J/I MUSIC Dr. John L. Vitale Session #2B (Or Not 2B...
Transcript of J/I MUSIC Dr. John L. Vitale Session #2B (Or Not 2B...
J/I MUSIC
Dr. John L. Vitale
Session #2B (Or Not 2B)
January 16, 2020
BRAIN TEASER ACTIVITY:
Topic: Funny Student Answers
Listening Activity
Fill in the Missing Lyrics!
I ___________ you!
Tttttttt
Version #1: Popular/Recent Song
“Need You Now” by Lady Antebellum
Step #1: Try to fill in the blanks from your
memory of the song, and/or what makes
sense from a grammar/syntax perspective.
Step #2: We will listen to the song together
with lyrics on screen. Please check to see
how well you did.
“Need You Now” by Lady Antebellum
Tttttttt
Version #2: Jazz Song
“All the Things You Are”
by Ella Fitzgerald
Step #1: As we listen to the song, fill in the
blanks.
Step #2: We will listen to the song together
with lyrics on screen. Please check to see
how well you did.
“All The Things You Are” A jazz classic composed in 1939 as recorded by Ella Fitzgerald in 1961
“All The Things You Are” A jazz classic composed in 1939 as recorded by Ella Fitzgerald in 1961
Musical Movements
Musical Element: Duration
Keeping The Beat!
Musical Movements Preparation
• The Beat (Pulse) is the heart of any song
• Dancers move to the beat
• Band leaders count songs in to the beat
(E.G. 1 -- 2 -- 3 -- 4)
• Most people naturally feel the beat, and
naturally move to the beat
Father and His
Daughters
Dancing to
the Beat!
URL:
https://www.youtube.com/watch?v=
gzMtaiNR80Y
Even Some Animals Can Move
Perfectly In Sync to the Beat of a Song
Ronan the Sea Lion
The Beat (Pulse) of a Song is measured
in BPM (Beats Per Minute)
Examples:
60 beats per minute would be a very slow beat,
with exactly one beat per second
120 beats per minute is very quick, with
exactly 2 beats per second (most dance songs
are recorded at 120 BPM)
A metronome can be used
to provide exact Beats Per
Minute
If you do not have one,
you can use a metronome
online at:
webmetronome.comNotice the Italian terms of reference to
speed on this website.
Doing the Funky Chicken! Keeping the Quarter Note Pulse
80 BPM 90 BPM 100 BPM(160BPM)(180BPM)(200BPM)
Session #2B Overview(1) Warm Up (Funny Student Answers)
(2) Listening Activity
(3) Musical Movements
(4) The Basics of the Ontario Arts Curriculum
Document
•The Music specialist vs. the Generalist Teacher
(Board Policies)
•The Three Major Strands Across the Arts
Curriculum
•The Six Elements of Music
The Music Teacher
Specialist
The Generalist
TeacherVS.
Four Pathways For The Music Teacher
Specialist at the P/J, J/I, and I/S levels
(1) An undergraduate degree in
music education followed by a B.Ed.
with a music teachable
Four Pathways For The Music Teacher
Specialist at the P/J, J/I, and I/S levels
(2) An undergraduate degree in
general music (performance,
composition, etc.) followed by a
B.Ed. with a music teachable
Four Pathways For The Music Teacher
Specialist at the P/J, J/I, and I/S levels
(3) An undergraduate degree in
anything with a minor in music,
followed by a B.Ed. with a music
teachable
Four Pathways For The Music Teacher
Specialist at the P/J, J/I, and I/S levels
(4) An undergraduate degree in
anything with accredited private
instruction in music (Royal
Conservatory) or Music Additional
Qualifications (ie Orff and/or
Kodály)
The Generalist Teacher:
Anyone with a P/J designation can
be assigned to teach music from
Grades 1-6, while a J/I designation
can be assigned to teach music from
Grades 4-8 (and technically up to
grade 10)
Generalist Teacher Music Training:
• Many teacher education programs have
minimal instruction in music
• Any generalist teacher with private
music training (or studied music in high
school) has an advantage
Nipissing:
• 36 hours music only instruction is on
the high end
School Board Policies on
Music Specialists Vs. Generalist Teachers
•Very complicated issue -- varies from Board to Board
Example:
York Region Public has music teacher specialists
starting as early as grade 4 in some of their
schools (not all)
School Board Policies on
Music Specialists Vs. Generalist Teachers
Example:
Up until a few years
ago, York Region
Catholic had music
teacher specialists
starting in Grade 9
School Board Policies on
Music Specialists Vs. Generalist Teachers
•Very complicated issue -- varies from Board to Board
Example:
Many Boards (such
as Toronto Catholic
DSB) hires non-
certified teachers
(musicians) and
calls them itinerant
teachers
According to a Report Released by
People for Education (May 15, 2017):
“Only 41% of elementary schools have a
specialist music teacher, either full- or
part-time, a decline from 48% in 2006/07,
and a dramatic drop from an all-time high
of 58% in 1997/98.”
What is the Outcome of so Many
Music Education Delivery Models?
•Many generalist teachers do not teach
music, which means they are breaking
the law, and no one really seems to care.
Many parents don’t even know that
schools must teach music.
What is the Outcome of so Many
Music Education Delivery Models?
•Even when generalist teachers teach
music, it is often literacy based (write a
paper/project on your favourite
singer/band)
Please share your own experiences of music
education in elementary school. What model
of music education were you subjected to?
The Specialist or the Generalist teacher?
Choose a number between 1-10.
1 2 3 4 5 6 7 8 9 10
Specialist Generalist
What Does This All Mean in Ontario?
In General . . . .
(1) If you are hired to teach grade 1, 2, or 3,
you WILL be expected to teach music
(2) If you are hired to teach grade 4,5,6,7, &
8, you MAY (about a 59% chance) be
expected to teach music
Because of budget cutbacks, many school boards
are not hiring music specialist teachers
“Clearly, some teachers who consider
themselves non-musicians are successful as
teachers of music in elementary schools.
Ironically, it may be these teachers who provide
the strongest reinforcement for the notion that
all generalist teachers can succeed.”
Bartel, L & Cameron, L (2002). Self-Efficacy in Teachers Teaching Music. Paper
presented at the conference of the American Education Research Association, Music
Education SIG, New Orleans, April 2, 2002.
Teaching music and being a
musician are two different things!
The Bottom Line:
Generalist Teachers Can Become
Dynamic and Successful Music Educators
Regardless of Musical Training!
“All generalist teachers can
succeed in the music
classroom!”
Dance
Drama
Music
Visual Arts
ADynamicandAnimatedMusicCurriculum
Student-Centred
Imagination
Compliance
Preface and Contextualization:
The Basics of the Ontario Arts Curriculum Document
Weteach
students,
not
curriculum
Theleastof
learning
happensin
the
classroom.
The
curriculum
documents
areonlya
guideline
The
curriculum
iswritten
byteachers
forteachers.
The 3 Major Strands Across the Arts
Page #13
(1) Creating and Presenting/Performing
(2) Reflecting, Responding, and Analyzing
(3) Exploring Forms and Cultural Contexts
How do these strands apply to music?
The Three Major Strands are the basis for the
overall (year end) expectations for each grade
Overall Expectations for Grade 4 Music (pg. 104)
By the end of Grade 4, students will:
C1. Creating and Performing: apply the creative process (see pages 19–22) to
create and perform music for a variety of purposes, using the elements and
techniques of music;
C2. Reflecting, Responding, and Analyzing: apply the critical analysis
process (see pages 23–28) to communicate their feelings, ideas, and
understandings in response to a variety of music and musical
experiences;
C3. Exploring Forms and Cultural Contexts: demonstrate an understanding
of a variety of musical genres and styles from the past and present, and their
sociocultural and historical contexts.
Fundamental Concepts: The Six Elements of Music
As Per the Ontario Arts Curriculum Document
(1) Duration
(2) Pitch
(3) Dynamics & Other Expressive Controls
(4) Timbre
(5) Texture/Harmony
(6) Form
***Different music scholars approach musical elements in different
ways. Sometimes there are more, and sometimes less.***
These six elements constitute the
“specific expectations” for each grade
(1) Duration: Time/Rhythms Example: fast vs. slow (already demonstrated in BPM)
Flight of the Bumblebee By Tiago Della (Electric Guitar)
750 BPM – The World Record
https://www.youtube.com/watch?v=XG4GDIqSf14
(2) Pitch: Frequency of Sounds
Example: High vs. Low
Bell Set Demonstration
Pitch is determined by a sound's
frequency, or rate of repetition.
The Science (Physics) of Sound Waves
What is Pitch?https://www.youtube.com/watch?v=pc4DmKyCYxs
Sesame Street - High, Middle, Lowhttps://www.youtube.com/watch?v=JECF2EB3LXU
(3) Dynamics & Other Expressive
Controls: Volume and Attack of Notes
Loud vs. Soft
Legato (Smooth) VS.
Staccato (Short and Detached)
Legato
Pizzicato
Antonio Vivaldi’s
Spring Movement (Legato)
https://www.youtube.com/watch?v=VmCYWwnZmx4
On a string instrument (e.g. violin) a slur
is played in the same bow direction.
Pizzicato Polka (Staccato)
https://www.youtube.com/watch?v=3CAXpuPqfv0
What Staccato Notes Look Like
(A dot on the bottom or top of note)
Staccato can even be “Con Legno”
(with the wooden part of the bow)
https://www.youtube.com/watch?v=XThtp5a69ik
(4) Timbre: Tone Colour (the quality of a
musical sound that distinguishes it from
other types of sound)
Example: A violin vs. a trumpet playing “Rolling in
the Deep” by Adele
OR
What is Tone Color? (Timbre)https://www.youtube.com/watch?v=5tGEDgkZlC8
(5) Texture/Harmony:Adding different layers or elements to music creates a musical “tapestry.”
Some Examples . . .
(i) Monophonic Texture: Includes a single melodic line
with no accompaniment.
(ii) Homophonic Texture: The most common texture in
Western music: melody and accompaniment. Multiple
voices of which one, the melody, stands out
prominently and the others form a background of
harmonic accompaniment.
(iii) Polyphonic Texture: Multiple melodic voices which
are to a considerable extent independent from or in
imitation with one another.
(i) Monophonic Texture:Boston Street Musician Playing “Yesterday”
https://www.youtube.com/watch?v=WKGNMV3k4YU
(ii) Homophonic Texture:String Quartet Playing “Yesterday”
https://www.youtube.com/watch?v=fss0NjwzTcQ
(iii) Polyphonic Texture:
Piano Playing “Hit Me Baby One More Time” by Britney
Spears (Baroque Style)
https://www.youtube.com/watch?v=u9xyYnHDHZM
(iii) Another Example of Polyphonic Texture:Piano Playing “Bad Romance” by Lady Gaga (Baroque Style)
https://www.youtube.com/watch?v=-bYBJAQ-_24
(6) Form: How Music is Structured
Example: ABA Form (known as ternary) of
Twinkle Twinkle Little Star
***Many Other Types of Musical Forms***
(Binary Form, Rondo Form, Sonata Form, etc.)
ABAhttps://www.youtube.com/watchv=M7gxQpjezXA&list=PLTSVxtTlfsoXtC1peiFZRwsNFFww4yGUA
https://songswithsonia.wordpress.com/2013/04/28/song-structure-regular-pop-song-ababcb/
Typical Pop Song Structure
Taylor Swift
“We Are Never Ever Getting Back Together” (2012)
https://www.youtube.com/watch?v=oXifpcE7ewU
Fundamental Concepts: The Six Elements of Music
As Per the Ontario Arts Curriculum Document
Think / Pair / Share
Which element is:
(a) the easiest to teach?
(b) the most difficult to teach?
(1)Duration
(2) Pitch
(3) Dynamics and Other Expressive Controls
(4) Timbre
(5) Texture/Harmony
(6) Form
Session #2B Summary
(1) Warm Up Activity
(2) Listening Activity
(3) Musical Movements
(4) The Basics of the Ontario Arts Curriculum
Document
•The Music specialist vs. the Generalist Teacher
(Board Policies)
•The Three Major Strands Across the Arts
Curriculum
•The Six Elements of Music
Next Session Preparation
Course Readings:
(1) “Music makes you smarter: A new paradigm
for music education? Perceptions and
Perspectives from Four Groups of Elementary
Education Stakeholders.”
(2) “The Final Cadence.”
Both Available as a PDF on the course website.