Wednesday, November 18, 2009
Talking to Kids.
Talk to the students in your normal voice. Please don't use that Disney/Fake/I'm Talking To Little Kids voices. The kids know it's fake and will respond the same. Respect the students enough to use your regular voice. If you're not sure, tape yourself and then watch it.
Musical Hands
This is hard for us to remember, but our movements will be exaggerated by a class of 25 or so until they are playing (or using body percussion) so loud nothing else can be heard.
So, make sure you make your body percussion, and your modeling (of instruments) soft and musical. Nothing is worse when you're playing loud or clapping loud, and then you yell at the students for being too loud.
So, make sure you make your body percussion, and your modeling (of instruments) soft and musical. Nothing is worse when you're playing loud or clapping loud, and then you yell at the students for being too loud.
Monday, November 16, 2009
What to do in Week 1
Day One
Become familiar with the physical layout of the bldg
Become familiar with the daily schedule and routines
Review this blog.
Day Two
Read and discuss the 5100 rubric
Review the “music student teaching evaluation form”
Review the D-1 form in the student teaching packet
Indicate, in pencil, the score that you would like to receive on these form.
Make a “to do” list for yourself for the things that you’ll want to do inside and outside of the classroom to receive the desired score regarding evaluation forms
Observe and take notes on classroom management techniques (between classes) you’ve observed while participating.
During class, take notes on the procedure the cooperating teacher follows in any given lesson plan. What happens first, next, etc. This will help you plan your own lessons
Make a list of 10 songs that you would be comfortable teaching- (for any grade level) List should include source of material, page number, and a guess as to which grade it would be most appropriate for.
Jot down at least 2 activities that would be suitable to do with each selection
Share these ideas with your cooperating teacher
Day Three
After discussion, select a piece and write a rough outline of your first lesson.
The most important part of this plan should be WHAT the students are doing.
At this point it might be wise to consider what the follow-up to this lesson will be on the second day.
Be prepared to perform your selected material for the cooperating teacher with some sort of accompaniment
Observe cooperating teacher's classroom management procedures. Take notes and be prepared to use these same procedures.
Go to each grade level teacher to find out what classroom management consequences are available to you. Make a list with this information
Day Four
After discussion on day three, write a more in-depth lesson plan that includes material, objectives, and student activities (or the process) you will use.
This plan will be completed by Friday and you will teach it on Monday
Be able to verbally articulate the process you will follow for your lesson (you may use a “cheat sheet.”)
Be prepared to discuss the next grade you will teach
Day Five
Continue the above process for planning lessons.
Realize that the amount of work you have to do will increase as you pick up more classes.
You will have the most success and less stress if you “work ahead” regarding planning and preparation.
Ask questions often but don't ask the cooperating teacher to do the work for you
You should regularly review your ‘to do” list regarding the evaluation forms. I will not have time to remind you of these requirements. You must take the initiative to do the things necessary to receive a distinguished score. You are responsible for whatever score you receive and must be able to demonstrate (verbally or with supporting documents) what you have done to receive each score.
Become familiar with the physical layout of the bldg
Become familiar with the daily schedule and routines
Review this blog.
Day Two
Read and discuss the 5100 rubric
Review the “music student teaching evaluation form”
Review the D-1 form in the student teaching packet
Indicate, in pencil, the score that you would like to receive on these form.
Make a “to do” list for yourself for the things that you’ll want to do inside and outside of the classroom to receive the desired score regarding evaluation forms
Observe and take notes on classroom management techniques (between classes) you’ve observed while participating.
During class, take notes on the procedure the cooperating teacher follows in any given lesson plan. What happens first, next, etc. This will help you plan your own lessons
Make a list of 10 songs that you would be comfortable teaching- (for any grade level) List should include source of material, page number, and a guess as to which grade it would be most appropriate for.
Jot down at least 2 activities that would be suitable to do with each selection
Share these ideas with your cooperating teacher
Day Three
After discussion, select a piece and write a rough outline of your first lesson.
The most important part of this plan should be WHAT the students are doing.
At this point it might be wise to consider what the follow-up to this lesson will be on the second day.
Be prepared to perform your selected material for the cooperating teacher with some sort of accompaniment
Observe cooperating teacher's classroom management procedures. Take notes and be prepared to use these same procedures.
Go to each grade level teacher to find out what classroom management consequences are available to you. Make a list with this information
Day Four
After discussion on day three, write a more in-depth lesson plan that includes material, objectives, and student activities (or the process) you will use.
This plan will be completed by Friday and you will teach it on Monday
Be able to verbally articulate the process you will follow for your lesson (you may use a “cheat sheet.”)
Be prepared to discuss the next grade you will teach
Day Five
Continue the above process for planning lessons.
Realize that the amount of work you have to do will increase as you pick up more classes.
You will have the most success and less stress if you “work ahead” regarding planning and preparation.
Ask questions often but don't ask the cooperating teacher to do the work for you
You should regularly review your ‘to do” list regarding the evaluation forms. I will not have time to remind you of these requirements. You must take the initiative to do the things necessary to receive a distinguished score. You are responsible for whatever score you receive and must be able to demonstrate (verbally or with supporting documents) what you have done to receive each score.
Selecting Material (from Jennifer Connoley)
Ideas to consider when selecting songs or poems
What first drew you to the poem or song? Would that appeal to children as well?
Does it contain some kind of possibilities for relating it to kids’ life experiences?
What about the song or poem stands out in terms of musical concepts (building bricks, form, pitch patterns, tempo, dynamics, etc)?
What age level(s) are those concepts appropriate for?
Do those concepts align with a particular unit of study we’re working on (either musical or thematic units)?
Are there obvious rhythmic or melodic patterns that repeat?
What is the range of the song? Is that appropriate for children?
Does it challenge kids in terms of rhythm, pitch or speech?
Is it a well-known song or poem (like a nursery rhyme) that lends itself to easy learning, therefore more in-depth discovery of musical concepts?
Is the song or poem funny? Silly? Surprising? Mysterious? Is it a tongue twister?
Does it tell a story?
Is it a beautiful melody that would appeal to any listener regardless of age?
Does the song or poem have some historical or cultural significance? Is it well known and/or well respected in the body of repertoire?
Does it have a well-known singing game or play party associated with it?
Would you want to speak the poem or sing the song if you were a kid? Do you want to as an adult (about a billion times in the course of a teaching cycle)?
Can you buy into it? Can you get excited about it, therefore encouraging the kids to be excited?
What first drew you to the poem or song? Would that appeal to children as well?
Does it contain some kind of possibilities for relating it to kids’ life experiences?
What about the song or poem stands out in terms of musical concepts (building bricks, form, pitch patterns, tempo, dynamics, etc)?
What age level(s) are those concepts appropriate for?
Do those concepts align with a particular unit of study we’re working on (either musical or thematic units)?
Are there obvious rhythmic or melodic patterns that repeat?
What is the range of the song? Is that appropriate for children?
Does it challenge kids in terms of rhythm, pitch or speech?
Is it a well-known song or poem (like a nursery rhyme) that lends itself to easy learning, therefore more in-depth discovery of musical concepts?
Is the song or poem funny? Silly? Surprising? Mysterious? Is it a tongue twister?
Does it tell a story?
Is it a beautiful melody that would appeal to any listener regardless of age?
Does the song or poem have some historical or cultural significance? Is it well known and/or well respected in the body of repertoire?
Does it have a well-known singing game or play party associated with it?
Would you want to speak the poem or sing the song if you were a kid? Do you want to as an adult (about a billion times in the course of a teaching cycle)?
Can you buy into it? Can you get excited about it, therefore encouraging the kids to be excited?
General Expectations
Expectations of student teachers-
Some advice- Don't expect to be reminded of these obligations but indeed, your adherence to these guidelines will be reflected in the end-of-the-semester evaluations in the categories professionalism, maturity, motivation and enthusiasm for teaching.
The student teacher should:
Participate in all classes taught by the cooperating teacher throughout the semester.
While some lessons may repeat, this is an excellent opportunity to get to know the kids and observe planning, teaching and classroom management techniques. As you participate, you might regularly ask yourself what you would do in a particular situation and then compare it to what I did. Note that I will not always be a participant in your lessons. It is only by removing myself from the teaching situation that I can assess whether you are acquiring the skills necessary for independent teaching.
Perform all duties as if you were a regular teacher.
As you become comfortable with procedures, you may be expected to do this alone (though I will be nearby.) Do not consider "duty time" as your planning time. Be prepared when you arrive.
Talk to kids.
They will teach you more about themselves than I can.
Use your planning time wisely
This is an excellent opportunity to ask questions about materials, students and the teaching process in general. In college, we often waited until the evening before to complete assignments. This is not acceptable in student teaching. I do not want to have to look at and make revisions to lesson plans at the last minute.
It may appear to you that I do not follow this practice and occasionally do something at the last minute. What you need to remember is that I have 20 years of planning in my head, so that what appears to be last minute is actually planned. The good part about this is that you will always be prepared well in advance and will likely be less nervous about teaching. Questions that you have about planning should be addressed via e-mail before 9:00pm or during the school day.
Good teaching can only come from good planning.
This may be a simple or time consuming task for you, depending on how much you have absorbed through your career as a student and how hard you work at the beginning of your placement. As you plan, make a list of verbs describing exactly what students get to do in the 40 minutes you see them. Would that engage you? Good verbs include-listen, create, suggest, perform, practice, sing, move, echo, improvise. Too many listen‘s will lead to classroom management issues.
Consider the last week of teaching to be your final exam.
This is difficult. By the time you get to this close to the end you will eagerly be thinking of what's ahead. Remember that I will be writing your evaluation at this time. Your first weeks are what lead you to your final "performance” and to my final impressions of you as a teacher. This is not the time in your professional preparation to fall victim to the trap of “coasting” to the end. Both you and my elementary students deserve your very best throughout the placement.
Some advice- Don't expect to be reminded of these obligations but indeed, your adherence to these guidelines will be reflected in the end-of-the-semester evaluations in the categories professionalism, maturity, motivation and enthusiasm for teaching.
The student teacher should:
Participate in all classes taught by the cooperating teacher throughout the semester.
While some lessons may repeat, this is an excellent opportunity to get to know the kids and observe planning, teaching and classroom management techniques. As you participate, you might regularly ask yourself what you would do in a particular situation and then compare it to what I did. Note that I will not always be a participant in your lessons. It is only by removing myself from the teaching situation that I can assess whether you are acquiring the skills necessary for independent teaching.
Perform all duties as if you were a regular teacher.
As you become comfortable with procedures, you may be expected to do this alone (though I will be nearby.) Do not consider "duty time" as your planning time. Be prepared when you arrive.
Talk to kids.
They will teach you more about themselves than I can.
Use your planning time wisely
This is an excellent opportunity to ask questions about materials, students and the teaching process in general. In college, we often waited until the evening before to complete assignments. This is not acceptable in student teaching. I do not want to have to look at and make revisions to lesson plans at the last minute.
It may appear to you that I do not follow this practice and occasionally do something at the last minute. What you need to remember is that I have 20 years of planning in my head, so that what appears to be last minute is actually planned. The good part about this is that you will always be prepared well in advance and will likely be less nervous about teaching. Questions that you have about planning should be addressed via e-mail before 9:00pm or during the school day.
Good teaching can only come from good planning.
This may be a simple or time consuming task for you, depending on how much you have absorbed through your career as a student and how hard you work at the beginning of your placement. As you plan, make a list of verbs describing exactly what students get to do in the 40 minutes you see them. Would that engage you? Good verbs include-listen, create, suggest, perform, practice, sing, move, echo, improvise. Too many listen‘s will lead to classroom management issues.
Consider the last week of teaching to be your final exam.
This is difficult. By the time you get to this close to the end you will eagerly be thinking of what's ahead. Remember that I will be writing your evaluation at this time. Your first weeks are what lead you to your final "performance” and to my final impressions of you as a teacher. This is not the time in your professional preparation to fall victim to the trap of “coasting” to the end. Both you and my elementary students deserve your very best throughout the placement.
Saturday, November 14, 2009
What Should They Be Learning: Fifth Grade
Fifth Grade
What Should They Be Learning?
What Should They Be Learning?
By C. Roskos
11/14/2009
Melody: 11/14/2009
• Major and minor scale
• Modes (all)
• Treble and Bass Clef
• Tonic and Dominant degrees of the scale
• Recognize, improvise and create melodies in all the modes
• Staff (relate to “hand staff”), recognize line and space note names in the Treble staff
• Identify the use of sharps and flats
• Manipulate, read and play melodic patterns from notation
Harmony:
• sing 2 and 3 part rounds and canons
• sing 2 part songs
• sing partner songs
• Descants
• Major Tonic, Subdominant, and Dominant chords
• Minor chords
• Identify the 4 vocal parts SATB
Rhythm:
• All the previously learned rhythms, including syncopation
• 16th notes and their various groupings
Dynamics:
• All the previously learned dynamics
• sfzz…
Tempo: Largo/Presto, fermata
Meter:
• 2/4
• 4/4
• 3/4
• Uneven: 5/4, 7/4, 9/4
• Mixed meters
• Complex meters
Form:
• Compose a song/melody in ABA form
• Compose a piece in Rondo form
• Themes and Variations
• 1st and 2nd endings
Timbre:
• Add color parts/sound effects to poems, haiku, stories and songs
• Staccato/legato
Movement:
• All of the previously learned movement skills
• Knows left and right
• Complimentary Statues (fill in the gaps of the other statue)
• All 4 levels of body percussion (stomps, pats, claps, and snaps)
• Experience movement in 2/4, 4/4, ¾, 6/8, 5/4, and other uneven and mixed meters
• Dramatize Art
• Create a visual “picture” to accompany music
• Multicultural Dances
• Folk Dance:
o See previously learned skills, plus grand right and left, and other more complicated moves that require knowledge of right and left
o Longways Sets (complicated), Circle Dances (complicated), Sicilian Circle Dances, Square Dances, Contra Dances
Instrumentation:
• Plays pitched instruments with expression, demonstration control of mallets by responding to conductors cues and playing various dynamics
• Solo improvisation on pitched instruments
• Creates melodies in all scales and modes and creates accompaniments for their melodies
• Accompanies songs with Tonic, Subdominant and Dominant Chords
• Drum Ensembles
Other:
• Collaborate together in a musical play
• Music History: American (including spirituals, gospel, work songs, blues, and rock and roll), Western, Multicultural
• Compare and contrast works of art and music based upon the same event, subject, or mood
• Demonstrate appropriate audience behavior
• Evaluates their own performances
What Should They Be Learning: Fourth Grade
Fourth Grade
What Should They Be Learning?
By C. Roskos
11/14/2009
Melody:
• Major scale and minor scale
• Modes (basic)
• Solfege: all
• Tonic and Dominant degrees of the scale
• Recognize, improvise and create melodies using a poem’s rhythm or building bricks
• Staff (relate to “hand staff”), recognize most line and space note names in the Treble staff
• Identify the use of sharps and flats
• Manipulate, read and play melodic patterns from notation
Harmony:
• Sing ostinati
• sing 2 and 3 part rounds and canons
• sing 2 part songs
• sing partner songs
• Tonic and Dominant chords
Rhythm:
• Eight note by itself, syncopation, whole note and whole note rest, half note rest, dotted notes
• Question and Answer: improvise 4 and 8 beat patterns as musical questions and answers on body percussion, unpitched, and pitched instruments,
Dynamics:
• Crescendo and Decrescendo (words and symbols, read and play)
• ppp to fff
Tempo: Andante and Moderato
Meter:
• 2/4
• 4/4
• 3/4
• Duple meters
• Uneven meters
Form:
• D.S.
• Improvisation
• Question and Answer
• Compose a song/melody in ABA form
• Compose a piece in Rondo form
Timbre:
• Add color parts/sound effects to poems, haiku, stories and songs
• Identify specific musical instruments and their families
• Band/Orchestra
Movement:
• All of the previously learned movement skills
• Knows left and right
• Complimentary Statues (fill in the gaps of the other statue)
• All 4 levels of body percussion (stomps, pats, claps, and snaps)
• Experience movement in 2/4, 4/4, ¾, and 6/8
• Dramatize Art
• Create a visual “picture” to accompany music
• Multicultural dances
• Folk Dance:
o See previously learned skills, plus grand right and left, and other more complicated moves that require knowledge of right and left
o Longways Sets (complicated), Circle Dances (complicated), Sicilian Circle Dances, Square Dances (later in the year)
Instrumentation:
• Recorders
• Plays pitched instruments with expression, demonstration control of mallets by responding to conductors cues and playing various dynamics
• Solo improvisation on pitched instruments
• Creates melodies in pentatonic, hexatonic, major and minor scales and creates accompaniments to their melodies
• Accompanies songs with Tonic and Dominant Chords
• Drum Ensembles
Other:
• Working in groups and team work (how to chose ideas in a group-voting, rock paper scissors, etc…)
• Multicultural pieces and songs, African proverbs…
• Spirituals, gospel and work songs
• West Virginia songs and history
• Collaborate together in a musical play
• Demonstrate appropriate audience behavior
• Evaluates their own performances
What Should They Be Learning?
By C. Roskos
11/14/2009
Melody:
• Major scale and minor scale
• Modes (basic)
• Solfege: all
• Tonic and Dominant degrees of the scale
• Recognize, improvise and create melodies using a poem’s rhythm or building bricks
• Staff (relate to “hand staff”), recognize most line and space note names in the Treble staff
• Identify the use of sharps and flats
• Manipulate, read and play melodic patterns from notation
Harmony:
• Sing ostinati
• sing 2 and 3 part rounds and canons
• sing 2 part songs
• sing partner songs
• Tonic and Dominant chords
Rhythm:
• Eight note by itself, syncopation, whole note and whole note rest, half note rest, dotted notes
• Question and Answer: improvise 4 and 8 beat patterns as musical questions and answers on body percussion, unpitched, and pitched instruments,
Dynamics:
• Crescendo and Decrescendo (words and symbols, read and play)
• ppp to fff
Tempo: Andante and Moderato
Meter:
• 2/4
• 4/4
• 3/4
• Duple meters
• Uneven meters
Form:
• D.S.
• Improvisation
• Question and Answer
• Compose a song/melody in ABA form
• Compose a piece in Rondo form
Timbre:
• Add color parts/sound effects to poems, haiku, stories and songs
• Identify specific musical instruments and their families
• Band/Orchestra
Movement:
• All of the previously learned movement skills
• Knows left and right
• Complimentary Statues (fill in the gaps of the other statue)
• All 4 levels of body percussion (stomps, pats, claps, and snaps)
• Experience movement in 2/4, 4/4, ¾, and 6/8
• Dramatize Art
• Create a visual “picture” to accompany music
• Multicultural dances
• Folk Dance:
o See previously learned skills, plus grand right and left, and other more complicated moves that require knowledge of right and left
o Longways Sets (complicated), Circle Dances (complicated), Sicilian Circle Dances, Square Dances (later in the year)
Instrumentation:
• Recorders
• Plays pitched instruments with expression, demonstration control of mallets by responding to conductors cues and playing various dynamics
• Solo improvisation on pitched instruments
• Creates melodies in pentatonic, hexatonic, major and minor scales and creates accompaniments to their melodies
• Accompanies songs with Tonic and Dominant Chords
• Drum Ensembles
Other:
• Working in groups and team work (how to chose ideas in a group-voting, rock paper scissors, etc…)
• Multicultural pieces and songs, African proverbs…
• Spirituals, gospel and work songs
• West Virginia songs and history
• Collaborate together in a musical play
• Demonstrate appropriate audience behavior
• Evaluates their own performances
What Should They Be Learning: Third Grade
I need to give credit where credit is due.
When I created these "what should they know" outlines, I pulled from some material I received from Heidi Lucas, a lot from the WV CSO's, more from my Orff levels with Jim Solomon, Karen Medley, Mary Helen Solomon, and Janet Robbins, and from what I do in my own classroom.
I tried to think of what questions student teachers asked in the past and include that material in my outlines.
When I created these "what should they know" outlines, I pulled from some material I received from Heidi Lucas, a lot from the WV CSO's, more from my Orff levels with Jim Solomon, Karen Medley, Mary Helen Solomon, and Janet Robbins, and from what I do in my own classroom.
I tried to think of what questions student teachers asked in the past and include that material in my outlines.
Third Grade
What Should They Be Learning?
By C. Roskos
11/14/2009
11/14/2009
Melody:
• Major scale and minor scale
• Pentatonic
• Solfege: d, r, m, s, l, d
• Tonal centers
• Identify step wise motion, skips, and leaps
• Recognize, improvise and create melodic patterns using a poem’s rhythm or building bricks
• Staff (relate to “hand staff”), recognize some line and space note names in the Treble staff
• Manipulate, read and play simple melodic patterns from notation
Harmony:
• singing ostinati
• sing 2 part rounds and canons
• C chord
Rhythm:
• All building bricks: ta ta; ti-ti ta; ta ti-ti; ti-ti ti-ti; ta rest; (reading, playing, and manipulating building brick cards)
• Half notes, whole notes, dotted notes
• Syncopation
• Question and Answer: improvise 4 and 8 beat patterns as musical questions and answers on body percussion, unpitched, and pitched instruments
Dynamics:
• Crescendo and Decrescendo (words and symbols, read and play)
Tempo: Ritardando, Accelerando
Meter:
• 2/4
• 4/4
• 3/4
Form:
• AB
• ABA
• AABA
• Rondo (ABACADA…)
• Introduction and Coda
• Repeat signs
• D.C. al fine
• Question and Answer
• Improvisation
Timbre:
• Identify specific musical instruments and their families
• Band/Orchestra
Movement:
• All of the previously learned movement skills (see K, 1st and 2nd grade)
• Use all space (high, med, low)
• Should know left and right
• Statues, Shapes, Paths
• 3 levels of body percussion (ex. Pats, claps and snaps; or stomps, pats, claps)
• Experience movement in 2/4, 4/4, and ¾
• Multicultural Dances
• Folk Dance:
o See previously learned skills (2nd grade) including do-si-do, promenade, right and left hand turn, swing, cast off and arch, star left and right, sashay
o Longways Sets (more complicated), Circle Dances (more complicated), simple Sicilian Circle Dances (end of the year)
Instrumentation:
• Accompany singing on pitched instruments
• Create a melodic accompaniment to accompany a pentatonic song
• Play shifting triads (or a shifting chordal pattern) with a pedal (on tone 1 or 5 of the scale)
• Introduce Drum Ensembles (using simple pieces)
• Play following a conductor’s cues
Other:
• Working in groups and team work (how to chose ideas in a group-voting, rock paper scissors, etc…)
• Multicultural pieces, singing games, passing games, etc…
• Spirituals, gospel and work songs
• Dramatize poems and stories and create sound effects to accompany them
• Demonstrate appropriate audience behavior
• Evaluate their own performances
• Major scale and minor scale
• Pentatonic
• Solfege: d, r, m, s, l, d
• Tonal centers
• Identify step wise motion, skips, and leaps
• Recognize, improvise and create melodic patterns using a poem’s rhythm or building bricks
• Staff (relate to “hand staff”), recognize some line and space note names in the Treble staff
• Manipulate, read and play simple melodic patterns from notation
Harmony:
• singing ostinati
• sing 2 part rounds and canons
• C chord
Rhythm:
• All building bricks: ta ta; ti-ti ta; ta ti-ti; ti-ti ti-ti; ta rest; (reading, playing, and manipulating building brick cards)
• Half notes, whole notes, dotted notes
• Syncopation
• Question and Answer: improvise 4 and 8 beat patterns as musical questions and answers on body percussion, unpitched, and pitched instruments
Dynamics:
• Crescendo and Decrescendo (words and symbols, read and play)
Tempo: Ritardando, Accelerando
Meter:
• 2/4
• 4/4
• 3/4
Form:
• AB
• ABA
• AABA
• Rondo (ABACADA…)
• Introduction and Coda
• Repeat signs
• D.C. al fine
• Question and Answer
• Improvisation
Timbre:
• Identify specific musical instruments and their families
• Band/Orchestra
Movement:
• All of the previously learned movement skills (see K, 1st and 2nd grade)
• Use all space (high, med, low)
• Should know left and right
• Statues, Shapes, Paths
• 3 levels of body percussion (ex. Pats, claps and snaps; or stomps, pats, claps)
• Experience movement in 2/4, 4/4, and ¾
• Multicultural Dances
• Folk Dance:
o See previously learned skills (2nd grade) including do-si-do, promenade, right and left hand turn, swing, cast off and arch, star left and right, sashay
o Longways Sets (more complicated), Circle Dances (more complicated), simple Sicilian Circle Dances (end of the year)
Instrumentation:
• Accompany singing on pitched instruments
• Create a melodic accompaniment to accompany a pentatonic song
• Play shifting triads (or a shifting chordal pattern) with a pedal (on tone 1 or 5 of the scale)
• Introduce Drum Ensembles (using simple pieces)
• Play following a conductor’s cues
Other:
• Working in groups and team work (how to chose ideas in a group-voting, rock paper scissors, etc…)
• Multicultural pieces, singing games, passing games, etc…
• Spirituals, gospel and work songs
• Dramatize poems and stories and create sound effects to accompany them
• Demonstrate appropriate audience behavior
• Evaluate their own performances
Visual Aid Tips
For visuals and posters purchase the giant Post-it easel Pad. They're easy to write on (permanent marker will not bleed through), easy to tear off and stick most anywhere, even to eachother, and can be used again next year for the same lesson. They are about $20 at Sams Club for one tablet (25 sheets) which lasted me most of the year. Not sure how much they are at office stores.
Also become familiar with any electronic visual aide equipment in the classroom- some teachers have an LCD projector and office or other documents can be projected as a visual aide. This will also take care of some of the technology requirements in your various evaluation forms.
Also become familiar with any electronic visual aide equipment in the classroom- some teachers have an LCD projector and office or other documents can be projected as a visual aide. This will also take care of some of the technology requirements in your various evaluation forms.
Friday, November 13, 2009
time structure of a kindergarten and pre-K classroom
Time Structure of a Pre Kindergarten and Kindergarten Music Class
(And the beginning of the year for 1st Grade)
By
Carol Roskos
2/20/2009
I have 40 minute classes, but this can be adapted to 30 minutes or 20 minutes by taking away some activities and/or shortening the length of your main lesson.
5-10 minutes: review and build song repertoire (some suggestions in parenthesis)
· Greeting song
· Finger game 1 (I do The Finger Band)
· Finger game 2 (Mr. Wiggles and Mr. Waggles)
· Song 1 (Open Them, Shut Them)
· Song 2 (some type of action/movement song)
· Song 3 (optional, any type of children’s song)
5 minutes (optional): Movement. If you have a lesson that does not involve much movement, insert a movement activity here. I sing “If you’re wearing (call a color like red) stand up. If you’re wearing (color name) stand up”. And then I ask them to tap their toes, or head, or skip, or hop, etc… while I play a steady beat on the drum.
20-25 Minutes: Main Lesson
· Movement
· Singing
· Playing instruments
5 Minutes: Cool down. Either a slow mirroring activity with music, a quiet story, line up according to colors, or a time to reflect and share about today’s lesson (what did you like about…?).
(And the beginning of the year for 1st Grade)
By
Carol Roskos
2/20/2009
I have 40 minute classes, but this can be adapted to 30 minutes or 20 minutes by taking away some activities and/or shortening the length of your main lesson.
5-10 minutes: review and build song repertoire (some suggestions in parenthesis)
· Greeting song
· Finger game 1 (I do The Finger Band)
· Finger game 2 (Mr. Wiggles and Mr. Waggles)
· Song 1 (Open Them, Shut Them)
· Song 2 (some type of action/movement song)
· Song 3 (optional, any type of children’s song)
5 minutes (optional): Movement. If you have a lesson that does not involve much movement, insert a movement activity here. I sing “If you’re wearing (call a color like red) stand up. If you’re wearing (color name) stand up”. And then I ask them to tap their toes, or head, or skip, or hop, etc… while I play a steady beat on the drum.
20-25 Minutes: Main Lesson
· Movement
· Singing
· Playing instruments
5 Minutes: Cool down. Either a slow mirroring activity with music, a quiet story, line up according to colors, or a time to reflect and share about today’s lesson (what did you like about…?).
what should they be learning: second grade
Second Grade
What Should They Be Learning?
Melody:
- sol-mi-la
- mi-re-do
- pentatonic
- can sing a song as a class after hearing it 6-8 times (or more). Students can sing with teacher while learning it.
- Music Staff and melodic movement: steps, skips and leaps
- Improvise melodic phrase (pentatonic) using building bricks (2-4)
- Create melody (pentatonic) using b.b.
Harmony:
· singing with accompaniment
· play pentatonic ostinato accompaniment
Rhythm:
- Steady beat vs rhythm, class should be able to play both parts well
- All building bricks: ta ta; ti-ti ta; ta ti-ti; ti-ti ti-ti; ta rest; (reading, playing, and manipulating building brick cards)
- add half note and half note rest
- Play a simple ostinato to accompany a song
- Improvise rhythmic phrases using b.b. (8 beat patterns, 4 cards)
- Improvise a rhythmic accompaniment for a song (using b.b.)
Dynamics:
· loud (forte), med (mf and mp), soft (piano)
· Crescendo and Decrescendo
Tempo: Allegro (fast), Adagio (slow)
Meter:
- 2/4
- 4/4
Form:
- AB
- ABA
- Introduction and Coda
- Repeat signs
Timbre:
- Identify specific musical instruments and their families
Movement:
- Show all of the above skills through movement
- All of the previously learned movement skills (see K and 1st grade)
- 2 levels of body percussion (ex. pats and claps)
- Use all space (high, med, low)
- Circle dances, play party dances
- Folk Dance: circle dances and longways sets; circle to the left, circle to the right, two hand turn, forward and back, promenade, do-si-do, right and left hand turn, swing, cast off and arch
Instrumentation:
- Continue to work on good playing technique, including mallet technique
- Can play a simple bordun on barred (pitched instruments), two hands together and two hands alternating while singing.
- Add instruments for special effects with poems and stories
Other:
· Working in groups and team work (how to chose ideas in a group-voting, rock paper scissors, etc…)
· Multicultural pieces, singing games, passing games, etc…
· Dramatize poems and stories and create sound effects to accompany them
1st Grade- What they should know and do
First Grade
What Should They Know?
Melody:
sol-mi-la
mi-re-do
solo singing
pitch matching
high/low
ascending/descending
can sing a song as a class after hearing it 6-8 times (or more). Students can sing with teacher while learning it.
Harmony:
singing with accompaniment
simple rhythmic accompaniment
Rhythm:
steady beat
simple rhythms (tah tah tah rest); tah; rest;
Beat vs rhythm
Simple building bricks: tah tah; tah rest; ti-ti tah (second half of the year), half note (big beat)
Dynamics: loud, med, soft
Tempo: fast, med, slow
Meter:
2/4
experience moving in many
Form:
same and different
AB
ABA
Timbre:
4 types of voice (whisper/outside voice, talk/sing)
Types of instruments (woods, metals, skins; rhythm/melodic)
Sound effects to poems and stories
Movement:
based in play: walk, run (not usually used inside unless it’s safe), jog, tiptoe, hop, jump, leap, gallop, skip, backwards (safely), sideways, slide, etc…
Alternate movement
Usually do not know left from right
Steady beat movements
Slow and fast movements
Use all space (high, med, low)
Beginning circle dances (listening for directions within the song, ex. Old Brass Wagon)
Folk Dance: circle to the left, circle to the right, two hand turn, forward and back, promenade (advanced)
Instrumentation:
Exploratory in nature on unpitched and pitched instruments
Continue to work on good playing technique
Can play a simple bordun on barred (pitched instruments), two hands together, steady beat, second half of the year
Families of instruments
Other:
Folk Songs
Play Parties (dances)
Patriotic Songs
Picture books
Animals; trains (transportation, cars, airplanes, boats); ocean (sailors, sea, fish), seasons,
learning how to sing alone (hello song)
opposites (fast/slow; sound/silence; high/low; loud/soft)
--
What Should They Know?
Melody:
sol-mi-la
mi-re-do
solo singing
pitch matching
high/low
ascending/descending
can sing a song as a class after hearing it 6-8 times (or more). Students can sing with teacher while learning it.
Harmony:
singing with accompaniment
simple rhythmic accompaniment
Rhythm:
steady beat
simple rhythms (tah tah tah rest); tah; rest;
Beat vs rhythm
Simple building bricks: tah tah; tah rest; ti-ti tah (second half of the year), half note (big beat)
Dynamics: loud, med, soft
Tempo: fast, med, slow
Meter:
2/4
experience moving in many
Form:
same and different
AB
ABA
Timbre:
4 types of voice (whisper/outside voice, talk/sing)
Types of instruments (woods, metals, skins; rhythm/melodic)
Sound effects to poems and stories
Movement:
based in play: walk, run (not usually used inside unless it’s safe), jog, tiptoe, hop, jump, leap, gallop, skip, backwards (safely), sideways, slide, etc…
Alternate movement
Usually do not know left from right
Steady beat movements
Slow and fast movements
Use all space (high, med, low)
Beginning circle dances (listening for directions within the song, ex. Old Brass Wagon)
Folk Dance: circle to the left, circle to the right, two hand turn, forward and back, promenade (advanced)
Instrumentation:
Exploratory in nature on unpitched and pitched instruments
Continue to work on good playing technique
Can play a simple bordun on barred (pitched instruments), two hands together, steady beat, second half of the year
Families of instruments
Other:
Folk Songs
Play Parties (dances)
Patriotic Songs
Picture books
Animals; trains (transportation, cars, airplanes, boats); ocean (sailors, sea, fish), seasons,
learning how to sing alone (hello song)
opposites (fast/slow; sound/silence; high/low; loud/soft)
--
Kindergarten-things they need to learn and do
This is a new series of posts that discusses what each grade should know. It's not all inclusive, so please feel free to add to it. This would be a good handout to keep for yourself and for student teachers.
Kindergarten
What Should They Know?
Melody:
sol-mi
High-low
Harmony: singing with accompaniment
Rhythm:
steady beat
simple rhythms (tah tah tah rest); tah; rest;
Beat vs rhythm (second half of the year)
Dynamics: loud/soft
Tempo: fast/slow
Meter:
2/4
experience moving in many
Form:
same and different
Timbre:
4 types of voice (whisper/outside voice, talk/sing)
Types of instruments (woods, metals, skins; rhythm/melodic)
Sound effects to poems and stories
Movement:
based in play: walk, run (not usually used inside unless it’s safe), jog, tiptoe, hop, jump, leap, gallop, skip (not usually developed in K), backwards (safely), sideways, slide, etc…
Symmetrical movement
Usually do not know left from right
My place in space
Free movement in their own space
Steady beat movements
Beginning circle games (listening for directions within the song)
Folk Dance: Very simple longways set (Kindergarten Reel by the Amidons) (second half of the year!!!)
Instrumentation: Exploratory in nature on unpitched and pitched instruments
How to play the instruments (good playing technique vs. bad)
How to let the instruments rest (on the floor in front of you, hands in your lap)
steady beat on rhythm instruments,
simple rhythms (tah tah tah rest)
Other:
Following directions (free movement, within a simple circle game/dance, playing instruments/not playing instruments)
Taking turns and dealing with the concept that not everyone gets chosen to be the leader in every single class
Finger games/finger chants, familiar songs from preschool,
Picture books
Animals; trains (transportation, cars, airplanes, boats); ocean (sailors, sea, fish), seasons,
learning how to sing alone (hello song)
echo/imitate
opposites (fast/slow; sound/silence; high/low; loud/soft)
Kindergarten
What Should They Know?
Melody:
sol-mi
High-low
Harmony: singing with accompaniment
Rhythm:
steady beat
simple rhythms (tah tah tah rest); tah; rest;
Beat vs rhythm (second half of the year)
Dynamics: loud/soft
Tempo: fast/slow
Meter:
2/4
experience moving in many
Form:
same and different
Timbre:
4 types of voice (whisper/outside voice, talk/sing)
Types of instruments (woods, metals, skins; rhythm/melodic)
Sound effects to poems and stories
Movement:
based in play: walk, run (not usually used inside unless it’s safe), jog, tiptoe, hop, jump, leap, gallop, skip (not usually developed in K), backwards (safely), sideways, slide, etc…
Symmetrical movement
Usually do not know left from right
My place in space
Free movement in their own space
Steady beat movements
Beginning circle games (listening for directions within the song)
Folk Dance: Very simple longways set (Kindergarten Reel by the Amidons) (second half of the year!!!)
Instrumentation: Exploratory in nature on unpitched and pitched instruments
How to play the instruments (good playing technique vs. bad)
How to let the instruments rest (on the floor in front of you, hands in your lap)
steady beat on rhythm instruments,
simple rhythms (tah tah tah rest)
Other:
Following directions (free movement, within a simple circle game/dance, playing instruments/not playing instruments)
Taking turns and dealing with the concept that not everyone gets chosen to be the leader in every single class
Finger games/finger chants, familiar songs from preschool,
Picture books
Animals; trains (transportation, cars, airplanes, boats); ocean (sailors, sea, fish), seasons,
learning how to sing alone (hello song)
echo/imitate
opposites (fast/slow; sound/silence; high/low; loud/soft)
Subscribe to:
Posts (Atom)