What’s Your Message? BLOOM - PowerPoint Presentation

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What’s Your Message?

BLOOM

Where You’re Planted

April 28, 2012

TMEA Region 7

Dr. Vicky V. JohnsonSlide2

A few things about me . . .Slide3

Vicky V. Johnson HomepageDMEElementary Music LinksLearningSlide4
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Stylize, edit, and animate your mediaSlide10

Create

Evaluate

Analyze

Apply

Understand

RememberSlide11

Create

Evaluate

Analyze

Apply

Understand

Remember

1.

Singing

, alone and with others, a varied repertoire of music. Slide12

 SIMPLEST PRESCHOOL SONGS  Aiken DrumAlouette Baa Baa Black SheepBingoDid You Ever See a Lassie

Eencey Weencey Spider

Here We Go ‘Round the Mulberry BushHole in the Bucket

The Hokey PokeyIf You're Happy and You Know It I've Been Working on the Railroad

Mary Had a Little Lamb The Muffin Man

Oats, Peas, Beans and Barley GrowOh, Dear, What Can the Matter Be? Old MacDonald Had a Farm Pop Goes the Weasel Ring Around the Rosies

Row, Row, Row Your Boat

Sing a Song of SixpenceThree Blind Mice A

Tisket, a Tasket Twinkle, Twinkle, Little Star The Wheels on the Bus

EARLY SCHOOL YEARS The Ants Go MarchingBaby BelugaThe Bear Went Over the Mountain

ClementineDown by the RiversideFrère JacquesHe's Got the Whole World in His HandHome on the RangeIf I Had a HammerLittle Bunny Foo FooLondon Bridge Is Falling DownMichael, Row the Boat AshoreMister Frog Went a Courtin

'Oh SusannaOn Top of SpaghettiPuff the Magic DragonRise and ShineShe'll Be Comin' Round the Mountain Simple GiftsSkip, Skip, Skip to My Lou Take Me Out to the Ball GameThis Land Is Your LandThis Little Light of Mine

When Johnny Comes Marching HomeYankee DoodleYou Are My Sunshine 50 Folk Songs Kids Should Know

Extended

SonglistSlide13

Take Me Out to the BallgameTake me out to the ball game,Take me out with the crowd.Buy me some peanuts and Cracker Jack,I don't care if I never get back,Let me root, root, root for the home team,

If they don't win it's a shame.For it's one, two, three strikes, you're out,

At the old ball game.Slide14

1949 Musical

Frank Sinatra and Gene Kelly

Sing ALONGSlide15

Create: modify synchronization of words to tune (deconstruct) Evaluate: vocal tone (use a recorder tone; list current popular songs you think will become folk songs one day/discuss (agree, disagree)

Analyze: repeated and contrasting phrases of the songApply:

sing the song; use octave skill of ‘do’ to ‘do’; play kazoos between chorusesUnderstand: context of use; how a popular song can become a folk song; interval of an octave

Remember: background of the song; tell of experiences hearing/singing the song at a ballgame; learn the tune and words

Take

me out to the ball game,

Take me out with the crowd.

Buy me some peanuts and Cracker Jack,

I don't care if I never get back,

Let me root, root, root for the home team,

If they don't win it's a shame.

For it's one, two, three strikes, you're out,

At the old ball game.Slide16

Create

Evaluate

Analyze

Apply

Understand

Remember

2.

Performing on instruments,

alone and with others, a varied repertoire of music. Slide17

Create: in groups, children can put together their own choices for a round – which parts in which order with which instrumentsEvaluate: critique resultsAnalyze: which instruments could be substituted

Apply: read rhythms with rhythm syllables and clap; read music!

Understand: repeat sign

Remember: rhythm syllables; basic notation

Peace Round

Add picture hereSlide18

Create

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3.

Improvising melodies, variations, and accompaniments.Slide19
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DorianPhrygianLydianMixolydianAeolian

Pentatonic minor

Improvisation has boundaries and may include:

Meter

Tonal centerScale

MelodyHarmonyWe can promote successful improvisation experiences by enforcing the boundaries

Supply an ostinato

Reinforce the tonal center

Limiting pitchesLimiting deviationPrescribing harmonySlide21

 Explain procedure first: demonstrate each of the 3 parts. Then have students form 3 lines at the piano (low, medium & high keys)Low part:    Middle part: Students are to play chords (3 notes at once) using only black keys.

 High part: Students are to play a melody (one note at a time) using only black keys.

Jazz Improvisation on PianoSlide22

Create: improvise on black keys; improvise on limited tones with midi loopsEvaluate: experiment and critique yourselfAnalyze: identify the improvisational

bounderies of a song; start with “what would sound good”

Apply: improvisation cells (1 or 2 measures)Understand:

how improvisation fits into the larger musical work (boundaries)Remember: definition/components of improvisation; jazz, but also BachSlide23

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4.

Composing and arranging music within specified guidelines. Slide24

Reasons You Don’t Use Much Composition in Your CurriculumYounger children don’t have the notation skills to do it.I wasn’t trained in teaching it.

I don’t even think I can do it myself.

Children need more basic musical experiences.I don’t have enough time to spend on composition.Slide25

Two Tricks in Teaching CompositionYou only need storage to allow for revision. Use those specified guidelines (boundaries).For the creative spirit, limits are useful.

-- Leon FleisherSlide26

Composing with Limits

CatcertoSlide27

Create: Compose! ; make up a new compositional processEvaluate: Revise!Analyze: Critical listening

Apply: Play/sing it

Understand: the process of composition – take it by stepsRemember:

the difference between improvisation and composition

Compositional Process

How to Compose a Simple Melody

Compose a one-measure rhythmic ostinato; add pitch; [improvise to ostinato]

Choose a short quote; add a value (limiting these is helpful) to each syllable; add pitch (limit also?)

Given rhythm cards (one measure each), students ‘arrange’ the piece

Write a rap song (nothing negative!)

Allow students to come up with their own notation system to ‘store’ their piece – work in pairs with a topicSlide28

Create

Evaluate

Analyze

Apply

Understand

Remember

5.

Reading and notating music

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PolyrhythmSlide30

PolyrhythmCreate: write your own polyrhythm using numbers in the template; choose 2 different songs to combineEvaluate:

choose a meter for lines converted

Analyze: convert the polyrhythms to standard notation

Apply: practice the polyrhythm with a partner, then with another pair to include all 4 rhythms; put rhythms “Mary Had a Little Lamb” and “Hickory

Dickory Dock” together as a polyrhythmUnderstand:

how rhythm notation works; tracking, decodingRemember: definition of ‘polyrhythm’; background of useSlide31

Create

Evaluate

Analyze

Apply

Understand

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6.

Listening to, analyzing, and describing music

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Desktop BluesSlide33

Elvis Presley

Big Mama ThorntonSlide34

Chorus:You ain't nothin' but a groundhogSleepin' all the time.Ain't nothin' but a groundhogSleepin

' all the time.You ain't never chucked wood and you ain't

no friend of mine.You said you ate dry grass. That was just a lie.You said you ate dry grass. That was just a lie.

'Cause you eat sweet clover until the day you die.You dig yourself a burrow for sleepin' in at night.

'Cause you eat all day 'til you can't eat another bite. Repeat Chorus:You eat a lot all summer so you can hibernate.

You eat a lot all summer gaining lots of weight.Then you sleep all winter 'til it's spring and it's time to mate.You said you had canines. That was not the truth.You said you had canines. That was not the truth.'Cause like every rodent you got big incisor

tooths. Repeat Chorus

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You Ain’t Nothin’ but a GroundhogBy Jeffrey B. MoranSlide35

Create: Improvise a blues song using Desktop Blues (let students choose); work with a partner to compose a blues song (sing with ‘radio’)Evaluate: Listen to two versions of “Hound Dog”; compare and critiqueAnalyze: Listen for chord changes; how many different chords

Apply:

sing a blues song (“You Ain’t Nothin’ but a Groundhog”)

Understand: structure of a blues song

Remember: history of blues; characteristics of blues songs

The Blues

Blues

PageSlide36

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7.

Evaluating music and music performances. Slide37

Concert EtiquetteSlide38

BURundian drummers

Queen concertSlide39

Create: propose concert etiquette; imagine a unique time and placeEvaluate: compare criteria(is one better/worse than another?) Analyze: differences in concert etiquette per time and place

Apply: demonstrate concert etiquette in various scenarios

Understand: reasons for differences in behavior

Remember: appropriate behavior; history of concert etiquette

Jazz for CowsSlide40

Create

Evaluate

Analyze

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8.

Understanding relationships between music, the other arts, and disciplines outside the arts. Slide41

Create: Choose a writing prompt and write about music; make up your own expressive dance to a songEvaluate: Compare the

art and music of different times (what they have in common)

Analyze: Watch a film

and analyze how the music directs the mood/manipulates the audience

Apply: Sing a song about biological classifications in science

Understand: the relationship between music and math; show the physics of sound waves (YouTube!)

Remember: list some things that music helps us to learn (Ex: ABC’s, Books of the Bible, states, stories); relate other ways that music helps you

Taxonomy

Musical Writing PromptsSlide42

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9.

Understanding music in relation to history and culture. Slide43

AmericaMy country,' tis of thee,Sweet land of liberty,Of thee I

sing; Land

where my fathers died, L

and of the pilgrims' pride,

From every mountainside

Let freedom ring!

God Save the Queen

God save our gracious QueenLong live our noble Queen,God save the Queen:

Send her victorious,Happy and glorious,Long to reign over us:God save the Queen.

aside beside bride

cried decide divide

fried guide hide inside lied outside provide ride side slide spied tied tried widebring cling ding fling king ping ring sling spring sting string swing thing wing wring zing

agree be bee fee flea flee free he key knee me pea plea sea see she ski three tree we Song ParodiesSlide44

Create: Write lyrics for a new song to the tune of “America.”Evaluate: choose other songs that would lend to parody; discuss copyrightAnalyze: examine words retained

Apply: Discover other song parodies

Understand: listen to examples (also songs learned; e.g. Jingle Bells, Batman smells . . .)

Remember: definition of song parody (same tune, different words)Slide45

There was a musician from KentWhose saxophone got very bent‘Til one day in June,

He played so out of tune__________________________

There was a fine sailor from WalesWho on his ship played piano

scalesBut one day aboardHe played the wrong chord___________________________

cement cent dent event invent lent meant prevent rent scent sent spent tent torment vent went

details emails fails hails jails mails males nails pails quails rails sails sales snails tails tales trails whales

Limericks

Create:

finish these limericks with your own last line

Evaluate: work together with a partner to choose the best rhymes to make a last line that will complete the story

Analyze: notate the rhythm of “Hickory Dickory Dock”Apply: say an example limerick (“Hickory Dickory

Dock”); sing the sameUnderstand: discuss the structure of a limerick (rhythm and rhyme scheme)Remember: know the background of the limerick (named after a city in Ireland, etc.)Slide46

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Singing

Playing instruments

Improvising

Composing

Reading & notating

Listening

Evaluating

Music

& other disciplines

Music & history

and

cultureSlide47

Create

Evaluate

Analyze

Apply

Understand

RememberSlide48

BLOOM

WHERE

PLANTED

YOU’RESlide49

THE END