Domain 5 Competency 43

MusicPresented by: Donna Brown

Instructor: A. CruzSan Jacinto College Alternative Teacher Certification Program

Competency Objective

The teacher understands the concepts, processes, and skills involved in the creation, appreciation, and evaluation of music, and uses that knowledge to plan and implement effective and engaging music instruction.

Orff Schulwerk Method

• “Learn By Doing” approach

• All children participate in all aspects of music in a non competitive environment.

• Singing, moving, chanting, creating, improvising, and playing instruments are part of this method.

• Believed that speech rhythm translate into body rhythm. (Snap, clap,leg patting and stamping)

• Instruments include un pitched and melodic instruments examples include: wood block, triangle, drums, xylophones, and glockenspiels.

• Three levels of teacher training

Kodaly Method

• “Step by step” approach.

• Rooted in Hungarian culture.

• The 3Ps (preparation, presentation, and practice) are the foundation of this method.

• Solfege, hand signals, and rhythm syllables are the tools used.

• Additional tools are: musical flash cards, stick notation (the music notation without the note head), and music ladders (indicate melodic direction of the music).

Kodaly Method Cont’d

• Kodaly believed music was “meant to develop one’s entire being- personality, intellect, and emotions.

• Singing folk songs is the primary vehicle to teach music literacy for this method.

• Professional development for music teachers is similar to those offered by the Schulwerk method.

Elements of Music

• Key Elements of all music include:

• Rhythm

• Melody

• Harmony

• Form

• Expression

Rhythm

• The varied lengths of sounds and silences in relation to the underlying beat. Children (K-3) have a tendency to confuse beat rhythm as the same thing. Beat is the pulse that is felt is the music. Rhythm is typical the melodic (word) rhythm in the song. Melodic rhythmic is identified with notes and rests.

Notes and Rests

Melody

• The tune or the sing able part of the song is the melody.

• A musical staff is needed to read the music.

• Pitches are represented by symbols called notes on the staff. The clef signs determine the pitch level. Either higher or lower.

Musical Staff & Symbols

Harmony

• The accompaniment or supportive sounds to a melody. These could include piano, guitar, autoharp etc. Singing rounds can also create harmony in a song.

Form

• The structure or design of the music. Music phrases make up a song = sentences making a paragraph. Common forms in elementary music are binary (AB), ternary (ABA), theme and variation (A A1 A2 A3 A4) and rondo (ABACA).

Expression

• Consists of Dynamics and Timbre

• Dynamics tells us if the music should be loud or soft in a composition.

• Timbre is the color tone of the music. The quality of sound in voice or instrument.

Musical Dynamics

Singing and Repertoire

Best vocal ranges for students (K-2) D-A. 3-6 is from D-D. Children in

K-6 have a breathy tone quality and should not be asked sing louder or

project their voice to avoid damaging their voice.

Curriculum Requirements

The 4 Basic Strands for Music Development (TEKS) are:

• Perception• Creative Expression and Performance• Historical and Cultural Heritage• Critical Evaluation

There are definite ties between curriculum and repetoire.

Key Repertoire Areas

• Patriotism and NationalismStar Spangled Banner

America The Beautiful

God Bless America

My Country ‘Tis of Thee

• Texas HistoryTexas Our Texas

Deep In the Heart of Texas

Yellow Rose of Texas

Key Repertoire Areas Cont’d

• Music from Diverse Cultures

Book Example: Tejano

Combines different cultures- Mexican, Czech, Cuban, German

Mariachi is popular form of music in Texas schools.

Listening• Elementary age children are taught how to listen to music and what

to listen for musical understanding.• These skills include historical background of the music followed by

information of the music itself.• If these skills are not learned music has a tendency to become

background noise that children talk over.

Evaluation

• Performance evaluation rubrics were created to add objectivity to evaluation process.

• Well written rubric should evaluate student performance and provide student feedback.

• The Rubristar website allows teacher to create their own rubrics.

This allows the measure the standards and benchmarks for musical performance and composition.

Copyright Law• Copyright law must be followed when teaching, distributing and

performing music.

• Public domain music has exceeded copyright protection or does not have an author.

• Current Copyright law:

- Works created after 1/1/1978-Life of the longest surviving author + 70yrs.

- Earliest possible public domain date 1/1/2048.

- Works registered between 1/1/1923 and 1/1/1978-95yrs. From the date the copyright was secured.

- Works registered before 1/1/1923-Copyright protection for 75yrs. has expired and these words are public domain.

Copyright Law Cont’d

• Copyright law Amendment (1998)-

Sony Bono Copyright Term Extension Act:

Works registered before 1/1/1978 are now extended from 75 to 95 years.

January 1,2019 – earliest date for public domain.