Elementary Music

 

REVIEW: VTS 

 

 

  I

 Unit: Music

Theme: Elementary Music

 Introduction

Music is the art of arranging sounds in time to produce a composition through the elements of melody, harmony, rhythm, and timbre. It is one of the cultural universal aspects of all human societies.

II

Learning Objectives

 Understand the dynamics of a music class

Explain the process of learning concepts such as beat and rhythm

Gain an understanding of the usefulness of creating harmonies

Experience the concept of the drumming a circle

III

Main Lesson

 1

 

 

2

 

Concepts

1. Harmony

the combination of simultaneously sounded musical notes to produce chords and chord progressions having a pleasing effect.

2. Rhythm

a strong, regular, repeated pattern of movement or sound.

3. Beat

In music and music theory, the beat is the basic unit of time, the pulse, of the mensurable level. The beat is often defined as the rhythm listeners would tap their toes to when listening to a piece of music, or the numbers a musician counts while performing, though in practice this may be technically incorrect.

 

4. Tempo

In musical terminology, tempo also known as Beats per minute, is the speed or pace of a given piece. In classical music, tempo is typically indicated with an instruction at the start of a piece and is usually measured in beats per minute.

 

5. Clave

The clave is a rhythmic pattern used as a tool for temporal organization in Brazilian and Cuban music. In Spanish, clave literally means key, clef, code, or keystone. It is present in a variety of genres such as Abakuá music, rumba, conga, son, mambo, salsa, songo, timba and Afro-Cuban jazz.

6. Percussion

Percussion instrument is a musical instrument that is sounded by being struck or scraped by a beater; struck, scraped or rubbed by hand; or struck against another similar instrument. The percussion family is believed to include the oldest musical instruments, following the human voice.

7. Wind Instruments are typically grouped into two families: Brass instruments (horns, trumpets, trombones, euphoniums, and tubas) Woodwind instruments (recorders, flutes, oboes, clarinets, saxophones, and bassoons)

8. Musical Ensemble

Also known as a music group or musical group, an ensemble is a group of people who perform instrumental or vocal music, with the ensemble typically known by a distinct name. Some music ensembles consist solely of instruments, such as the jazz quartet or the orchestra.

 

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 IV

A Note to Remember

Rhythm is every thing

 

V

Case Studies

Question 1

What do you think about this teacher's class?

Question 2

Compare and contrast the class shown in this video with the class from the previous one.

 

 

 

 VI

Activity 1

Creating group harmonies with random instruments!

 

 

 

 VII

 

Journaling

Write a reflection about your experience!

POST YOUR WORK ON DISCUSSION BOARD

 

 

IX

Glossary  

 

Harmony: the combination of simultaneously sounded musical notes to produce chords and chord progressions having a pleasing effect.

Rhythm: a strong, regular, repeated pattern of movement or sound.

Beat: In music and music theory, the beat is the basic unit of time, the pulse, of the mensurable level. The beat is often defined as the rhythm listeners would tap their toes to when listening to a piece of music, or the numbers a musician counts while performing, though in practice this may be technically incorrect.

Percussion: Percussion instrument is a musical instrument that is sounded by being struck or scraped by a beater; struck, scraped or rubbed by hand; or struck against another similar instrument. The percussion family is believed to include the oldest musical instruments, following the human voice.

Wind Instruments: these are typically grouped into two families: Brass instruments (horns, trumpets, trombones, euphoniums, and tubas) Woodwind instruments (recorders, flutes, oboes, clarinets, saxophones, and bassoons)

Musical Ensemble: Also known as a music group or musical group, an ensemble is a group of people who perform instrumental or vocal music, with the ensemble typically known by a distinct name. Some music ensembles consist solely of instruments, such as the jazz quartet or the orchestra.

 

X

 

 Students' Work

 

 

Ella Li

Ella elementary music

As for me, I prefer the later one. This is because it incorporate students more in the class content instead of letting the teacher be the main character of the class. Also, the music it uses  is more attractive and interesting to students compared to the traditional music used in the first one. Additionally, it also have a interesting game that assess whether students master the difference between beat and rhythm. Finally, it also have a calm down section so that students can calm down and back to the peaceful status to prepare for the next class.

 

David Wyler

Learning style

My favorite syle was the second learning style. This was my favorite because the teacher was very encouraging in all to participate. Also, this allowed the students to have more freedom as apposed to be confined at their individual desk.

 

Albion Shala

I preferred the second video as to teaching the same idea. I believe the second teacher was a little more upbeat and exciting for the kids to understand the concept. 

 Class music.wav (4.992 MB) 

Logan Bright

Teaching Music

I like the second lesson/strategy a lot more. The first one was much less direct and intentional about its objective and saw the kids just making noise in different pitches without it being explained. The second one did a good job of explaining the different terms like beat, rhythm, etc. It's always good to explain the purpose of a lesson to students to set the context for what they're meant to learn and the second example showed much more of that. They were also actively assessed as individuals but were still involved in an engaging activity. The teacher had an opportunity to see who was able to identify the different terms after learning them, whereas the first just had them do an activity surrounding unexplained terms.

MAKE UP

 

Joel Keller

Rhythm

 

 

I liked the second lesson more because it definitely was more effective in getting students involved. The game that was played got all of the students very engaged in the lesson. I also thought it was very crucial to recap at the end the purpose of the game once the students were no longer up and jumping around. I think for learning it is very important to have a recap at the end, without one individuals can lose sight of the purpose of the lesson and not really retain the main purpose of the lesson.

 

Rudolph Stonisch

 

I preferred the second lesson as it was notably more successful in engaging the students. The game played in this lesson captured the students' full attention and involvement. Additionally, I found the summary at the end, once the physical activity had ceased, to be extremely important. Such a recap is vital for learning, as it helps to reinforce the lesson's objective and ensures that the students retain the key points, preventing them from losing track of the lesson's main purpose.

 

Alexandra Trombley

Rhythm

 

I liked the second lesson because it was very interactive.  All of the students moving around and there were different levels of learning. She started by explaining what the lesson was and the differences and gave examples. Then, there was a game with all of the students involved and engaged in the activity.  At the end it was important to understand that the students comprehended what she taught.

 

Garrett Francis

I enjoyed the second lesson due to the amount the students were able to interact. The instructor began by explaining the lesson, highlighting differences, and providing illustrative examples. The engaging aspect peaked with a game that had all students actively participating. The lesson concluded with a crucial summary, ensuring that students grasped the concepts covered. This recap, following the energetic activity, proved essential in reinforcing the lesson's objectives and preventing students from losing sight of the main purpose.