Week 1
![Picture](/uploads/1/8/5/4/18547122/2226707.jpg)
The first week of the music rotation was a great introduction to
music in the curriculum. I have never been fantastic at music and was a little
nervous that I may have to teach it at some stage in my teaching career.
Although Fiona was really motivating to listen to and within the first 10
minutes, I really enjoyed myself and was considering choosing it as my elective
next semester. The first lesson was all about the creative music approach and
how music can be taught in the everyday classroom. We discussed music being in
the foreground (music as the main subject) and background (music assisting a
lesson) of the classroom. A discussion on specific elements of music was had
elements spoken about included pulse, tempo and rhythm. Fiona played the song
‘in the hall of the mountain king’ and the class focussed on those elements of
music.
music in the curriculum. I have never been fantastic at music and was a little
nervous that I may have to teach it at some stage in my teaching career.
Although Fiona was really motivating to listen to and within the first 10
minutes, I really enjoyed myself and was considering choosing it as my elective
next semester. The first lesson was all about the creative music approach and
how music can be taught in the everyday classroom. We discussed music being in
the foreground (music as the main subject) and background (music assisting a
lesson) of the classroom. A discussion on specific elements of music was had
elements spoken about included pulse, tempo and rhythm. Fiona played the song
‘in the hall of the mountain king’ and the class focussed on those elements of
music.
The activity went as follows;
-We followed the pulse of the song by clapping our hands.
-We then tried to create different sounds with the same pulse. (slapping knees, banging tables, tapping tables with pencils).
-She then increased the difficulty by challenging us to change the tempo at a slow and fast tempo.
-A conductor was introduced at which Fiona modelled what they need to do.
-Then a student was brought up the front to conduct.
-The conductor could then change the tempo by going fast or slow.
-Now students had to attempt this with their eyes closed.
Having our eyes closed was difficult at first although it assisted in helping us follow the pulse by only concentrating on the pulse itself.
The next activity was in groups and it was to create a piece of music of our own with the use of materials we had on our table. It was to be music that we could play at the end of the day for students as they begin to pack up (music in the background of the classroom). We were lucky to have a passionate DJ in our group and he used his program to mix together the song ‘in the hall of the mountain king’ along with various sounds the group made, for eg. Tapping a pen, banging metal, a ‘lift’ bell and many more sounds. We tried to increase the tempo to the music as the song went further in order for the children to pack up quicker as it gets to its end point. In a classroom it would be a great thrill for a child to have his own song played as the pack up song and it is something you could implement into your classroom.
-We followed the pulse of the song by clapping our hands.
-We then tried to create different sounds with the same pulse. (slapping knees, banging tables, tapping tables with pencils).
-She then increased the difficulty by challenging us to change the tempo at a slow and fast tempo.
-A conductor was introduced at which Fiona modelled what they need to do.
-Then a student was brought up the front to conduct.
-The conductor could then change the tempo by going fast or slow.
-Now students had to attempt this with their eyes closed.
Having our eyes closed was difficult at first although it assisted in helping us follow the pulse by only concentrating on the pulse itself.
The next activity was in groups and it was to create a piece of music of our own with the use of materials we had on our table. It was to be music that we could play at the end of the day for students as they begin to pack up (music in the background of the classroom). We were lucky to have a passionate DJ in our group and he used his program to mix together the song ‘in the hall of the mountain king’ along with various sounds the group made, for eg. Tapping a pen, banging metal, a ‘lift’ bell and many more sounds. We tried to increase the tempo to the music as the song went further in order for the children to pack up quicker as it gets to its end point. In a classroom it would be a great thrill for a child to have his own song played as the pack up song and it is something you could implement into your classroom.
Level 4 AusVels
Questions;
1. What are the instruments evident in the music piece?
2. What is the instrument evidient a 1:15 of the clip?
3. Can you make the pulse of the song with your pencil on the table?
4. Can you make up some lyrics for this music.
5. What sort of mood does this song put you in.
A lesson idea for this could be to get the students to replicate this song without using any known instruments, for eg. tapping the table, clapping or whatever it takes to make the sounds.
This will enable students find various elements of sound throughout the piece.
Teacher to write up on the board all the musical vocabulary that was used.
Questions;
1. What are the instruments evident in the music piece?
2. What is the instrument evidient a 1:15 of the clip?
3. Can you make the pulse of the song with your pencil on the table?
4. Can you make up some lyrics for this music.
5. What sort of mood does this song put you in.
A lesson idea for this could be to get the students to replicate this song without using any known instruments, for eg. tapping the table, clapping or whatever it takes to make the sounds.
This will enable students find various elements of sound throughout the piece.
Teacher to write up on the board all the musical vocabulary that was used.
THE ORFF APPROACH
Week 2, we were introduced to the Orff approach to teaching and learning music. I was 5 minutes late due to being placed in a moon boot in football and having to climb the many staircases Deakin University has to offer. Although I was told that the beginning of the class consisted of Fiona showing us the video of the song ‘I love you’ and looked at the relation the words in the song had to the pulse.
Fiona then took the group to the floor space, to stand in a circle and introduced the rhyme ‘icka backa soda cracka’. It was a great rhyme that you can introduce games with whilst also learning to keep with the different speeds of the pulse. One thing Fiona explained was that you can use rhythm to explore literacy by looking at music.
The final activity consisted of the group being split up into different groups. Some had xylophones, metalophones nad apps from their ipads such as a keyboard etc. With these resources we developed the ‘icka backa’ song further. We were introduced to a rondo form. I was very uncoordinated at this although I believe I got much as the lesson went on with repetition.
Below shows the Orff approach in the classroom.
Fiona then took the group to the floor space, to stand in a circle and introduced the rhyme ‘icka backa soda cracka’. It was a great rhyme that you can introduce games with whilst also learning to keep with the different speeds of the pulse. One thing Fiona explained was that you can use rhythm to explore literacy by looking at music.
The final activity consisted of the group being split up into different groups. Some had xylophones, metalophones nad apps from their ipads such as a keyboard etc. With these resources we developed the ‘icka backa’ song further. We were introduced to a rondo form. I was very uncoordinated at this although I believe I got much as the lesson went on with repetition.
Below shows the Orff approach in the classroom.
Week 3
Kodaly approach;
Below is an outline of the Kodaly approach and ways you could integrate it into your classroom it also includes some fantastic assessment items you may like to include in your teaching.
Below is an outline of the Kodaly approach and ways you could integrate it into your classroom it also includes some fantastic assessment items you may like to include in your teaching.
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
kodalyapp_mis.pdf | |
File Size: | 1039 kb |
File Type: |
The below file can be used as a resource to assist in teaching the Kodaly approach.
It is a great way to learn rhythm and stick notation.
It is a great way to learn rhythm and stick notation.
![](http://www.weebly.com/weebly/images/file_icons/xls.png)
pass_the_ball_rhythm.pptx | |
File Size: | 265 kb |
File Type: | pptx |