Teaching Strats Midterm Study Guide

Dalcroze

• Musician, educator

• Believed music should develop students’ musical skills: aural, visual, tactile, and muscular senses

• Combines sensory and intellectual experiences into movement

• Most important element: rhythms

• Learn about different elements through rhythmic movement: form, phrases, melody, harmony, tension & release

• Active learning - respond physically to music

• Eurythmics: express music through movements, solfege, improvisation

Gordon

• Educator, researcher, author

• Believed all people born with aptitude for music (potential), develops through age 9 and then stabilizes

• Developing audiation is key: hearing and comprehending music in the mind

• Learning music should be similar to learning a language; experience-driven, sound before sight

• MLT: The Approach

Kodály

• Composer, teacher, ethnomusicologist

• Believed music was vital to a childs education, should be part of core curriculum, music develops entire person (personality, intellect, emotions)

Orff

• Composer, educator, conductor

• Believed music should develop students’ musical imaginations and creativity

• Orff Schulwerk: uses rhythm, creation, melody, improvisation

• Most important elements: MOVEMENT, music, speech

• Less structural than Kodály, also uses imitation and explanation

Kodály background and research

• Singing

• Folk music

• Universal music literacy

• Start when young

• Learning music should be pleasurable

The Four P’s in Teaching

• Prepare: prepare aurally, singing 5-6 songs with the content, movement included, 80-90% proficiency

• Present (make conscious): present solfege (verbal label, then hand signs) for new sound element; present notation for new sound element

• Practice: incorporate new element into the practices of reading, writing, improvisation, and composition

• Prove: how will students show they’ve learned something? How will you as teacher keep track of students’ results?

Tools/ Materials used to teach pitch and rhythm (Kodály teaching)

• Solfege

• Rhythmic syllables

• Curwin/ Glover hand signs

• Stick or solfa rhythm notation

• Sound to sight

Kodály Inspired Song Analysis

• Analysis helps determine which songs will end up in curriculum

• Allows us to establish pedagogical implications within a body of song rep

Sound to Sight

• Way of learning music by hearing, feeling, and making music before actually viewing written music

Scope and Sequence

• Provides an overview of the concepts to be covered in a given period of time, as well as how those components build upon one another

Approach vs. Method vs. Technique

• Approach: broad frameworks, theoretical & practical

• Methods: what to teach, how to teach, when to teach, sometimes a unified body of pedagogies

• Techniques/Materials: “tools of the trade” can be a “bag of tricks” without an underlying framework

Benchmarks

• A measurable standard (for students and teachers)

• Usually exams of some kind

Assessments (the four types)

• Pre-Assessment (PA) - establishes a baseline of knowledge: “prepare” phase

• Informal/ Formative Assessment (IA) - gathering info on student learning; can be done visually/ not written down by teacher; “present” phase

• Formal/ Quantitative Assessment (FA) - later stage of gathering info on student learning, written down/ recorded; “practice” phase

• Summative Assessment (SA) - end of unit or term, written down by teacher or administration through quiz, test, or final performance; “practice” phase

Origins of Music Education

• Ancient Greece: music was one of 7 liberal arts, Plato & Aristotle

• European Middle Ages: music was taught at medieval universities; Guido d’Arezzo- a monk-created a system of solmization based on hymn; taught in monasteries; sight-singing, hand as early staff

• European Renaissance: conservatory- music orphanage: Vivaldi taught in one; Martin Luther- children learn and enjoy music, part of curricula, music has positive influence; Charles Burney- wrote plan for music school

• European Early Modern Era- Johann Pestalozzi- Swiss educator concerned with teacher training, printed music/textbooks, direct participation of students, children read music at a young age; Hans Nägel- Swiss composer and educator who taught singing to adults and children, wrote textbook on rhythm, melody, and dynamics; Joseph Naef- considered music as basic subject for children

• Modern Era- Lowell Mason- “Father” of American music, established Boston Academy of Music, taught for no salary to show value of music education, 1st public school music teacher in US

• Progressive Era: John Dewey- emphasis on learning by doing

Evolution of School Music Curricula in US 1800 to present

• Mid-1800s: singing as an activity

• Late 1800s: singing to read standard notation

• Early 20th cent.: (Child Study Movement), more holistic (singing, playing, composing, moving, building instruments, listening)

• Mid-20th cent.: (Aesthetic Education Movement), conceptual (musical elements: melody, harmony, rhythm, form)

• 1967: Tanglewood Declaration pressed for cultural diversity

• 1994: National Standards for Music (singing & playing varied rep of music, improv, composing & arranging, reading & notating, listening & analyzing, evaluating & understanding music relationship to culture and history)

• 2014: National Core Arts Standards: artistic processes (performing, creating, responding, and connecting to music)

Music Education Policy Efforts mid-1960s to present

• Tanglewood Declaration 1967: pressed for cultural diversity

• National Standards for Music 1994

• National Core Arts Standards 2014: artistic processes

• Child Study Movement, early 20th century

• Aesthetic Education Movement, mid-20th century: musical elements

National Core Arts Standards

• Artistic processes (performing, creating, responding, and connecting to music)

Anchor Standards

• Each is a given number followed by a small letter and an explanation

• 3 for creating, performing, and responding, and 2 for connecting

NJ Student Learning Standards

• Grouped by grade level: end of 2nd grade (gen music standards), end of 5th grade (gen music standards), end of 8th grade (music standards)

• Music subdivisions: composition and theory, music ensembles, harmonizing instruments, music technology

• 4 Main Areas: Creating, Performing, Responding, and Connecting