Ways to Listen: Strategies.Questioning
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- Matilda Murphy
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1 Ways to Listen: Strategies.Questioning Integrating Listening and Responding to Music and Visual Arts. STEP 1: What you bring to a piece of music. What do you think of first when you listen to this piece of music? Can you make a drawing about this using your favourite colours? Why do you think it makes you think about that? Is there something you immediately like/dislike about it? Why do you think this is? Does the piece of music remind you of anything? that is in the place where you live/your locality that is in your home about your family or friends about someone/something in your community about a person or place you know about that you have read about that you have seen/heard in a museum/gallery or at a concert? Can you make a pencil drawing about what the piece of music reminds you of? Can you connect this piece of music to something? you have heard/seen on TV you have imagined you have fantasised/dreamt about you have heard on a film or video you have heard/seen on a software programme/game you have seen on the internet you have seen on holiday or in a place you have visited? Can you make a charcoal drawing about what you saw/heard? Can you make a chalk drawing about your dream/fantasy? Does the piece of music remind you of anything that has happened to you? at home at school at play on holidays on any other occasion? Can you make a series of cartoons about what happened to you? 1
2 STEP 2: What a piece of music is about. What kind of music is this? a song Make a drawing to show the story of the song. an instrumental piece Find a picture of a musical instrument, draw it. a dance Make a drawing about yourself at a disco/dance? a lullaby - Draw a design for a newborn baby card. a marching song Draw a picture about soldiers on parade. a piece of traditional music? Draw a portrait of a favourite traditional singer. What is happening in this piece of music? Does it tell a story to you? Can you retell this story? Can you draw the story of what is happening in the piece of music? Do you think this piece of music could mean something else? What do you think the composer might have been thinking of when s/he created this piece of music? Can you draw a picture of what the composer might have seen in his/her mind s eye while composing this piece of music? What title/name would you give this piece of music? Why? Look at the title the composer has given it. Do you think this is a good title? Why? Did the title that the composer gave it make you think/feel differently about it? Can you draw a design for a C/D cover for this piece of music? What do you think the theme of the piece of art is? seasons, war, leisure, movement, royalty, food, etc? Can you think of any drawing or other piece of visual artwork that would go well with this piece of music? What type of work is it? SONG ballad, love song, aria, etc. Draw a picture to tell the song s story. INSTRUMENTAL orchestral, solo, group, rock band, etc. Draw a picture of your favourite band. CULTURE from what part of the world? Draw a picture about the part of the world that this music comes from. TYPE classical, jazz, popular, rock-n-roll, etc. 2
3 Make collections of drawings, paintings, photos, etc of famous musicians or composers use one of your favourite pictures as the basis for a piece of art. STEP 3: What can you hear in a piece of music (linked to the elements of music) Does this piece of music have a steady pulse/beat? Can you clap or tap along to this beat? Can you march to this beat? Does this piece of music have no steady pulse or beat? Does this piece of music have a strong or a weak beat? Can you make a drawing to show the pulse of the piece? Make patterns of lines in different colours to show this. Is the beat like a march (two-beat)? Is the beat like a waltz (three-beat)? Is the beat like a jig (six-eight)? Draw a picture to show the place or the occasion where this might be played or performed. Is the beat an unusual one? Can you move to this beat? Can you hear patterns of long sounds? Can you hear patterns of short sounds? Can you imitate these sounds using vocal or found sounds? Can you imitate them using instruments? Can you hear patterns of rhythm in the piece? Can you imitate/perform these in a variety of ways? Can you hear periods of silence in the music? Use various drawing tools and materials to create pattern pictures that you feel match the patterns in the music. 3
4 Is the rhythm of the piece fast? Or is it slow? Is the melody fast or slow? Can you hear places where the music gets faster? Can you hear places where it gets slower Use drawing pencils to make a drawing to show fast/slow parts of a piece. Does a piece of music have high sounds? Draw a cartoon picture of an opera soprano. Does it have low sounds? Draw the imaginary low sound monster. Can you imitate the melody of the piece of music? Can you say if the melody of a piece of music has shape? Are there steps or leaps in the shape of the melody? Can you make line drawings to show this shape? Can you move to show this shape? Can you represent it on a stave? Are there loud sounds in a piece of music? Draw a set of patterns to represent loud sounds. Are there soft sounds? Draw a set of patterns to represent soft sounds. How are these created (volume or use of different instruments)? Can you hear places where the music gets louder? Can you hear places where it gets softer (quieter)? Can you make a drawing about a piece of music to show this? Can you use these ideas of getting louder / getting softer while performing a piece of your own e.g. a sound poem or story Make a set of drawings about your sound poem/story. 4
5 What would make you choose to do this? How does a piece of music start? How does it end/stop? What is the beginning like? Make a drawing to show the scene at the beginning. What is the middle/end like? Can you hear parts/sections that are repeated? Can you hear a unique/different section? Can you hear where the music is divided into different sections? What is the form of a piece of music e.g. ABA What instruments are used in a piece of music? Can you hear different families of instruments ( wind, percussion, etc )? Do you know what these instruments look like? Can you find pictures of them and make drawings about them? How are they played? Draw pictures about musicians playing different instruments. What kinds of sounds do different instruments/families make? Draw designs to show the different types of sounds. Can you hear single sounds in a piece of music? Can you hear combined sounds? Can you pick out what instruments are being combined? 5
6 What style of music is this? Do you know another piece of music in a similar style? Can you hear the different in styles between two pieces of music? Make a side-by-side drawing to illustrate two pieces. STEP 4. What can you find out about a piece of music? Can you find out when this piece of music was composed? Do you know anything about this time? Does the piece of music tell us anything about this time or about how people lived then? What? How? Does the piece tell us in any way about the lives of people at that time? Does it tell us anything about politics/religion/belief/science at that time? Can you draw an imaginary scene to represent this time and place? Integration with the History and Science curricula. Does the piece of music tell us anything about where it was composed? What are the clues in the piece? Can you find some information about this place? Does the piece of music make you want to be in that place? Draw a picture about this place. Integration with the Geography curriculum. Can you find some information about the composer who wrote this piece? Can you find other examples of his/her music? What type of music did the composer like to create? Why? Did the composer create the piece to please him/herself or was it made for someone else in particular? 6
7 Can you find a drawing/picture/photo of the composer and draw your own portrait of him/her. Music History. Does the theme of the piece of music relate to any of the other arts areas? Does it link to anything about visual art/drama/literature/poetry? Does it make you think about anything in these areas? Find a drawing or other piece of visual art that you feel relates to the music. Linkage with other Arts curricula. When listening to music being performed live, things to discuss might include: where a piece of music is being performed ( as part of a collection of work by the same composer, as part of a selection of work from the same era, as part of a collection representing a movement in music or as part of a collection of work on the same theme ). Draw the venue. what information the venue provides the listener with through labels, captions, wall texts, guidebooks or catalogues how does this information help us? Design a poster for a venue to advertise a performance. the environment in which the work is being performed, the background against which it is performed and the presentation/staging/ lighting on the piece how do all of these effect how we listen to a piece or indeed participate in the performance? Design a stage setting. 7
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Component Objective Grade K Students will be able to demonstrate the ability to move to a steady beat at varying tempi Students will be able to discover the singing voice. Recognize and perform high and
Musical Activities for Early Childhood Inclusion
Compiled by Talia Morales, MT-BC www.coastmusictherapy.com August 2011 Which Way? sharing, turn-taking, listening skills, concentration, directional skills 1 percussion instrument (e.g. ocean drum, rain
8/5/17. Good Morning/Afternoon! AUGUST 21, 2017
WELCOME BACK!!!! AUGUST 18, 2017 On a sheet of paper, tell me three things: What did you do this summer? How was music a part of your life? Did you sing in public this summer? AUGUST 21, 2017 1. Where
2nd Grade Music Music
Course The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge and
CONTENT AREA: MUSIC EDUCATION
COURSE TITLE: Music, General/Grade K CONTENT AREA: MUSIC EDUCATION GRADE/LEVEL: KINDERGARTEN COURSE DESCRIPTION: COURSE TITLE: MUSIC, GENERAL COURSE NUMBER: 53.00100 COURSE LENGTH: YEARLONG PREREQUISITE(S):
MUSIC PERFORMANCE: GROUP
Victorian Certificate of Education 2003 SUPERVISOR TO ATTACH PROCESSING LABEL HERE STUDENT NUMBER Letter Figures Words MUSIC PERFORMANCE: GROUP Aural and written examination Friday 21 November 2003 Reading
Schools Concert Plus Teachers Resource Pack
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Artsaround Music Theme: Classics for Kids Lesson Topic: The William Tell Overture
You will need: Artsaround Music Theme: Classics for Kids Lesson Topic: The William Tell Overture Grade 4: Rossini Rocks one pair of rhythm sticks or drum sticks for each student. word cards for: Gioachino