Presentation Overview

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Presentation Overview

• Characteristics of Sound- overview
• Dynamics
• Ministry expectations (dynamics)
• Key Questions
• Content
• Symbols and language
• Teaching activities or strategies

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CHARACTERISTICS OF SOUND(Hookey, 2000, p. 65)

• DYNAMICS
• How loud or soft is it?
• TIMBRE
• What is its characteristic sound?
• (quality of the sound)
• DURATION
• How long or short is the sound?
• PITCH
• How high or low is the sound?

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Ministry ExpectationsDynamics

• Identify examples of dynamics in their life and
  in music (Gr. 1) and how they are achieved (Gr.
  2)
  
• Identify the dynamics in familiar pieces of music
  (Gr. 3)
  
• Indicate with appropriate hand movements the
  dynamics heard in familiar pieces of music (Gr. 3)

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Ministry ExpectationsDynamics

• Sing or play expressively, giving particular
  attention to using suitable dynamics, tempi and
  phrasing. (Gr. -6)
  
• Create musical compositions that show appropriate
  use of the various elements of music ( tempo,
  dynamics, melody, form, texture, tone colour and
  perform them.Gr. 5-6)
• Describe how the various elements of music are
  used to create mood in two music pieces of
  different styles. (Gr. 5-6)

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DYNAMICSKey Questions(Hookey, 2000, p. 41-43)

• What do students associate with loud sounds or
  soft sounds?
  
• What language do they have to describe the
  differences?
  
• What choices of dynamics do they make? Why?

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DYNAMICSthe varying degree of loudness

• Content
• music may be loud or soft or get louder or
  softer
  
• sounds may get suddenly louder
• melodies and pieces may have a dynamic shape or a
  steady dynamic level

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DYNAMICSLANGUAGE AND SYMBOLS

• Pianissimo pp very soft
• piano p soft
• mezzopiano mp medium soft
• mezzoforte mf medium loud
• forte f loud
• fortissimo ff very loud
• sforzando sf sudden loud note
• cresendo
• decresendo getting softer

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DYNAMICS ACTIVITIES

• Singing sing a song all at one level and
  contrast it by singing with dynamics
  
• Chanting Do a chant all at one level and do same
  one with dynamics
  
• Creative thinking have children add their own
  dynamics to a familiar piece.

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DYNAMICSPractical Application

• In a Dark Wood (p.30 Musicanada 3)
• Say the chant without any dynamics
• Explain to the students what fff to ppp means.
• Say the chant with the dynamics as marked.
• Work on articulation and diction.

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DYNAMICSPractical Application

• Someone Came Knocking (p. 108 Musicanada 3)
• Teach song using rote or tape method.
• Teach dynamics at the end of the song.
• Add the dynamics as you sing.
• Work on crisp articulation and contrasting legato
  (smooth) singing.

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Summary of Dynamics

• Characteristics of Sound
• Ministry expectations
• Key Questions
• Content
• Symbols and language
• Teaching activities or strategies

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Timbredistinctive character of a sound

• Overview
• Definition
• Ministry expectations
• Key Questions
• Categories
• Activities and teaching strategies

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Ministry Expectations

• identify correctly specific sounds heard in their
  classroom (door closing, chalk squeaking) Gr. 1
  
• Produce a specific effect (sound of wind, farm
  animals) using various sounds sources (e.g. voice
  body, musical instruments, found materials Gr.
  1
• Create simple accompaniments and sound effects to
  songs, poems and chants using various sound
  sources (voice, body, instruments, or found
  sounds) Gr. 1-3

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Ministry Expectations

• Identify the four families of orchestral
  instruments (strings, woodwinds, brass,
  percussion) Gr. 2
  
• Create or arrange music or a song to accompany a
  reading, dramatization, using appropriate rhythm
  instruments, body percussion, or found sounds
  Gr. 3-6
• Identify the instruments within the percussion
  family of orchestral instruments Gr. 3

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Ministry Expectations

• Identify the individual instruments of the
  woodwind, brass, string and percussion families
  Gr. 4
  
• Recognize and classify the various instruments
  (woodwind, brass, stringed, percussion) Gr. 5
  

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Timbredistinctive character of a sound
(Hookey, 2000, p.44-47)

• Key Questions
• Do they have the vocabulary for comparing a range
  of sound sources?
  
• Can they make choices for their own compositions?

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TIMBRE CONTENT

• Categories for timbre
• Environmental natural sound , man made sounds
• Voice man, woman and child
• soprano, alto, tenor, bass, counter tenor,
  falsetto
  
• choirs adult, childrens, male, mixed

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TIMBRE CONTENT

• Body stamp, patsch, clap, snap
• Orff Instruments tuned percussion instruments -
  glockenspiel, marimbas, metalophone, xylophone,
  hand drums
  
• Electronic synthesizers, keyboards, computer
• Boomwackers Plastic tubes of various lengths to
  produce different pitches

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CATEGORIES FOR TIMBRE

• ORCHESTRA
• Families of instruments
• String
• violin, viola, cello, bass
• Brass
• trumpet, French horn, trombone, tuba
• Woodwind
• flute, piccolo, oboe, English horn

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CATEGORIES FOR TIMBRE

• Percussion
• timpani, snare drum, bass drum, cymbals, bells,
  xylophone, claves etc.
  
• Keyboard
• piano, organ, synthesizer
• Folk
• guitar, ukulele, autoharp

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TIMBRE ACTIVITIES

• Create a vocabulary list of sound words.
• Try out various ways to use voice.
• Listen to identify instruments.
• Build your own instruments.

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TIMBRE ACTIVITIES

• Play timbre matching games.
• Interpret a story using various timbre.
• Analyze a story using timbre.
• Add instruments or found sounds to create
  soundscapes or accompaniments.
  

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My Moccasins Have Not Walked My moccasins have
not walked Among the giant forest trees My legg
ings have not brushed Against the fern and berry
bush My medicine pouch has not been filled With
roots and herbs and sweet grass
My hands have not fondled the spotted fawn
My eyes have not beheld The golden rainbow of the
north My hair has not been adorned With the ea
gle feather Yet My dreams are dreams of these
My heart is one with them The scent of them cares
ses my soul. Duke Redbird
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BANG! Smash! Sh Bang! Smash! Noisy beat! Smash!
Crash! Clatter! Louder, louder, louder, pop! No
ise, noise, noise, stop! (no words, express the b
eat with sound) Sh Sh Tippy toe. Sneaky, creak
y, off we go
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Summer Showers The rain comes in sheets Sweepi
ng the streets. Here and here and here, Umbrell
as appear. They tilt and they lean Like mushroom
s, like flowers, They grow when it showers.
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Billy Boys Boots Billy boys boots are big And
Billy boy like to jump So Billy boys boots go
Bumpety, bumpety, bumpety, bumpety bump!
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Couldnt Sleep Last Night Couldnt sleep last nig
ht With the thunder and the lightning, And the
dog on the bed And the chicken in the kitchen At
the Barnyard farm. Couldnt sleep at all last
night With the baby crying And the thunder and
the lightning, And the dog on the bed And the c
hicken in the kitchen At the Barnyard farm. C
ouldnt sleep at all last night
With my Daddy snoring Couldnt sleep at all last
night With the cows a mooing
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Summary Timbre

• Definition
• Ministry Expectations
• Key questions
• Categories
• Environment
• Voice and body
• Instruments
• Activities and teaching strategies

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RHYTHM the organization of time

• Overview
• Definition of terms
• Ministry Expectations
• Key questions
• Content
• Activities and teaching strategies

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Rhythmrelates to the organization of
time(Hookey, 2000, p. 48-49)

• DURATION How long or short is it?
• ARTICULATION
• the speed and energy of a note
• BEAT
• the steady pulse
• TEMPO
• speed of music

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Rhythm

• ACCENTS
• emphasize some beats either strong or weak
• METRE
• grouping of beats into sets by regular recurring
  accents, may be simple or compound
  
• RHYTHM PATTERN
• pattern of long and short sounds that move in
  relation to a basic underlying beat.

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Rhythm

• FREE RHYTHM
• pattern of long and short sounds that are
  unrelated to beat.
  
• LEGATO
• sounds are joined together smoothly
• STACCATO
• Clearly separated sounds.

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Free Rhythm

• Examples
• Listening Music In Education selection
• Poem I Am Me

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Ministry ExpectationsGrades 1-6

• Identify examples of beat in daily life (Gr. 1)
• Identify rhythms and rhythm patterns in language
  (Gr. 1- 2)
  
• Distinguish between beat and rhythm in music (Gr.
  1-2)
  
• Create rhythm patterns using a variety of sounds
  (Gr. 1- 2)
  
• Identify the tempo of various pieces of music
• (Gr. 2)

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Ministry ExpectationsGrades 1-6

• Identify the beat, rhythm, and tempo in familiar
  pieces of music (Gr. 3)
  
• Recognize that sounds and silences of different
  durations may be represented by symbols (Gr. 3)
  
• Identify and/or interpret whole notes, half
  notes, quarter notes, and eighth notes and their
  corresponding rests in 4/4 time (Gr. 4-6)
  
• Create an accompaniment for a story, poem or
  drama presentation , using their knowledge of
  beat and rhythm (Gr. 4-6)

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Ministry ExpectationsGrades 1-6

• Conduct in 4/4, 2/4 or 3/4 time (5-6)
• Read correctly familiar and unfamiliar music that
  contains whole notes, half notes, quarter notes,
  and eight notes and their corresponding rests in
  4/4 time (6)
• Create musical compositions that show the
  appropriate use of the various elements of music
  ( beat, rhythm) (6)

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RHYTHM KEY QUESTIONS(Hookey, 2000, p. 49-51)

• Do the learners display knowledge of the
  different aspects of rhythm?
  
• Can they perform them in various ways?
• Can they improvise with them?
• Can they discover them in the music they hear and
  perform?

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RHYTHMCONTENT

• Students may develop concepts about rhythm by
  listening to, moving, creating, mapping, singing,
  chanting and playing music.
  
• Music may or may not have a definite feeling of
  rhythm.
  
• If it does not have a definite feeling of rhythm
  it is called free rhythm.

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RHYTHM CONTENT

• Music may move with a steady beat.
• Each beat may be divided into smaller parts.
• Music moves in rhythm patterns of long and short
  sounds and silences.

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RHYTHMPractical Applications

• The Grand Old Duke of York (Musicanada 2 p. 20)
• Teach the song by tape method.
• Questions How many men did he have? Where did he
  take them?
  
• Keep the beat in different parts of your body as
  you listen to the tape.
  
• Join in the singing as you learn the words to the
  first verse.
  
• Keep the beat in your feet as you march around
  the room. Add actions to match words. Can you
  also keep the rhythm in your hands?
  
• Extensions Open text and follow the dynamic and
  tempo markings as shown.

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RHYTHMPractical Applications

• Everybody Put a Little Bit In (Up with People)
  Gr. 3-5
  
• Why can we use this live performance music?
• Teach song using tape method.
• Questions to focus listening What have these
  musicians done in their travels? What have they
  learned?
  
• Join in with the hand jive as soon as you can.
• Extensions
• Have students create own actions or dance steps
  or write additional verses.

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Everybody Put a Little Bit In

• Well, weve traveled a lot of miles
• And weve made a lot of friends,
• Sang a few songs and we sang them again.
• We see all kinds of people
• Comin down the street.
• They sing a different tune
• And they walk a different beat.
• And their faces tell the story
• Of the places they have been
• Might just be a dime in the hand of time
• But they all put a little bit in.

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Everybody Put a Little Bit In

• Where ever youre going, where ever youve been,
• Everybody puts a little bit in.
• What ever the colour of your skin,
• Everybody puts a little bit in.
• In this whole world, were all kin,
• Everybody put a little bit in.
• Got nothin to loose, cause we all win
• When everybody puts a little bit in.
• Well we all carry treasures that make us unique,
  
  
• From the culture we show to the language we
  speak.
  
• And were all street singers in our own way
• With our tales to tell and our songs to play.

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Everybody Put a Little Bit In

• And our faces tell the story
• Of the places they have been
• Might just be a dime in the hand of time
• But we all put a little bit in
• Where ever youre going, where ever youve been,
• Everybody puts a little bit in.
• Chinese or Pole, Egyptian or Finn
• Everybody puts a little bit in.
• In this whole world, were all kin,
• Everybody put a little bit in.
• Got nothin to loose, cause we all win
• When everybody puts a little bit in.

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RHYTHMPractical Applications

• A full unit on teaching Beat, Rhythm, and
  Accents can be found in the Canada is Music Grade
  3 and 4 starting on p. 282
  
• Use teachers resource guide and add one element
  at a time.  Soon you will be covering it all.
  
• Pg. 282 Going to the Beach "The Footprint of
  Music"
  
• Follow the footprints with your fingers or tap
  the beat softly on your desk.
  
• Listening to blues allows children to try new and
  different things with their voices.

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RHYTHMPractical Applications

• Children in grade 2 can make up their own rhythm
  card kits using picture patterns like P.286
  Musicanada 3 and 4 and teach them to grade 1.
  This allows the grade 2 students to apply what
  they have learned about rhythm patterns.
• Subsequent pages teach tas, ti tis, ta-aa,
  whoosh for rests, ta-aa-aa. Rhythm chants like
  Beats on the Outside and Rhythmic Posture
  Chant are included.

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RHYTHMPractical Applications

• Rhythm Flash Card Kit
• clapping and saying  Ti Ti Ta's Cards are
  sequenced from very easy to quite hard. Can make
  up your own set using computer graphics or can
  copy Nip Us set onto bristol board squares.

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RHYTHM ACTIVITIES 1(Hookey, 2000,p. 49-51)

• Walk the beat.
• Clap the rhythm.
• Play echo clapping games using names and familiar
  words.
  
• Identify familiar songs after hearing only the
  rhythm pattern.
  
• Do actions for sounds of different lengths.
• Clap the rhythm pattern of a song using inner
  hearing.

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RHYTHM ACTIVITIES 2

• Label the pattern of sounds as the rhythm
  pattern.
  
• Observe rhythm patterns maps with long and short
  sounds for familiar songs.
  
• Map the rhythm pattern with long and short
  sounds.
  
• Chant the rhythm pattern using time names.
• Use lines or bars to show relative length of
  sounds.
  
• Read rhythm symbol charts.

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RHYTHM ACTIVITIES 3

• Create rhythmic improvisations on found sounds or
  percussion instruments.
  
• Improvise a set of rhythms. Combine them into a
  poly- rhythmic piece.
  
• Select short sections of a piece to play as a
  rhythmic ostinato.
  
• Create rhythm patterns using rhythm symbols.

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RHYTHM ACTIVITIES 4

• Compare music with strong beat/weak beat and
  slow tempo/fast tempo.
  
• Play with various tempi for songs and drum
  activities.
  
• Interpret music by changing tempo or
  singing in free rhythm

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RHYTHM ACTIVITIES 5

• Listen to discover where the accented sounds are
  and move or clap on the accents.
  
• Speak a poem without a steady underlying beat.
  Choose sounds of free rhythm to accompany it.
  
• Separate the beat from the rhythm by putting the
  beat in the feet and the rhythm pattern in the
  hands.
  
• Accompany haiku poetry.

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RHYTHM ACTIVITIES 6

• Show beat with
• single repeated movements (hands together)
• 2 or more repeated movements (hands separately)
• hand jive
• body percussion stamp, patsch, clap, snap,
  partner clapping
  
• beat maps with pictures
• beat maps with lines

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ACTIVITIES Jingle Bells

• Grade 1 Music Builders Listening
• Begin listening to the song
• Keep the beat in your feet
• Change the beat to other parts of your body
• Keep the rhythm in your hands
• Beat in your feet and rhythm in your hands
• Use your arms to show each phrase
• What instruments do you hear? Do they stay the
  same?
  
• What are the dynamics of this version of the song?

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RHYTHM

• Summary We have explored
• Definition of terms
• rhythm, articulation, beat, tempo, accent,
  metre, rhythm pattern, free rhythm, staccato,
  legato
  
• Ministry Expectations grades 1-6
• Key questions that guide the childrens
  understanding of this element.
  
• Content
• Activities and teaching strategies Gr. 1-6

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References

• Brooks, P. et al (1982). Musicanada 3.
  TorontoHolt, Rinehart Winston.
  
• Brooks, P. et al (1982). Musicanada 5.
  TorontoHolt, Rinehart Winston.
  
• Hardy, M. Mason, E. (2000) Music Builders 1.
  Toronto Berandol
  
• Harrison, J. Harrison, M. (2000) Canada Is
  Music Toronto Gordon V. Thompson
  
• Hookey, M. (2000). Learning Music A team
  approach to elementary music education. Toronto
  Museworks.
  
• Ontario Ministry of Education and Training Arts
  guidelines K -8
  
• Schafer, P., Stack, Y. (1991). Musicanada 2.
  Toronto Holt, Rinehart Winston.