Interface) controller sends signals NOT sounds.
How to hook up 5pin MIDI cable and use GarageBand
Lots of good resources can be found on Pinterest. http://www.pinterest.com/stephshotlist/joy-is-teaching-music/
Ashley Queen’s blog
Arts Propel & CMP (connections) – Darla
Common Core – Michael & Nathan
Comprehensive Musicianship – Alex
Dalcroze – Jasmine
Kodály – Allison & Shaina
Lowell Mason – Carling
Music Learning Theory – Ed Gordon – Nicholas
Orff – James & TJ
Suzuki – Kristin & Tarah
TESS – Brandon & Melisa
Copyright for Music Teachers * Ethan & Joshua
NEW: Be sure to go to BlackBoard and complete the Assessment, under Content, before midnight April 24th.
This pretest tells us we have a ways to go before we understand these five music educators and their approaches to instructional strategies. Average score was 48%. Don’t we love challenges!
The gradesheets are scanned with the free app QuickKey and automatically uploaded to their website where you created the quiz. Individual scores are recorded and statistics show responses for each question.
“The ADE recommends dropping the Praxis™ Music: Content and Instruction (5114) and adopting the Praxis™ Music: Content Knowledge (5113) with a cut score of 157 effective immediately. Candidates may continue to take the current Praxis™ Music: Content and Instruction (5114) with a cut score of 162 until December 31, 2014.”
DUE April 14. Choose topic. Tell us why this topic is relevant to music educators. You will be the authority in our classroom on your topic. Be prepared for questions. RESEARCH. Embrace your topic. All spelling, grammar, and punctuation should be accurate.
Post to your blog information, links, videos, interviews, photos, etc. Be sure it is on both team member’s blog.
Example activity. Example assessment. Who/where is this idea/method centered and practiced.
Your work will be graded on quality of research, relevance to the topic, supporting media to demonstrate your topic.
Turn in an OUTLINE of your topic/information/presentation on April 14. No excuses. At all. Period. Do is as soon as possible so last minute life events will not interfere with your work.
Comprehensive Musicianship (CMP) * ArtsPROPEL * Orff * Kodály * Suzuki * Dalcroze * Lowell Mason * MMCP * Music Learning Theory * Copyright for Music Teachers * How does/will Common Core impact music education in Arkansas? * TESS