music210 week 8 & week9 homework
the homework for week 8 and week 9,just a few questions and I put the docx on here.
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.
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
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
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:
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
Adjective: words that describe
Verb: words that show actions
Your fable should contain:
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
And sounds for each character instrumental music to enhance your fable.
Sample Morals: (can you find any others?)
HOW TO ATTEND A CONCERT
and WRITE A REPORT
MU261 Spring 2017
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
Viewed together in class
Unlocking Music with Neuroscience
Extra Credit Choice #2:
WATCH these 2 links and write a BRIEF response for each one
Sound for kids sound waves and vibrations
Super FabLab! Sounds Symphony
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
EXTRA CREDIT #4- Watch these clips and write a 1 page response.
How to Truly Listen –Evelyn Glennie
Documentary: Touch The Sound
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.
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.
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:
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
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:
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”
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
4:14 Verse 1 repeats
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
1.Read lyrics of song and write a comparative essay comparing it to another piece of literature on the unit reading list.
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
2:51 Piano riff
2:53 Verse 6 Melody repeats ROOSTER COCKADOODLE DOO
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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