EDEL 427

  1. Elements of Music
    • Rhythm
    • Texture
    • Tone Colour
    • Melody
    • Form
    • Expressive Qualities
  2. Elementary music education
    planned sequence of musical experiences for all children geared to their interests, needs and abilities. Develops awareness, understanding and enjoyment of music.
  3. Orff Media
    • Speech
    • instruments
    • movement
    • singing
    • listening
    • creative
  4. AB music curriculum
    • sing
    • play
    • move
    • create
    • read and write
    • improvise and compose
    • listen
  5. Orff history
    • theatre influences in 1800s, (drama influences) became important in his work
    • worked with adults then moved to children 1936
    • singing became more prominent, instruments for children
    • Gunter
  6. Orff 4 stage learning
    • imitation -diff types
    • exploration-changing elements, explore diff things
    • literacy- orff=do, sound before symbol
    • improvisation - knowing enough
  7. Imitation
    • simaltaneous -together "with me"
    • echo - younger, 4 beat echo, long as older, "clap after me"
    • overlapping - older grades, canon style, listen and clap what you hear while I still clap
  8. Ostinato
    • constantly repeated, obstinatus -stubborn (persistant)
    • can be verbal, vocal, instrumental, or coporal (movement)
  9. advantages of ostinato
    • understand form of a song
    • give possibility to make music with no prior knowledge
    • provide a way to feel successful and part of group
    • good discipline, must use correct pulse and listening skills.
    • aid motor devlop.
    • train memory
    • listen to other voices
    • promote flow and "magic" of piece
    • easy technique, immediate results
    • background for improv
  10. Pentatonic Scale
    • 5 tones no 1/2 steps
    • do or la based
    • authentic - no fah or ti DRMSL ie: C pent=CDE GA
    • missing half steps makes it easier to sing in tune
    • can play resolved music right away
  11. Bordun
    • droned tone with tonic and sometimes dominant
    • found in real music
    • types: chord, broken, arpeggiated, combined
  12. Orff Ensembles -benefits challenges, solutions
    • Benefits: listening skills, independence, concentration, enjoyment, easy to memorize, learn rhythmic precision and fine motor skills
    • challenges: playing the instrument correctly, choosing appropriate music, physical factors, students can get lost in long accompaniments,
    • solutions: warm up activities, give feedback, don't rush, monitor and help, demonstrate good and bad performance, focus on goals, shorter sections, encourage listening,
  13. Q+A
    • help children understand antecedent and consequent parts of musical phrase.
    • ie: Speech games, Rhythm games, Rhythmic rondo, in a score or song
  14. Instruments in Orff classroom
    • Snap -high pitched, metals/Glock
    • Clap -small wood instruments, SX/SM
    • Pat - two handed instruments (bilateral alt) bongos, temple blocks, etc AX/AM
    • Stamp - large low pitched instruments (large drums) BX/BM
  15. Unpitched Orff instruments
    encourage them to think of register (high vs low) of instruments to accompany a poem or chant, start with body percussion, move to instruments, develops timbre
  16. Spatial Awareness
    • exploring moving body in personal space and through space at diff levels and pathways
    • ie: up down high low side to side zig zag
  17. Body Awareness
    • movement activities that explore diff ways to move various body parts
    • ie: moving body parts to different music, toes finger,s etc, moving more then one body part
  18. energy and time awareness activities
    movement activities that explore the amount of force, speed, weight that various movements make
  19. Movement experiences
    consider: space, management (noise and traffic) emotional and comfort levels, having extra materials, keeping track of who's turn it is, making it playful/exciting, partners and numbers of students
  20. Shaping movement
    • How can you be ... ie: round like a ball, bigger, smaller
    • -giving questions to prescribe movement while being creative.
  21. Common beginner recorder mistakes
    blow too hard, uncovered holes, blow to softly, uncorrect posture
  22. Echoing Recorder Teaching
    • using different rhythms have students echo, show the fingering, don't show the fingering, label the notes after.
    • Put them into songs (immediate success) They can play BAG in old macdonald, descant parts, playing a rhythm from board on one note have teacher play actual song.
  23. Parts of a lesson
    • Preplan
    • Set -motivate children
    • Procedure: Develop and Apply -use a variety of media to teach, apply the concept
    • Closure
    • Evaluation

    Objectives: what the students will DO (Action, blooms) remember, understand, apply, analyzing, evaluation, creating
  24. Kodaly three P's
    • Prepare: activities that involve
    • Present: label, shortest phrase
    • Practice/Reinforce: sing, play, move, listen
  25. Components of Creative Experiences
    • the child: brings uniqueness and ideas with prior knowledge
    • process; exploration
    • product: improvised and composed

    be open and flexible, they can use recorder, form, mvmt, QA, Imitation NPP, PP (timbre)
  26. Creative Activities are...
    free, prescribed/limited or a combination (somethings prescribed, some created)
  27. Cultural Authenticity
    representing a culture in the most authentic manner, bringing context to the classroom (who, what when, where why how) proper language translations, attention to timbre, attempts to simplify and clarify music, reputable publishers
  28. Evaluation of Culture Materials
    • prepared by someone of the culture
    • personal comments in work
    • has source
    • background, maps, translation and versions
    • photographs and illustrations
    • companion audio
    • games and directions
    • no sacred materials for public school use
  29. Context of using cultural materials
    interwined into curriculum (movement, dance, song, games, etc)
  30. Beginning recorder
    • Finger preparation,
    • isolated practice of new note/pattern,
    • performance of new pattern in musical context
  31. 3 major domains in choosing materials
    • -music, formal properties of sound
    • meaning, context
    • behaviors, the way it is taught, learned and performed
  32. culturally responsive pedagogy
    using cultural knowledge, prior experiences, and performance, styles of cultures represented in classroom, community, province,
  33. 5 essential elements of culturally responsive
    • developing knowledge base about cultural diversity
    • including ethnic and culturally diverse content in the curriculum
    • demonstrating caring and building a learning community
    • cross cultural communications
    • cultural congruity
  34. symbolic curriculum
    images on bulletin boards, pictures, that will enhance the experience and the classroom, "not just the dead white guys"
Card Set
EDEL 427
final exam study for 427