EDEL 427

• Rhythm
• Texture
• Tone Colour
• Melody
• Form
• Expressive Qualities

planned sequence of musical experiences for all children geared to their interests, needs and abilities. Develops awareness, understanding and enjoyment of music.

• Speech
• instruments
• movement
• singing
• listening
• creative

• sing
• play
• move
• create
• read and write
• improvise and compose
• listen

• 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

• imitation -diff types
• exploration-changing elements, explore diff things
• literacy- orff=do, sound before symbol
• improvisation - knowing enough

• 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

• constantly repeated, obstinatus -stubborn (persistant)
• can be verbal, vocal, instrumental, or coporal (movement)

• 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

• 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

• droned tone with tonic and sometimes dominant
• found in real music
• types: chord, broken, arpeggiated, combined

• 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,

• help children understand antecedent and consequent parts of musical phrase.
• ie: Speech games, Rhythm games, Rhythmic rondo, in a score or song

• 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

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

• exploring moving body in personal space and through space at diff levels and pathways
• ie: up down high low side to side zig zag

• 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

movement activities that explore the amount of force, speed, weight that various movements make

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

• How can you be ... ie: round like a ball, bigger, smaller
• -giving questions to prescribe movement while being creative.

blow too hard, uncovered holes, blow to softly, uncorrect posture

• 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.

• 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

• Prepare: activities that involve
• Present: label, shortest phrase
• Practice/Reinforce: sing, play, move, listen

• 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)

free, prescribed/limited or a combination (somethings prescribed, some created)

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

• 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

interwined into curriculum (movement, dance, song, games, etc)

• Finger preparation,
• isolated practice of new note/pattern,
• performance of new pattern in musical context

• -music, formal properties of sound
• meaning, context
• behaviors, the way it is taught, learned and performed

using cultural knowledge, prior experiences, and performance, styles of cultures represented in classroom, community, province,

• 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

images on bulletin boards, pictures, that will enhance the experience and the classroom, "not just the dead white guys"