Utilizing Music in the Middle School Classroom. Dr. Keith Smolinski
|
|
- Emory Jones
- 5 years ago
- Views:
Transcription
1 Utilizing Music in the Middle School Classroom Dr. Keith Smolinski
2 Utilizing Music in the Middle School Classroom By Dr. Keith Smolinski
3 On a Personal Note
4 INTRO: FINISH THE LYRIC THERE ARE MULTITUDES OF SONGS OUT THERE THAT YOU KNOW BY HEART. SEE HOW YOU DO WITH THESE.
5 Do You Have Any Moments in Your Life Defined by a Particular Song? Take a moment to recognize songs that you remember because they have connections to your own life What is the song? Why do you remember it?
6 Goals for this Presentation To gain an understanding as to why we are wired for music To learn strategies to apply music to YOUR teaching To eliminate apprehension about trying to use music in your classroom.
7 Why Music? We are musical: it is part of our basic human design. The human brain has specialist areas whose prime functions are networked for musical processing. (Welch, 2005, p.117) Music is important to children and there are few who do not revel in it. They welcome opportunities to think and act muscially, and they do so with exuberance. (Campbell, 1998, p.42)
8 Music IS in Look how popular music is NOW: Hamilton the Musical, Glee, technology (devices) constantly used We need a way to connect to our kids in this fast paced world we are in and music is it Think about how our young children learn with music (ABC s, etc. My own son with pop songs)
9 Music and the Brain Music is processed in the brain of all individuals. (Koelsch and Freiderici, 2003) Music triggers the reward centers in the brain just as food and narcotics do. (Blood and Zatorre, 2001) Music s properties such as rhythm, pitch, and syllabic stress may help learners chunk material. (Ozdemir, Norton, and Schlaug, 2006) fmri data has recently shown that there are neural pathways wired for music and its perception (Trafton, 2015)
10 MUSIC AND REGIONS OF THE BRAIN
11 The Physiological Effects Words and music of songs generate emotions which can alter BP, heart rate, and temperature (Krumhansl, 2002) Music stimulates the release of the feel good chemicals known as endorphins (McCaffrey & Good, 2000) Music can cause the release of epinephrine, which has been thought to encode memories (Miyashita and Williams, 2006) Music can stimulate anxiety reducing oxytocin (Grape et al, 2003) Music can boost immune system response (Kuhn, 2002)
12 Music and Memory Long term memory of tempo is very accurate (Levitin and Cook, 1996) Intervals, contour, keys, and pitches all aid in the recall of musical melody (Dowling, 1994) Rhythm and melody together aid in the recall of music (Hebert and Peretz, 1997) Words and melodies act as cues for one another and seem to be placed into our memory as associations (Ginsborg &Sloboda, 2007) Text and tune may aid each other, especially in verbal recall (Hebert and Peretz, 2001)
13 Music Memory (2) As Sacks (2007) stated, Entire books can be held in memory The Iliad, and The Odyssey, famously, could be recited at length because, like ballads, they had rhythm and rhyme (p.238) Chazin and Neuschatz (1990) found that music helped students short-term memory of material Yalch (1991) found that advertising jingles help consumers to retain information Calvert and Tart (1993) exposed college age students to Schoolhouse Rock s song about the constitution and found that when music was used twice a week for 4 weeks, listeners remembered far more words with the music than just the spoken text.
14 Music and Memory (3) Wallace (1994) found that simple, repeated music promotes recall due to the cues it provides with the text and the brain s ability to link information with the music McElhinney and Annett (1996) found that college students exposed to songs had more effective recall, most likely because of music s chunking properties. Rainey and Larsen (2002) found that music may be an effective mnemonic device for the initial learning of more meaningful material and could aid in long term memory.
15 My Doctoral Study Concurrent Triangulation Mixed Methods Design Quantitative Data collected in the form of pretest and posttest scores of 93 7th grade choral students and 93 nonchoral students before and after a 4 week unit on cells. Qualitative data collected in the form of individual interviews (10 participants) and focus group interviews (3 groups of 8 participants)
16 The Cell Song
17 Quantitative Results Both groups (treatment and control) were of similar ability beforehand as indicated by pretest scores The posttest scores of students who received the music treatment were significantly higher than those who did not (t(184) = 3.412, p =.001)
18 Qualitative Results Common Themes Found in Individual interviews: First impressions, song enjoyment, and difficulty Song rehearsal after chorus Song as a memory tool Ranking of the science music Use of the science music again Themes found in focus group interviews: First impressions, song enjoyment, and difficulty Song as a learning tool Song as a memory tool Use of the science music again Recommendations for change
19 Qualitative Summary With the majority of the students desiring to use music again within their classes for other units, it could be interpreted that the students found the music helpful in understanding and learning their science content, and had a positive perception of it because of its benefit to them in their science unit on cells. The majority of the students gave the music a high ranking because it helped them in remembering their cell parts, aided them on their test, enhanced general topic understanding, and assisted in completing classwork and homework These results create a convergence of quantitative and qualitative data suggesting that science music aided students in content learning.
20 Classroom Applications Where to get music? Write your own Have students write their own music as part of their project Use karaoke tracks to aid you in using existing melodies to match new words Use online resources and decide what works for you Create a jingle using a simple melody like jingle bells Student/Teacher Involvement If teachers can play basic piano or guitar, you can have a singing session Teachers should always have lyric sheets, sheet music, or worksheets to go along with the music If students are really into music, then they can play. I have had students bring their own guitars in.
21 USE PARTIAL SONGS (FRAGMENTS!!!) Y = mx +b to the refrain of YMCA Y = mx +b, Y = mx +b If you want to find, The slope of a line, it s simple for you to see
22 Layers of the Atmosphere ex. Layers of atmosphere to the tune of jingle bells.
23 Ex. 2 Spanish
24 Ex. 3 Food Safety Music
25 Ex. 4 Geography
26 Ex. 5 Language Arts
27 You Don t Have to Sing You can rap, you can rhyme: Ex. Where to put Ind. And Dep. Variables on a graph are a huge problem for students. Independent s on the x, dependent s on the y Independent s on the x, dependent s on the y
28 ipods and CD s If your school has ipods, ipads, or other ways to share music then use it to incorporate into lesson plans (learning stations) Provide music to students to put on their own devices (careful with copyright agreements)
29 FOR THE SCEPTICS FIND WHAT WORKS FOR YOUR CLASS IF YOU ARE TIMID ABOUT IT THEN LET YOUR STUDENTS DO IT START OFF SMALL AND WORK IT IN TO YOUR CURRICULUM START WITH SOMETHING YOU CAN HANDLE YOU CANT PLEASE EVERYONE YOU WILL HAVE STUDENTS WHO PUSH BACK NO MATTER WHAT YOU DO
30 Student Projects Modify existing projects so that students have opportunities to write their own original songs or incorporate songs into their project Incorporate performance elements into your rubrics, scoresheets, and projects Allow students to use an existing song and create new text. Many students can find karaoke tracks on youtube to help them. Be sure to screen materials when necessary!!! (Not all songs are school appropriate) You will be surprised to see how well students do with these types of tasks.
31 Example: Bacteria Unit Project Music as a Choice Project Choices Choice A Bacteria Wanted Poster Create a bacteria wanted poster that is colorful, creative, and no smaller than 8½ by 11. The picture must be hand drawn but the information can be typed. You should have a caricature of the bacterium as well as an actual picture. (see class example) Choice B Writing Piece Create a story from the perspective of the bacterium. The story should be a compelling narrative of the bad reputation of the bacteria. The story can be in comic book style but should be large enough for the class to see when the story is read for the presentation. Choice C Rap or Song Create a Rap or Song about the bacterium. You need to hand in a copy of the song as well as a fact sheet from your research with a picture of your bacterium. You must be prepared to perform the song for the class for your presentation.
32 For Special Education Students Work with your special education teacher to use music as a preteaching tool Use music as a continuous study aid throughout the week Use lyric sheets and song sheets to pull key terms and vocabulary Students are very receptive and even dance on occasion!
33 Breakout Session Create a group of discipline related teachers Pick a topic or vocabulary concept students struggle with. MAKE IT A SIMPLE CONCEPT THOUGH. DO NOT TRY TO DO THE WHOLE CONSTITUTION Pick a familiar tune, refrain, or song i.e. Jingle Bells, Mary Had a Little Lamb, or a pop refrain you know REALLY well. Create a BRIEF tune, rhyme, rap, etc. using existing tune or rap that you think would be helpful for your students Part II: Think about what units/topics you think using music would be helpful in your classroom.
34 The Hydrologic Cycle The$Hydrologic$Cycle$(Words$and$Music$by$Keith$Smolinski)$! Verse1:!Hey!Did!you!know?!The!water!you!drink!really,!really!old!! It s!been!recycled!from!over!4!billion!years!ago.!! It s!not!that!simple!as!you!may!think! To!get!that!precious!water!to!your!kitchen!sink!!! Bridge!1:!Waters!part!of!a!cycle,!and!it!exists!in!different!states.! As!a!solid,!liquid,!or!gas,!the!water!around!us!is!great!!! Chorus:!The!hydrologic!cycle,!heat!it!up,!cool!it!down.! The!hydrologic!cycle,!state!is!changing!all!around.!! The!hydrologic!cycle,!solid,!liquid,!or!gas.! The!hydrologic!cycle,!the!deluge!is!falling!fast.!! Verse2:!The!sun!heats!up!the!water!all!around!us,!yes!its!true.!! Evaporation!happens,!making!water!vapor!for!you.! Condensation!is!the!next!step,!when!the!vapor!gets!cold!that s!clear!! Changing!back!into!a!liquid,!forming!clouds!in!the!atmosphere.!! Bridge:!Precipitation!happens!in!the!form!of!rain,!sleet,!and!snow.! When!the!air!is!saturated,!the!water!has!no!place!else!to!go!!! Chorus:!The!hydrologic!cycle,!heat!it!up,!cool!it!down.! The!hydrologic!cycle,!state!is!changing!all!around.!! The!hydrologic!cycle,!solid,!liquid,!or!gas.! The!hydrologic!cycle,!the!deluge!is!falling!fast.!! Breakdown:!Evaporation,!condensation,!precipitation,!transpiration.! Evaporation,!condensation,!precipitation,!sublimation.! Evaporation,!condensation,!precipitation,!transpiration.! Evaporation,!condensation,!precipitation,!sublimation.!! Bridge!3:!Water!is!carried!throughout!plants!and!out!their!leaves.! It s!called!transpiration,!and!it!happens!in!every!plant!you!see!!! Chorus:!The!hydrologic!cycle,!heat!it!up,!cool!it!down.! The!hydrologic!cycle,!state!is!changing!all!around.!! The!hydrologic!cycle,!solid,!liquid,!or!gas.! The!hydrologic!cycle,!the!deluge!is!falling!fast.!!
35 Conclusion In a age where teachers endure constant standardized tests, high teacher standards, and pressure filled classroom expectations, perhaps one solution to improve stagnating student performance is constantly providing music. Music triggers emotions, makes people move, and stimulates the brain to think and remember. Schools may need to start looking at settings where drill and kill is not the only method to instruction and instead provide opportunities where fun and passion are integrated into the classroom through music. Instead of cutting back on music and arts budgets to reduce school spending, more should be done to unlock the potential of music in the classroom. Perhaps students would fare better in the long run. Only research and time will tell.
36 Contact Info Keith Smolinski orta
37 Session Session Evaluation Evaluation Let us know what you thought of this session. Complete an Let us know what you thought of this session. Complete an evaluation electronically on the conference app, or complete the paper evaluation evaluation electronically located in on the the program conference book. app, or complete the paper evaluation located in the program book. Professional Professional Learning Learning Hours Hours Earn professional learning contact hours to maintain your teaching Earn professional learning contact hours to maintain your teaching certification. Write down the code for every session you attend on the card certification. located in Write the program down the book. code for every session you attend on the card located in the program book. Professional Professional Learning Learning Code: Code: RA-64
38 References Blood, A. J., & Zatorre, R. J. (2001). Intensely pleasurable responses to music correlate with activity in brain regions implicated in reward and emotion. Proceedings of the National Academy of Sciences of the United States of America, 98, Calvert, S., & Tart, M. (1993). Song versus verbal forms for very-long-term, long-term, and short-term verbatim recall. Journal of Applied Developmental Psychology,14, Campbell, P. S. (1998). The musical cultures of children. Research Studies in Music Education, 11(1), Chazin, S., & Neuschatz, J. (1990). Using a mnemonic to aid in the recall of unfamiliar information. Perceptual and Motor Skills, 71,
39 References Continued Dowling, W. J. (1994). Melodic contour in hearing and remembering melodies. Musical Perception, Ginsborg, J., & Sloboda, J. A. (2007). Singers recall for the words and melody of a new, unaccompanied song. Psychology of Music, 35(3), Grape, C., Sandgren, M., Hansson, L. O., Ericson, M., & Theorell, T. (2003). Does singing promote well-being? Integrative Physiological & Behavioral Science, 38(1), Hébert, S. & Peretz, I. (1997). Recognition of music in long-term memory: Are melodic and temporal patterns equal partners? Memory & Cognition, 25, Hébert, S. & Peretz, I. (2001). Are text and tune of familiar songs separable by brain damage? Brain and Cognition, 46,
40 References (3) Koelsch, S., Grossmann, T., Gunter, T., Hahne, A., Schröger, E., & Friederici, A. (2003). Children processing music: Electric brain responses reveal musical competence and gender differences. Journal of Cognitive Neuroscience, 15(5), Krumhansl, C. (2002). Music: A link between cognition and emotion. Current Directions in Psychological Science, 11(2), 45. Kuhn, D. (2002). The effects of active and passive participation in musical activity on the immune system as measured by salivary immunoglobulin A (SIgA). Journal of Music Therapy, 39(1), Levitin, D. J. & Cook, P. R. (1996) Memory for musical tempo: Additional evidence that auditory memory is absolute. Perception & Psychophysics, 58,
41 References (4) McCaffrey, R. G., & Good, M. (2000). The lived experience of listening to music while recovering from surgery. Journal of Holistic Nursing, 18(4), McElhinney, M., & Annett, J. M. (1996). Pattern of efficacy of a musical mnemonic on recall of familiar words over several presentations. Perceptual and Motor Skills, 82, Miyashita, T., & Williams, C. L. (2006). Epinephrine administration increases neural impulses propagated along the vagus nerve: Role of peripheral β- adrenergic receptors. Neurobiology of Learning and Memory, 85, Ozdemir, E., Norton, A., & Schlaug, G. (2006). Shared and distinct neural correlates of singing and speaking. Neuroimage, 33(2),
42 References (5) Rainey, D. W., & Larsen, J. D. (2002). The effect of familiar melodies on initial learning and long-term memory for unconnected text. Music Perception, 20(2), Sacks, O. (2007). Musicophilia: Tales of music and the brain. New York, NY: Knopf. Trafton, A. (2015) Music in the Brain: for the first time, scientists identify a neural population highly selective for music. Accessed September 8th, Wallace, W. (1994). Memory for music: Effect of melody on recall of text. Journal of Experimental Psychology: Learning, Memory & Cognition, 20(6), Welch, G. F. (2005). We are musical. International Journal of Music Education, 23(2), Yalch, R. F. (1991). Memory in a jingle jungle: Music as a mnemonic device in communicating advertising slogans. Journal of Applied Psychology, 76(2),
& Ψ. study guide. Music Psychology ... A guide for preparing to take the qualifying examination in music psychology.
& Ψ study guide Music Psychology.......... A guide for preparing to take the qualifying examination in music psychology. Music Psychology Study Guide In preparation for the qualifying examination in music
More informationTherapeutic Function of Music Plan Worksheet
Therapeutic Function of Music Plan Worksheet Problem Statement: The client appears to have a strong desire to interact socially with those around him. He both engages and initiates in interactions. However,
More informationThe power of music in children s development
The power of music in children s development Basic human design Professor Graham F Welch Institute of Education University of London Music is multi-sited in the brain Artistic behaviours? Different & discrete
More informationMaking Connections Through Music
Making Connections Through Music Leanne Belasco, MS, MT-BC Director of Music Therapy - Levine Music Diamonds Conference - March 8, 2014 Why Music? How do we respond to music: Movement dancing, swaying,
More informationWORKING MEMORY AND MUSIC PERCEPTION AND PRODUCTION IN AN ADULT SAMPLE. Keara Gillis. Department of Psychology. Submitted in Partial Fulfilment
WORKING MEMORY AND MUSIC PERCEPTION AND PRODUCTION IN AN ADULT SAMPLE by Keara Gillis Department of Psychology Submitted in Partial Fulfilment of the requirements for the degree of Bachelor of Arts in
More informationGrade 2 Music Curriculum Maps
Grade 2 Music Curriculum Maps Unit of Study: Families of Instruments Unit of Study: Melody Unit of Study: Rhythm Unit of Study: Songs of Different Holidays/Patriotic Songs Unit of Study: Grade 2 Play Unit
More informationMILLSTONE TOWNSHIP SCHOOL DISTRICT MUSIC CURRICULUM GRADE: FIRST
MILLSTONE TOWNSHIP SCHOOL DISTRICT MUSIC CURRICULUM GRADE: FIRST First Grade Unit of Study: Pitch Unit Overview: Students in first grade will begin to explore melody creation through high/low/patterns
More informationTrauma & Treatment: Neurologic Music Therapy and Functional Brain Changes. Suzanne Oliver, MT-BC, NMT Fellow Ezequiel Bautista, MT-BC, NMT
Trauma & Treatment: Neurologic Music Therapy and Functional Brain Changes Suzanne Oliver, MT-BC, NMT Fellow Ezequiel Bautista, MT-BC, NMT Music Therapy MT-BC Music Therapist - Board Certified Certification
More information"The mind is a fire to be kindled, not a vessel to be filled." Plutarch
"The mind is a fire to be kindled, not a vessel to be filled." Plutarch -21 Special Topics: Music Perception Winter, 2004 TTh 11:30 to 12:50 a.m., MAB 125 Dr. Scott D. Lipscomb, Associate Professor Office
More informationFrom "Hopeless" to "Healed"
Cedarville University DigitalCommons@Cedarville Student Publications 9-1-2016 From "Hopeless" to "Healed" Deborah Longenecker Cedarville University, deborahlongenecker@cedarville.edu Follow this and additional
More informationPraxis Music: Content Knowledge (5113) Study Plan Description of content
Page 1 Section 1: Listening Section I. Music History and Literature (14%) A. Understands the history of major developments in musical style and the significant characteristics of important musical styles
More informationThe Healing Power of Music. Scientific American Mind William Forde Thompson and Gottfried Schlaug
The Healing Power of Music Scientific American Mind William Forde Thompson and Gottfried Schlaug Music as Medicine Across cultures and throughout history, music listening and music making have played a
More informationStafford Township School District Manahawkin, NJ
Stafford Township School District Manahawkin, NJ Fourth Grade Music Curriculum Aligned to the CCCS 2009 This Curriculum is reviewed and updated annually as needed This Curriculum was approved at the Board
More informationPitch. Rhythm. Melody. Phrasing. Contour. Tempo. Tone. Pausing. Beat.
Part : Music for Speaking Pitch. Rhythm. Melody. Phrasing. Contour. Tempo. Tone. Pausing. Beat. Though no language teacher would argue that speech and song should be presented as phonologically or prosodically
More informationDr Kelly Jakubowski Music Psychologist October 2017
Dr Kelly Jakubowski Music Psychologist October 2017 Overview Musical rhythm: Introduction Rhythm and movement Rhythm and language Rhythm and social engagement Introduction Engaging with music can teach
More informationEssential Standards Endurance Leverage Readiness
Essential Standards for Choral Music in LS R-7 Essential Standards Endurance Leverage Readiness 1. Sing while implementing the elements of proper vocal production. Good individual singing technique will
More informationInstrumental Music Curriculum
Instrumental Music Curriculum Instrumental Music Course Overview Course Description Topics at a Glance The Instrumental Music Program is designed to extend the boundaries of the gifted student beyond the
More informationCreating a New Hit Song A Study Guide for Grades Bierko Productions LLC
Creating a New Hit Song A Study Guide for Grades 2-6 2004 Bierko Productions LLC BIERKO PRODUCTIONS LLC 999 Cliff Road Yorktown Heights, NY 10598 (800) 364-5381 www.bethandscott.net info@bethandscott.net
More informationSample Performance Assessment
Page 1 Content Area: Music Grade Level: Seven (7) Sample Performance Assessment Instructional Unit Sample: It s About Time The Power of Folk Music Colorado Academic Standard(s): MU09-GR.7-S.1-GLE.1; MU09-GR.7-S.1-GLE.2;
More information2/22/2017. Kansas State Music Standards: Next Step Curriculum Revision. National Music Standards Comparing 1994 to 2014
Kansas State Music Standards: Next Step Curriculum Revision KMEA In Service Workshop Thursday, February 23 2:00 pm Friday, February 24 11:00 am (repeat session) Presented by: Martha Gabel Fine Arts Coordinator,
More information5405 Wilshire Blvd Suite 375 Los Angeles,CA
Usefulness You know the old notion that everything chock full of nutrition tastes bad and vice versa? Well, SingFit turns that notion on its head because it employs singing, an activity so valuable, engaging
More informationMUSIC DEPARTMENT MUSIC COURSES CAN BE USED AS ELECTIVE CREDITS
MUSIC DEPARTMENT MUSIC COURSES CAN BE USED AS ELECTIVE CREDITS CONTENT MISSION STATEMENT: Students will develop musical skills that enable them to be performers, consumers, recognize the value of music
More information18 Benefits of Playing a Musical Instrument
18 Benefits of Playing a Musical Instrument by Michael Matthews The Chinese philosopher Confucius said long ago that "Music produces a kind of pleasure which human nature cannot do without." Playing a
More informationPrimary Music Objectives (Prepared by Sheila Linville and Julie Troum)
Primary Music Objectives (Prepared by Sheila Linville and Julie Troum) Primary Music Description: As Montessori teachers we believe that the musical experience for the young child should be organic and
More informationPresentation to School Principals. Quaver s K-8 General Music Education Curriculum
Presentation to School Principals Quaver s K-8 General Music Education Curriculum Five Things Quaver Can Do For Your School 1. Bring to your school the most advanced K-8 general music education curriculum
More informationThird Grade Music Curriculum
Third Grade Music Curriculum 3 rd Grade Music Overview Course Description The third-grade music course introduces students to elements of harmony, traditional music notation, and instrument families. The
More informationCurriculum Mapping Subject-VOCAL JAZZ (L)4184
Curriculum Mapping Subject-VOCAL JAZZ (L)4184 Unit/ Days 1 st 9 weeks Standard Number H.1.1 Sing using proper vocal technique including body alignment, breath support and control, position of tongue and
More informationPitch Perception. Roger Shepard
Pitch Perception Roger Shepard Pitch Perception Ecological signals are complex not simple sine tones and not always periodic. Just noticeable difference (Fechner) JND, is the minimal physical change detectable
More informationVisual Arts, Music, Dance, and Theater Personal Curriculum
Standards, Benchmarks, and Grade Level Content Expectations Visual Arts, Music, Dance, and Theater Personal Curriculum KINDERGARTEN PERFORM ARTS EDUCATION - MUSIC Standard 1: ART.M.I.K.1 ART.M.I.K.2 ART.M.I.K.3
More informationSHORT TERM PITCH MEMORY IN WESTERN vs. OTHER EQUAL TEMPERAMENT TUNING SYSTEMS
SHORT TERM PITCH MEMORY IN WESTERN vs. OTHER EQUAL TEMPERAMENT TUNING SYSTEMS Areti Andreopoulou Music and Audio Research Laboratory New York University, New York, USA aa1510@nyu.edu Morwaread Farbood
More informationPROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR TEACHERS
PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR TEACHERS We Go Jam: Finding the Music in Words Presented by James McCarthy November 14, 2015 This workshop is sponsored by the Hawai'i Council for the Humanities
More informationMUSIC COURSE OF STUDY GRADES K-5 GRADE
MUSIC COURSE OF STUDY GRADES K-5 GRADE 5 2009 CORE CURRICULUM CONTENT STANDARDS Core Curriculum Content Standard: The arts strengthen our appreciation of the world as well as our ability to be creative
More informationMUSIC DEPARTMENT. VOCAL MUSIC Concert Choir 1 x x x By Audition Bettendorf Singers 1 x x x x None Women s Chorale 1 x x x x None
MUSIC DEPARTMENT MUSIC COURSES CAN BE USED AS ELECTIVE CREDITS CONTENT MISSION STATEMENT: Students will develop musical skills that enable them to be performers, consumers, recognize the value of music
More informationGreeley-Evans School District 6 High School Vocal Music Curriculum Guide Unit: Men s and Women s Choir Year 1 Enduring Concept: Expression of Music
Unit: Men s and Women s Choir Year 1 Enduring Concept: Expression of Music To perform music accurately and expressively demonstrating self-evaluation and personal interpretation at the minimal level of
More informationAbigail S. Blair IMEC January 27, 2012
Garageband Musical Elements Applied Abigail S. Blair IMEC January 27, 2012 A Few Tips *Electronic instruments should never replace real instruments *This is meant to enhance your current teaching style
More informationThe Power of Listening
The Power of Listening Auditory-Motor Interactions in Musical Training AMIR LAHAV, a,b ADAM BOULANGER, c GOTTFRIED SCHLAUG, b AND ELLIOT SALTZMAN a,d a The Music, Mind and Motion Lab, Sargent College of
More informationCurricular Area: Visual and Performing Arts. semester
High School Course Description for Chorus Course Title: Chorus Course Number: VPA105/106 Grade Level: 9-12 Curricular Area: Visual and Performing Arts Length: One Year with option to begin 2 nd semester
More information6 th Grade Instrumental Music Curriculum Essentials Document
6 th Grade Instrumental Curriculum Essentials Document Boulder Valley School District Department of Curriculum and Instruction August 2011 1 Introduction The Boulder Valley Curriculum provides the foundation
More informationMiddle School Music Curriculum Map
Middle School Music Curriculum Map 6 th Grade General Music My Theme Song Student and teacher get acquainted through a song picked by the student to describe him or her. Students present their responses
More informationWESTFIELD PUBLIC SCHOOLS Westfield, New Jersey
WESTFIELD PUBLIC SCHOOLS Westfield, New Jersey Office of Instruction Course of Study MUSIC K 5 Schools... Elementary Department... Visual & Performing Arts Length of Course.Full Year (1 st -5 th = 45 Minutes
More informationMusic, Language, and the Brain: Using Elements of Music to Optimize Associations for Improved Outcomes. Becky Mitchum, M.S.
Music, Language, and the Brain: Using Elements of Music to Optimize Associations for Improved Outcomes Becky Mitchum, M.S., CCC-SLP Introduction Becky Mitchum is a certified speech-language pathologist
More informationUNIVERSITY OF SOUTH ALABAMA PSYCHOLOGY
UNIVERSITY OF SOUTH ALABAMA PSYCHOLOGY 1 Psychology PSY 120 Introduction to Psychology 3 cr A survey of the basic theories, concepts, principles, and research findings in the field of Psychology. Core
More informationK-12 Performing Arts - Music Standards Lincoln Community School Sources: ArtsEdge - National Standards for Arts Education
K-12 Performing Arts - Music Standards Lincoln Community School Sources: ArtsEdge - National Standards for Arts Education Grades K-4 Students sing independently, on pitch and in rhythm, with appropriate
More informationMusicians, Singers, and Related Workers
http://www.bls.gov/oco/ocos095.htm Musicians, Singers, and Related Workers * Nature of the Work * Training, Other Qualifications, and Advancement * Employment * Job Outlook * Projections Data * Earnings
More informationStewart, Lauren and Walsh, Vincent (2001) Neuropsychology: music of the hemispheres Dispatch, Current Biology Vol.11 No.
Originally published: Stewart, Lauren and Walsh, Vincent (2001) Neuropsychology: music of the hemispheres Dispatch, Current Biology Vol.11 No.4, 2001, R125-7 This version: http://eprints.goldsmiths.ac.uk/204/
More informationCOURSE TITLE: Advanced Chorus (Grades 9-12) PREREQUISITE:
COURSE TITLE: Advanced Chorus (Grades 9-12) This class is open to students in grades 9-12 and requires recommendation and/or audition by the choral director. This is a performance-oriented ensemble involved
More informationAligned to the New Jersey Student Learning Standards as Applicable
Course Title: Fifth Grade Music Content Area: Music Grade Level(s): Fifth Course Description: This course develops the following skills: singing, listening, reading and writing music, and playing classroom
More informationThe Beat Alignment Test (BAT): Surveying beat processing abilities in the general population
The Beat Alignment Test (BAT): Surveying beat processing abilities in the general population John R. Iversen Aniruddh D. Patel The Neurosciences Institute, San Diego, CA, USA 1 Abstract The ability to
More informationINFORMATION AFTERNOON. TUESDAY 16 OCTOBER 4pm to 6pm JAC Lecture Theatre
2019 Year 5 Beginner Band INFORMATION AFTERNOON TUESDAY 16 OCTOBER 4pm to 6pm JAC Lecture Theatre Afternoon tea will be provided followed by a short information session and instrument testing Please RSVP
More informationResources. Composition as a Vehicle for Learning Music
Learn technology: Freedman s TeacherTube Videos (search: Barbara Freedman) http://www.teachertube.com/videolist.php?pg=uservideolist&user_id=68392 MusicEdTech YouTube: http://www.youtube.com/user/musicedtech
More informationIntroduction to Instrumental and Vocal Music
Introduction to Instrumental and Vocal Music Music is one of humanity's deepest rivers of continuity. It connects each new generation to those who have gone before. Students need music to make these connections
More informationCurrent Trends in the Treatment and Management of Tinnitus
Current Trends in the Treatment and Management of Tinnitus Jenny Smith, M.Ed, Dip Aud Audiological Consultant Better Hearing Australia ( Vic) What is tinnitus? Tinnitus is a ringing or buzzing noise in
More information2018 Indiana Music Education Standards
2018 Indiana Music Education Standards Introduction: Music, along with the other fine arts, is a critical part of both society and education. Through participation in music, individuals develop the ability
More information2013 Music Style and Composition GA 3: Aural and written examination
Music Style and Composition GA 3: Aural and written examination GENERAL COMMENTS The Music Style and Composition examination consisted of two sections worth a total of 100 marks. Both sections were compulsory.
More informationMusic Approved: June 2008 Fillmore Central Revision: Updated:
A Curriculum Guide for Fillmore Central Public Schools Grades K-12 Music Approved: June 2008 Fillmore Central Revision: 2007 2008 Updated: Curriculum Committee: Kate Zrust Todd Cook Amy Fraser Ben Kaye-Skinner
More informationOKLAHOMA SUBJECT AREA TESTS (OSAT )
CERTIFICATION EXAMINATIONS FOR OKLAHOMA EDUCATORS (CEOE ) OKLAHOMA SUBJECT AREA TESTS (OSAT ) FIELD 003: VOCAL/GENERAL MUSIC September 2010 Subarea Range of Competencies I. Listening Skills 0001 0003 II.
More informationBeat It! Music Overloads Novice Dancers
Applied Cognitive Psychology, Appl. Cognit. Psychol. 28: 765 771 (2014) Published online 11 June 2014 in Wiley Online Library (wileyonlinelibrary.com) DOI: 10.1002/acp.3044 Beat It! Music Overloads Novice
More informationCollege of MUSIC. James Forger, DEAN UNDERGRADUATE PROGRAMS. Admission as a Junior to the College of Music
College of MUSIC James Forger, DEAN The College of Music offers undergraduate programs leading to the degrees of Bachelor of Music and Bachelor of Arts, and graduate programs leading to the degrees of
More informationBIBB 060: Music and the Brain Tuesday, 1:30-4:30 Room 117 Lynch Lead vocals: Mike Kaplan
BIBB 060: Music and the Brain Tuesday, 1:30-4:30 Room 117 Lynch Lead vocals: Mike Kaplan mkap@sas.upenn.edu Every human culture that has ever been described makes some form of music. The musics of different
More informationAlexander County Schools
Alexander County Schools 2012-2013 Unit: Introduction to the Toolbox Learning to Read (Dick and Jane 1 st Primer) Common Core and/or Essential Standards: Apply the elements of music and musical techniques
More information7 th Grade Chorus. Course Overview
7 th Grade Chorus Chorus is a full year course that meets three times per week. Band and orchestra students who have elected to enroll in chorus meet once per week. Participation in the Winter and Spring
More informationAlexander County Schools
Alexander County Schools 2012-2013 Unit: Building with the Tools Books and Beyond (Independent Reading) Q1 Q2 Q3 Q4 Common Core and/or Essential Standards: Apply the elements of music and musical techniques
More informationThe Lark Ascending by Ralph Vaughan Williams
The Lark Ascending by Ralph Vaughan Williams SECONDARY CLASSROOM LESSON PLAN MULTI-LAYERED CLASS COMPOSITION For: Key Stage 3 in England, Wales and Northern Ireland Third and Fourth Level, S1-S3 in Scotland
More informationMontana Instructional Alignment HPS Critical Competencies Music Grade 3
Content Standards Content Standard 1 Students create, perform/exhibit, and respond in the Arts. Content Standard 2 Students apply and describe the concepts, structures, and processes in the Arts Content
More informationVOCAL MUSIC CURRICULUM STANDARDS Grades Students will sing, alone and with others, a varied repertoire of music.
Standard 1.0 Singing VOCAL MUSIC CURRICULUM STANDARDS Grades 9-12 Students will sing, alone and with others, a varied repertoire of music. The Student will 1.1 Demonstrate expression and technical accuracy
More informationYou can log in and test with password: teacher
You can log in and test with Email: teacher@tmc.com password: teacher When a parent logs in, they can see their current class on the right. If they click on the calendar icon they can view all the dates
More informationCAMELSDALE PRIMARY SCHOOL MUSIC POLICY
The Contribution of Music to the whole curriculum CAMELSDALE PRIMARY SCHOOL MUSIC POLICY Music is a fundamental feature of human existence; it is found in all societies, throughout history and across the
More informationDEMENTIA CARE CONFERENCE 2014
DEMENTIA CARE CONFERENCE 2014 My background Music Therapist for 24 years. Practiced in Vancouver, Halifax and here. Currently private practice Accessible Music Therapy. my practice includes seniors, adults
More informationMusic Enrichment for Children with Typical Development
Music Enrichment for Children with Typical Development Activities submitted by Board-Certified Music Therapist Rachel Rotert Disclaimer The arts are a powerful modality to influence positive change in
More informationShrewsbury Borough School Visual and Performing Arts Curriculum 2012 Music Grade 1
Shrewsbury Borough School Visual and Performing Arts Curriculum 2012 Music Grade 1 Marking Period 1: Marking Period 2: Marking Period 3: Marking Period 4: Melody Use movements to illustrate high and low.
More informationMSAD #54 Music Curriculum
Music Curriculum Unit: Disciplinary Literacy MLR Span: 9-12 MLR Content Standard: A: Disciplinary Literacy Music Students show literacy in the discipline by understanding and demonstrating concepts, skills,
More informationWelcome to the Tinnitus & Hyperacusis Group Education Session
Welcome to the Tinnitus & Hyperacusis Group Education Session Richard Tyler, Ph.D., Audiologist University of Iowa Hospitals and Clinics Group session 1 Overview Introductions Discuss hearing, hearing
More informationMusic Curriculum. Rationale. Grades 1 8
Music Curriculum Rationale Grades 1 8 Studying music remains a vital part of a student s total education. Music provides an opportunity for growth by expanding a student s world, discovering musical expression,
More informationBrain.fm Theory & Process
Brain.fm Theory & Process At Brain.fm we develop and deliver functional music, directly optimized for its effects on our behavior. Our goal is to help the listener achieve desired mental states such as
More informationMusic Enrichment for Senior Citizens
Music Enrichment for Senior Citizens Activities submitted by Board-Certified Music Therapist Rachel Rotert Disclaimer The arts are a powerful modality to influence positive change in a number of clinical,
More informationCOMP Test on Psychology 320 Check on Mastery of Prerequisites
COMP Test on Psychology 320 Check on Mastery of Prerequisites This test is designed to provide you and your instructor with information on your mastery of the basic content of Psychology 320. The results
More informationEffects of Auditory and Motor Mental Practice in Memorized Piano Performance
Bulletin of the Council for Research in Music Education Spring, 2003, No. 156 Effects of Auditory and Motor Mental Practice in Memorized Piano Performance Zebulon Highben Ohio State University Caroline
More informationImproving Piano Sight-Reading Skills of College Student. Chian yi Ang. Penn State University
Improving Piano Sight-Reading Skill of College Student 1 Improving Piano Sight-Reading Skills of College Student Chian yi Ang Penn State University 1 I grant The Pennsylvania State University the nonexclusive
More informationAgreed key principles, observation questions and Ofsted grade descriptors for formal learning
Barnsley Music Education Hub Quality Assurance Framework Agreed key principles, observation questions and Ofsted grade descriptors for formal learning Formal Learning opportunities includes: KS1 Musicianship
More informationBi-Borough Music Curriculum
Bi-Borough Music Curriculum 2015 Grades K-6 Mr. Matthew Wilson Superintendent Oradell Public School Ms. Megan Bozios Principal Oradell Public School Ms. Diminich-Kucharski Bi-Borough Supervisor of Curriculum
More informationCOURSE: Chorus GRADE(S): 9, 10, 11, 12. UNIT: Vocal Technique
UNIT: Vocal Technique 1. Students will demonstrate knowledge of phonation, resonance, diction, expression, posture, and respiration through a variety of best practices in daily rehearsals and performances.
More informationSession 3: Retrieval Format: Systematic Notation for Folk Music Transcription & Analysis
Session 3: Retrieval Format: Systematic Notation for Folk Music Transcription & Analysis The Retrieval Systematic Notation for Folk Music Transcription & Analysis Why re- notate songs and rhymes?! To make
More informationExpressive performance in music: Mapping acoustic cues onto facial expressions
International Symposium on Performance Science ISBN 978-94-90306-02-1 The Author 2011, Published by the AEC All rights reserved Expressive performance in music: Mapping acoustic cues onto facial expressions
More informationEffects of Musical Tempo on Heart Rate, Brain Activity, and Short-term Memory Abstract
Kimberly Schaub, Luke Demos, Tara Centeno, and Bryan Daugherty Group 1 Lab 603 Effects of Musical Tempo on Heart Rate, Brain Activity, and Short-term Memory Abstract Being students at UW-Madison, rumors
More informationA Survey of Choral Ensemble Memorization Techniques
Georgia Southern University Digital Commons@Georgia Southern Phi Kappa Phi Research Symposium A Survey of Choral Ensemble Memorization Techniques Margaret A. Alley Georgia Southern University, ma00008@georgiasouthern.edu
More informationPsychology. Department Location Giles Hall Room 320
Psychology Department Location Giles Hall Room 320 Special Entry Requirements Requirements to enter and continue in the major may be in place. Each prospective psychology major should check with her major
More informationMusic. Colorado Academic
Music Colorado Academic S T A N D A R D S Colorado Academic Standards Music Music expresses that which cannot be said and on which it is impossible to be silent. ~ Victor Hugo ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
More informationBenchmarks: Perform alone on instruments (or with others) a varied repertoire Perform assigned part in an ensemble
URBANDALE COMMUNITY SCHOOL DISTRICT CURRICULUM FRAMEWORK OUTLINE SUBJECT: Music COURSE TITLE: Instrumental Music GRADE LEVEL: Grade 5 COURSE DESCRIPTION: Students in fifth grade instrumental music start
More informationTCDA Candid Camera Session. Rehearsal Flow in the Boys Choir
TCDA 2014 - Candid Camera Session Tammy Benton tammy.benton@midwayisd.org Rehearsal Flow in the Boys Choir An idle boy is a mischievous boy author unknown Job Qualifications: assertive teaching style,
More informationMusic Program. Music Elective Courses. Beginning Guitar Beginning Piano. Beginning Piano History of Music Through Listening
Music Program Music Elective Courses Course First Semester Second Semester Grades 9-12 American Popular Music of the 20 th Century American Popular Music of the 20 th Century Beginning Guitar Beginning
More informationHINSDALE MUSIC CURRICULUM
HINSDALE MUSIC CURRICULUM GRADE LEVEL: 9-12 STANDARD: 1. Sing, alone and with others, a varied repertoire of music. Knowledge & Skills Suggested Activities Suggested Resources & Materials a. sing with
More informationReading Music-ABC s, 123 s, Do Re Mi s [6th grade]
Trinity University Digital Commons @ Trinity Understanding by Design: Complete Collection Understanding by Design 9-11-2009 Reading Music-ABC s, 123 s, Do Re Mi s [6th grade] Jessica Koppe Trinity University
More informationMusic at Menston Primary School
Music at Menston Primary School Music is an academic subject, which involves many skills learnt over a period of time at each individual s pace. Listening and appraising, collaborative music making and
More informationDoes Music Directly Affect a Person s Heart Rate?
Wright State University CORE Scholar Medical Education 2-4-2015 Does Music Directly Affect a Person s Heart Rate? David Sills Amber Todd Wright State University - Main Campus, amber.todd@wright.edu Follow
More informationMUE 3311 Lesson Plan Template Grades K-2
MUE 3311 Lesson Plan Template Grades K-2 Grade: 2 Date: 10/11/2011 Names: Teresa Murphy, Alexander Randolph, Nellie Eshleman Brent Lamkin, Daniel Reed Objectives The learner will become familiar with the
More informationRiver Dell Regional School District. Visual and Performing Arts Curriculum Music
Visual and Performing Arts Curriculum Music 2015 Grades 7-12 Mr. Patrick Fletcher Superintendent River Dell Regional Schools Ms. Lorraine Brooks Principal River Dell High School Mr. Richard Freedman Principal
More informationSecond Grade Music Curriculum
Second Grade Music Curriculum 2 nd Grade Music Overview Course Description In second grade, musical skills continue to spiral from previous years with the addition of more difficult and elaboration. This
More informationMUS 326: Music In The Classroom
Central Washington University Department of Music Spring 2011 MUS 326: Music In The Classroom Location: Time: Instructor: Email: Music Building Office: COURSE DESCRIPTION MUS 326 (Music in the Classroom)
More informationThe Power of Music as a Therapeutic Tool. Presented by Marlene Sotelo, EdD, BCBA-D, MT-BC Program Director Els for Autism Foundation
The Power of Music as a Therapeutic Tool Presented by Marlene Sotelo, EdD, BCBA-D, MT-BC Program Director Els for Autism Foundation Why use music? Music stimulates the brain on many levels! (Peterson &
More informationMusic s Physical and Mental Influence on Humans
Music s Physical and Mental Influence on Humans 1. Broad Based Topic: Musical Influence on Human Performance 2. General Purpose: To Inform 3. Specific Purpose: To inform my audience that listening to music,
More information