Music and Language Arts

music210 week 8 & week9 homework
the homework for week 8 and week 9,just a few questions and I put the docx on here.

 

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MUS210      Music and Language Arts

 

Mindful Listening ~ Musical Rhythmic Play

(you can continue to practice this at home on your own)

 

Breathe Inhale expands ~exhale contracts

Place a hand on your belly, a hand on your chest an notice your breath move your body

Notice exactly where you are holding tension: Tense and release your muscles

Move your body in whatever way feels good:  shake, jump, stretch, wiggle, twist, squat

Pause notice… breathe…

Notice what you are feeling,                                                                                                       Give those feelings a sound: sigh, moan, growl, howl, yell, hum, sing

Pause notice… breathe…

Get ready to Listen

 

Music & Language Arts

Stories have been told through music and song since the beginning of recorded time.

We can look to any period of recorded history for examples of stories set to music.

Music with words is language arts in action.

Setting stories to music can provide strong motivation for students.

 

ELA NYS Common Core Resources:https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy

 

 

LESSON IN A SONG IDEAS

Here are a few sites that we viewed to listen to pre-composed songs that could easily fit into a lesson plan.                                                                                             Grammar: school house rocks

 

 

Flocabulary 5 Elements of a Story https://www.youtube.com/watch?v=h5wRiamCFik

 

FairyTales FLocabulary  https://www.youtube.com/watch?v=HuGjIuXPVs8

 

 

Figurative Language

https://www.youtube.com/watch?v=qPiVfdwAsUg

 

Make Language Arts Interactive with the use of music

https://www.gynzy.com/teachers/interactive-whiteboard-how-tos/make-language-arts-interactive-with-the-use-of-music/

 

Use Popular music to improve reading and inspire  writing https://www.scholastic.com/teachers/blog-posts/genia-connell/use-popular-music-improve-reading-and-inspire-writing/

 

How does music affect student learning in language arts and throughout  the day   Student research:   https://ed.psu.edu/pds/teacher-inquiry/2008/levensons.pdf

 

 

How do we create an interactive activity with a Fable?

Setting music to the Fable “The Wind and The Sun”

Let’s Listen:  https://www.youtube.com/watch?v=vWwjFBZQfDg

 

Library of Congress:    http://read.gov/aesop/143.html  http://www.pubwire.com/DownloadDocs/AFABLES.PDF                                         

 

What are Fables?
    Fables are short stories which illustrate a particular moral and teach a lesson. Fables can also be described as tales or yarns which have a message in their narrative such as a parable might have.                                                                     Fables can often pass into our culture as myths and legends and can be used to teach about morals .                                                                                                                                    

 

The Characters of Fables?
   The characters of fables and tales are usually animals who act and talk just like people while retaining their animal traits.  For example the Owl is Wise, the Fox is Sly, the Lion is Brave. The Characters represent humans and their misadventure are meant to symbolize human behavior

 

Every Fable has a moral lesson at the end that arises from the story

For example  the moral “Slow and steady wins the race” is from what story?

 

 

Class Group Activity:   Creating your own Fable and Setting it to Music  (Language arts fables, writing, grammar)

You Will Need:

  • Story guide (on the next slide)
  • A Drum Hand held percussion instruments
  • Found sounds or sound recordings found on line

We Will:

  • Break out into small groups of four to five students.
  • Read the fill in the blank activity on the next page to create your own “Story.”
  • In a round robin fashion, have all the members of the group contribute words to the story to fill in the blanks.
  • When the story is complete, assign each member of the group a job. The jobs are Narrator, Drummer, Noun 1 and Noun 2 and the Villain.
  • Have Noun 1 and Noun 2 and the Villain use instruments, found sounds or recorded sounds to portray these different characters. (EACH CHARACTER NEEDS THEIR OWN SOUND)
  • Practice your story/performance as a group. Be sure to give everyone in the group a job.
  • When the practice is complete, we will come back & perform your work for the class.

 

 

 

Once upon a time, there were two ___Nouns_______.    They were named ___Noun 1_______ and ____Noun 2_______.     They lived in a ___Noun_______ in the village of __Place_______.   

The __Plural Nouns_______ were very ___Feeling_______ until __Villain’s name_____ came to    their ___Place_______.   _Villain’s name_____ seemed to change everything.  Then, the two Nouns _ became ___Adjective_______ and tried to ___Verb____    __Villain’s name.   The ___Nouns______ learned that the best way to treat a ____Villain’s name___  is to ___Verb_______ it and give it lots of __Feeling______.  After __Villain’s name_____ left

their ___Place______, the two ___Nouns______ were very ___Adjective_______.   They celebrated by ___Verb_(ing)______ and    Verb (ing)______________.  The two  ___Nouns______ promised to never let a ___Noun______ come to their ___Noun______ again.

The moral of this story is:

 

FOR ELA Define:

Noun:  names a person place thing  

Plural Nouns

Adjective: words that describe

Verb: words that show actions

Place:

Feeling:

Villain:

 

Your fable should contain:

A Title

A beginning (Once upon a time….)

A theme ….

A conflict (One character attempting to overcome an obstacle or another character)

Actions to resolve the conflict

A moral

And sounds for each character instrumental music to enhance your fable.

 

 

 

 

 

Sample Morals:   (can you find any others?)

  1. An act of kindness always comes back to you.
  2. A liar will not be believed, even when he is telling the truth.
  3. Don’t count your chickens before they are hatched.

 

 

 

 

HOW TO ATTEND A CONCERT
and WRITE A REPORT

MU261 Spring 2017

 

The Concert

  • Attending a musical concert should be a pleasurable experience. A concert is a group musical experience.  Please be respectful of the needs of your fellow concert attendees.  Talking during the musical performance can ruin the experience for the people near you in the audience.  It can also distract and interfere with the performers.  It is a good idea to turn off your pager, cell phone and any other devices that could interfere with the concert.

The Music

  • The concert you choose to attend should contain a program of classical music. The music should be played “live” (that is, by musicians, using instruments, in a concert hall setting). Queensborough Community College offers several concerts each term.  You are not limited to these offerings.  Any concert that meets the requirements should be acceptable.  If you have any questions regarding this assignment, please ask your instructor.

 

The Report

  • Your report should contain the following descriptions of your experience.
  • The Setting (The concert hall, the audience)
  • The Music (The period in history of the music, the instruments used in the performance, the musical program)
  • The Performance (How did the music sound? How was the music played?)
  • Your Experience (How did you feel at this concert?)
  • How could you use this musical experience in a classroom setting?

 

 

MUS 210        November 1, 2020           Listening                 Professor Rubin-Bosco

 

How We Listen To Music:    A Multi Sensory Approach to Learning

The first half of this semester we discovered that music is a unique language.

And we also know that-

Music requires a working vocabulary to be fully understood similar to other languages.

 

Deeper understanding of music is achieved through carefully developed musical listening skills.

 

 Extra Credit Choice #1:                                                                                                              WATCH each of these 3  links and write a BRIEF response for each one

  1. The difference between listening & hearing –

https://www.youtube.com/watch?v=_QHfOuRrJB8

 

  1. How do we hear- all about the ear

https://www.youtube.com/watch?v=HMXoHKwWmU8

 

  1. Auditory Transduction

https://www.youtube.com/watch?v=46aNGGNPm7s

 

 

 

Viewed together in class

Unlocking Music with Neuroscience

https://www.youtube.com/watch?v=cswhOCKQZ7Q

 

 

Extra Credit Choice #2:

WATCH these 2 links and write a BRIEF response for each one

Sound for kids sound waves and vibrations

https://www.youtube.com/watch?v=AGjxfx8sy6s

 

Super FabLab! Sounds Symphony

https://www.youtube.com/watch?v=Cvu1t327k-w

 

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What to listen for in Music

Composer Aaron Copland in his book What to Listen for in Music

Wrote that we listen to music on three separate planes:

 

The Sensuous Plane

As we listen on the “sensuous plane” we listen for the sheer pleasure of the musical sound itself..

Attention is devoted to where the sound is coming from, how the sound quality would be described, and how loud or soft it is

 

 

The Expressive Plane

Listening on the “expressive plane” helps us discover what feelings and emotions the piece is communicating.       What is behind the music?

 

 

The Musical Plane

Listening to music on the “musical plane” allows us to focus on the  musical elements – melody, form, rhythm, harmony, expressive qualities heard in the music.

 

 

Why should our students develop listening skills?

As we learn to listen on all three planes we develop a deeper listening experience and can gain a deeper understanding of how music reveals something about the place, time and people who created it.

“Through an appreciation of music students study the great composers of the past.  When students understand the intentions of the composers’ masterpieces, they gain insight into all historical eras. Music acts as a blueprint, testimonial, and archive to the people and the events of the Antiquity, Middle Ages, Renaissance, Baroque, Classical, Romantic and Contemporary Eras.  As listeners, we are able to experience a piece of history through a performance of a musical selection”

William H Yoh, Music Educator

 

“Music is one way for young people to connect with themselves, but it is also a bridge for connecting with others.  Through music, we can introduce children to the richness and diversity of the human family and to the myriad rhythms of life”

                                                    Daniel A Carp Eastman Kodak Company Chairman CEO

 

“Teaching students how to listen to music (for tone, rhythm, pitch, volume, lyrics. Etc) may increase their attention and focus as well”

                                                                   Eric Jensen, author of Music with the Brain in Mind

 

Extra Credit Choice #3:

Write a 1 page paper why you believe students should develop listening skills and include 1 new reference to support your perspective.

 

Viewed in class:

Sensory Processing a child’s view

https://www.youtube.com/watch?v=D1G5ssZlVUw

 

Daniel Barenboim

https://www.youtube.com/watch?v=LCKZDSIHV80

 

EXTRA CREDIT #4- Watch these clips and write a 1 page response.

 

How to Truly Listen –Evelyn Glennie

https://www.youtube.com/watch?v=IU3V6zNER4g

 

Documentary: Touch The Sound

https://www.youtube.com/watch?v=m4E_2zyM5RM

 

 

 

What is a Listening Guide?

A listening guide can teach new ways of music listening

Developing a listening guide can help in understanding many aspects of a song/music.

A listening guide can help to develop our musical language.

A listening guide can help us develop insights into the way a compose envisioned the piece of music.

 

  • A Listening Guide could assist in:
    • Making New Connections
    • Enhancing Relevance
    • Increasing Musical Vocabulary
    • Develop your listening skills

 

Class Activity:  (If we were physically together we would work on this in small groups)

Exploring Music with a Listening Guide

A listening guide for a musical composition can be a “roadmap” to help guide your listening experience.  Generally, a musical composition will follow patterns and can be divided into different sections.  A listening guide should help in your understanding of these patterns and sections.

Procedure:

  • Read through the listening guide to familiarize yourself with the flow
  • of musical events.
  • Listen to the music as you read the listening guide.
  • Reflect on your experience.
  • Listen to the music again without the listening guide.
    • Reflect on your experience.

FULL CLASS LISTENING EXPERIENCE:

Listening Guide for “Dance of the Reed Flutes”   from the Nutcracker          

                                                         Peter Ilyich Tchaikovsky

(https://www.youtube.com/watch?v=o7D1KyoKxAY Fun to watch & listen to piano version)

 

This Listening guide is based on this performance:

https://www.youtube.com/watch?v=dntCj0KWZs8

 

  • Time Event
  • 0:10 Strings: Play a repeating pattern.
  • 0:15 Flutes: Play the first part of the melody.
  • 0:29 Flutes: Repeat the first part of the melody.
  • 0:43 Oboes: Play the second part of the melody.
  • 0:51 Clarinets: Play an answer to the first part of the melody.
  • 0:57 Flutes & Strings: Return of the first part of the melody
  • 1:11 Flutes: Repeat the first part of the melody.
  • 1:24 Brass & Percussion: Play the second part of the melody.
  • 1:38 Strings & Percussion: Play the second part of the melody.
  • 1:58 Flutes: Play the first part of the melody.
  • 2:11 Flutes: Repeat the first part of the melody.
  • 2:25 Ending           

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Homework Assignment:

You Have 2 OPTIONS

1 is to chose your own teaching song and write a listening guide with activities

or Complete one of the two (Old MacDonald or Stand By ME) we listened to in class

 

 

 

 

It you chose to create your own Listening Guide:

Think about how you are using the song as a “Teaching Song”

 

How will this song help your students to develop a deeper understanding of the music as well as be used to teach a lesson in one of your major subjects..

 

The songs selected must be for your core curriculum and be for a specific grade.

 

.           Each song is for a specific GRADE & SUBJECT

  • Select a song that for that subject (include the artist & link to the song)
  • Listen to your song. Listen for the musical patterns and how can be divided into different sections. (Introduction, Verses, Chorus)
  • Listen for the different instruments that pop out of the musical texture
  • Listen for the different elements that are easily heard: where is the melody, harmony, rhythm, dynamic changes
  • Create a timeline for your song.
  • Listen for the key musical events.
  • Use the song’s lyrics as a roadmap for your listening guide
  • Once you have recognized the patterns in your music listening, begin to stop the music and record the time of the musical event.
  • Your listening guide should between 10 -20 patterns in a three to four minute song.
  • Repeat this procedure until you have marked the entire selection of the song.
  • Listen to the music as you read the listening guide you have created.

 

 

 

 

 

GUIDELINES

Generally, popular music will have different sections and patterns that you can hear. The lyrics of your song should serve as a guide from the beginning and to the end of each section.

Make note of the instruments as they are heard in your selection.  Listen for what sounds stand out of the musical texture. Listen for and note the elements: melody, harmony, rhythm and dynamic changes.

 

Most Popular music will contain the following sections:

  • Introduction
  • Verse(s) (there may be several verses)
  • Chorus
  • Ending
  • Note: Frequently there is a middle section often referred to as the “Bridge

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Chose which one is most interesting to you.

I have provided the link for you to watch and listen to on YouTube

 

You will need to fill in the missing aspects that will enable your students to follow along musically.

 

 

Listening Guide Homework  Choice 1

Song: “Stand By Me” Playing for Change.. Song Around the World  https://www.youtube.com/watch?v=Us-TVg40ExM

 

“Stand By Me” 

0:00 instrumental                                                                                

            Chorus acoustic guitar

            Verse 1  vocals    washboard

1:38   Verse 2  

1:57   Chorus   vocals drums

2:31   Chorus  cello

3:07   Bridge  resonator guitar  harmonic 

3:38   Chorus

4:14   Verse 1 repeats

5:08   Ending

 

Grade 5

Subjects: Language Arts (comparative essay)  &   Social Studies (cultural) &  Geography

Song: “Stand By Me” Playing for Change.. Song Around the World  https://www.youtube.com/watch?v=Us-TVg40ExM

Activities:

1.Read lyrics of song and write a comparative essay comparing it to another piece of literature on the unit reading list.

  1. Listen and Watch the recording of the song and complete the listening guide.
  2. Mark out all the places on a world map that the music was recorded
  3. Research the various cultures and instruments unique to each culture used in this recording.
  4. Write an essay describing the differences musical, instrumental, cultural experienced in each verse

 

 

 

 

 

 

 

 

 

 

 

 

Listening Guide Homework  Choice 2

Song: Old MacDonald

 

 

0:00   Introduction – instrumental

0:06   Verse 1     Melody sung by a man. Piano harmony, rhythm           COW  MOO

0:09                           speaking over rhythm  “What does the  cow say?”

0:19                 (Spoken questions over rhythm with a melodic no no melody response         

0:32                           back to melody with Moo Moo here……

0:40               Verse 2      Melody repeats                                  HORSE NAY

1:12                           Piano riff

1:13   Verse 3    Melody repeats                                     PIG OINK      

1:25                           speaking over bongo rhythm

1:43                           Piano riff      

1:46  Verse 4   Melody repeats                                      SHEEP BAA

2:00                           speaking over bongo rhythm

2:17                           Piano riff

2:20   Verse  5     Melody repeats                       DUCK QUACK

2:30                           questions

2:51                           Piano riff

2:53               Verse   6   Melody repeats                        ROOSTER COCKADOODLE DOO

3:29                           Ending

 

Grade: K

Subjects: Language Arts and Environmental Science

Thematic unit: Farm Animals

 

Activities: (Language Arts)

Introduce New words for the “site word” chart

Introduce Vowels: A E I O U

Introduce Farm Animals

 

Activities:  Environmental Science

Make Farm Animal popsicle puppets with fact charts for each animal.                                                                                                     Where does each animal live? What does each animal eat? What job does each animal have on the farm?

 

Listen to Old MacDonald with listening guide and visuals

 

Fieldtrip to Queens Farm

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