Integrating Music Experiences In The Classroom Education Essay

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Music is a worldwide phenomenon. An enjoyment and appreciation of music is evident in every culture, past and present. Adults and children alike listen, perform or compose music in a variety of ways for cultural and personal reasons. In playgrounds, homes and schools children dance, play and sing for enjoyment and social interaction. In Queensland state schools a specialist music teacher provides students with weekly opportunities to actively engage in singing, playing, reading and composing music. However the role and importance of the non-specialist classroom teacher to provide music experiences should not be undervalued. By integrating music activities into daily classroom life teachers can create community, enhance learning experiences and build an appreciation of Australian and world cultures. By providing opportunities for students to sing, play and create music the classroom teacher acknowledges the important role music plays in the life of every child.

Music and movement activities can be shared experiences that make children feel part of a group, encouraging cooperation, teamwork and creating a sense of community within the classroom. As suggested by Carlow (2008, p. 4) 'as children participate in musical activities together, their brains, bodies and hearts are engaged and singularly focused in an intentional connective activity.' Children can develop social skills whilst playing musical games requiring cooperation such as..... Emotional effect of music is an asset in the classroom. Stress relieving affects can be utilised to change the mood in the classroom, assist with transitional activities and alleviate discipline problems. Singing or listening to music can be used as a basic classroom management technique to welcome students, cue the beginning or end of an activity or relax students after break (Carlow, 2008)Music can enrich and enliven lessons.f rom The benefits of musical activities for children with physical or cognitive disabilities is well researched and can assist in creating an inclusive classroom environment that engenders a shared sense of humanity.

Music and movement experiences help develop both sides of the brain, an important finding in recent brain research, and contribute to children's physical, cognitive and language development. Experiences with music, which often involvement movement as well, are memorable because they are not restricted to the intellect but also touch the emotions and involve the senses. Music can enhance the creativity, self-confidence and quality of classroom learning experiences for all students. Music accommodates for multiple learning styles including kinaesthetic through movement and dance, mathematical-logical through producing and listening to music and interpersonal through playing and performing for others. Musical activities and games can assist students to improve their rhythm, balance and fluidity (Singer, p. 54). Research suggests that simple exercises such as walking on a balance beam to a drum beat will help improve both physical and reading dexterity. Using a variety of rhythms and tempos may aid students reading fluency as a connection is made and internalised between the visual words (length of words) and the auditory (words and drum beats) and the kinaesthetic (body movement) Singer, p. 54. Comparisons of sounds of various music instruments helps students to fine tune their listening skills and auditory discrimination (Singer, p.55). Music expresses human feeling, children should experience music in such a way that they are increasingly aware of composers have used sound to express deeper inner feelings, which like ideas have transcended people, places and cultures. It is in the classroom that children can experience composing and improvising and making music for a variety of times and places. Sense of how humanity expresses itself with sound. Cognitive development, children solve problems whilst engaged in music and movement activities, which instrument can be used to make the sound of thunder. They create patterns with the words they sing or chant, with the motions they make with their bodies , and with musical instruments. Children learn about number concepts as they clap their hands to a beat. They think symbolically when they pretend to walk like an elephant to music.. Music experiences can be organised around problems, issues or themes derived from real life situations, in which priority is given to active learning and meaning making transferable and connected to authentic everyday life circumstances (Eisner, 2004 and Davis, 2005 as cited in Temmerman p. 39). ....

Music can enhance our understanding of ourselves and the world. Music from different cultures contributes to our understanding of both others and ourselves. As students sing, play instruments and listen to music children are encouraged to experience, respect and appreciate the contributions of people, cultures and eras different from their own. Songs composed or improvised provide children with a means to frame the world through their own ability to make meaning. As suggested by Joseph, p. 27 our world is increasingly becoming interdependent and all students should understand their role in a global society. As suggested by Nieto, 2002 cited in Joseph p. 27 " The borders between cultures, communities and societies are continually blurring and music serves as an important ingredient in our multicultural society". As a cultural enactment, the arts embody a nations identity, and music forms a big part of this identity. Music can be a vital part of learning and discovery , opportunities to teach about cultural awareness and values, understand our cultural heritage as well as past and present world cultures. Waltzing Matilda has introduced students to national history, vocabulary and folk songs (Singer p. 55)

The function of music in the curriculum is a facilitative one, where lessons are a source of learning and experience that form only part of a child's musical world and identity. The specialist music teacher and the classroom teacher can value music as a part of everyday life.

MUSIC 1

Lesson Title:

Year Level:

Time Duration of Lesson:

Focused Context for Learning:

Specific Learning Objectives for this Lesson:

1.

2.

3.

Ways of Working

Knowledge and Understanding

Prior Knowledge

Time

in mins

Phases of sequenced activities

Group organisation/

safety considerations

Resources

ORIENTATE

Rhythmic echo claps

Singing Greeting

ENHANCE

Ants Go Marching In

Sts. invite their Year 1 buddy class to sing and perform actions to the song.

Steps for activity?

Sts. hold hands with Yr. 1 buddy student...

(march around etc.)

Mexican Woodpecker (New song)

Teach words & rhythm only in this lesson.

Dragon song activity

Questions:

What do you know about dragons?

How are dragons perceived in Chinese culture?

Watch video clip

Tchr. explains by the end of the unit sts. will be creating their own dragon song, music and actions..

Sts. watch a video clip showing a traditional Chinese dragon dance.

Sts. brainstorm ideas, characteristics of the Chinese dragon (Dragon song ideas)

Watch video clip

Sts. use list of words (Dragon song ideas) to create 8 short lines of text about the Chinese dragon.

Tchr points out up/down waves of movement.

Appendix 1.1

Appendix 1.2

Synthesise

Assessment Techniques and Instruments

Teaching Resources Specific for this Lesson

References

MUSIC 2

Lesson Title:

Year Level:

Time Duration of Lesson:

Focused Context for Learning:

Keeping the beat to short songs

Know and understand various metres (2/4, ¾, 4/4 )

Specific Learning Objectives for this Lesson:

1. Perform a beat and rhythmic pattern using body percussion

2.

3.

Ways of Working

Knowledge and Understanding

Prior Knowledge

Dragon song:

Sts. have created 8 lines of text and arranged them in a suitable order during a literacy block.

Time

in mins

Phases of sequenced activities

Group organisation/

safety considerations

Resources

Orientate

ENHANCE

Mexican Woodpecker

Go over words and teach actions in a single line?

The Aardvark (New Song)

Teach lyrics:

Tchr. chants the song through once whilst sts. click fingers to the beat.

Tchr chants lines 1 and 2 and sts. repeat

Tchr chants lines 3 and 4 and sts. repeat

Sts. and Tchr. chant the song in unison.

Teach actions:

Tchr. demonstrates actions line by line and sts. copy

Line 1, stamp feet

Line 2, clap alternate knees with hands

Line 3 clap hands together

Line 4 click fingers

Practice song:

Sts. and tchr. sing the chant and keep the rhythm with body percussion.

Dragon Song Activity (continued)

Divide class into 8 groups.

Each group is allocated 1 line from the Dragon song they wrote in a literacy block.

Creating the music ( Dragon song backing track )

Sts. listen to CD track 55

Questions:

How many beats can you hear in each pattern?

Do you like the sound of the melody?

Tchr. explains that backing music repeats a steady 5 beat accompaniment using the pentatonic scale

Sts. set up a glock with a C pentatonic scale and listen to the notes.

Each group invent a melody for their line of the song making sure it fits the 5 beat pattern.

.

Appendix 2.1

Synthesise

Play a melody to the backing track

Each group play their musical accompaniment to the 5 beat backing track

Assessment Techniques and Instruments

Teaching Resources Specific for this Lesson

References

MUSIC 3

Lesson Title:

Year Level:

Time Duration of Lesson:

Focused Context for Learning:

Specific Learning Objectives for this Lesson:

1.

2.

3.

Ways of Working

Knowledge and Understanding

Prior Knowledge

Time

in mins

Phases of sequenced activities

Group organisation/

safety considerations

Gathering evidence

Orientate

Tchr./ student greeting

ENHANCE

The Aardvark (rhythmic chant - sing in rounds)

Sts. chant the song whilst keeping the rhythm using body percussion.

Divide class in to 2 groups to perform chant as a 2 part round.

Divide sts. into 4 groups and perform chant as a 4 part round.

Mr Noah Rap (New Song)

Sts. listen to the rap on the CD (Track 19 with words and animal noises)

Sts. listen to CD again clapping the steady beat throughout (4/4)

Sts. practice clapping the beat and saying the sound for each animal

Tchr. hands out rhythmic pattern sheet for each animal

Without the CD sts. practice saying the animal sounds whilst clapping a steady beat.

Questions:

How many beats does the snake's hissing go for ( 4 beats )

What does the crocodile say on each beat?

(snip/snap)

How many snip-snaps will we hear for the 4 beats?

Class is divided into 6 groups (one for each of the animals mentioned in the rap)

Sts. sing along to CD (Track 20 - words but gaps where the animal noises are so sts. can insert)

Mexican Woodpecker:

Practice song and actions together

Chinese Dragon Song:

Practice singing and playing to backing track

In same groups sts. practice singing and playing their phrase in time with the 5 steady beats.

In groups sts. practice singing and playing, one group after the next, each starting on the first of the 5 beat pattern.

As each group sing and play their phrase they continue playing the glock to the 5 beat pattern to create melodic phrases that overlap each other.

Sts. are familiar with song & actions.

New activity for sts. start with 2 part round and then move to 4 part round.

Observe sts. ability to chant rhythmic patterns in round

Appendix 3.1

Rhythmic animal pattern sheet for each student.

Words to the song on IWB.

Synthesise

Assessment Techniques and Instruments

Teaching Resources Specific for this Lesson

References

MUSIC 4

Lesson Title:

Year Level: Middle Primary (3-5)

Time Duration of Lesson:

Focused Context for Learning:

Specific Learning Objectives for this Lesson:

1.

2.

3.

Ways of Working

Knowledge and Understanding

Prior Knowledge

Time

in mins

Phases of sequenced activities

Group organisation/

safety considerations

Gathering evidence

.

Orientate

ENHANCE:

Mr Noah Rap:

Clap 4/4 beat (1, 2, 3, 4) (hands/knees)

Q. What song have we been learning

with this beat? (Please, Mr Noah)

Organises sts. into 6 groups (animals)

Tchr.

We have been using our voices to represent the animals - today we will use instruments...

Q. I have some instruments here, which group shall I give them to?

Hand out instruments to each group

Tchr.

Ask each group to play instruments to their animals beat (beat pattern on board)

Play "Mr Noah's Rap" Track (Optional)

Sts.

Sing Mr Noah Rap

Each group plays their instrument at the appropriate time in the song keeping a steady 4/4 beat.

Ants Go Marching In

With Year 1 buddy class

Dragon Song

Sts. rehearse Chinese Dragon song

Go over important points for a class performance

Watch conductor (tchr.) carefully

Concentrate

Start and finish with silence

Sit silently when not playing/singing

Smile and have fun

Synthesise

Sts. perform their dragon song for Year 1 buddy class.

Assessment Techniques and Instruments

Teaching Resources Specific for this Lesson

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