*** M 3852 Music in Elementary Grades *** 2017 *** *** Dr. Veblen & Ms.

Ribeiro ***

October 2, 2017

Songs: Siobhan Waldock, Teresa Baszak, Michelle Kitsis

Field Experience #1 Sheet, Syllabus timeline, Musical Experience Projects

Guest workshop: handouts, review

Chapter 5 Pitch: percept/concept? Bumbly Bee, cone puppet, exercises

What are echo songs that you know?

Bruner: enactive (meaning to act), iconic, symbolic

So: First the music (singing, moving), what it looks like, then -- notatio
IN GROUPS OF 3-4, CHOOSE ONE OF THESE PITCH ACTIVITIES:
1) A) create a vocal ostinato for a song that suits third graders. B) Create a vocal ostinato suited
for fifth graders. Use your text for song ideas or come up with your own

2) Using a keyboard, choose familiar songs and accompany with suitable chords by ear such as I,
IV & V chords. How do you know when to change? How might you teach this to a child?

3) Using the model of moving from concrete activities (singing, moving, playing instruments) to
more abstract experiences (listening, reading, creating), plan a series of activities to teach
concepts of upward and downward pitch motion to second graders.

For Next time:

Review Songs, Recorders
On the Horizon: Use Reading Week to refresh yourselves!
AND for Field Experience #1 Due Sunday Oct 15 6pm
Read class text chapters 2-3 to ground observation
Read ch 10 Creating Child in preparation for Sharon Little, no reading review is due
 *** M 3852 Music in Elementary Grades *** 2017 *** *** Dr. Veblen & Ms. Ribeiro ***

YOUR MUSICAL EXPERIENCE

Choose a topic relating to music teaching and learning, applicable to children. Select something that
intrigues and/or challenges you. How will you craft an engaging 20-minute workshop/presentation?
You may choose to do this with a partner. Think: topic, presentation, activity, questions, evaluation.
Think: topic, presentation, activity, questions, evaluation.

1) PRESENTATION: Structure this to give a brief (1-2 minutes) but powerful presentation with
powerpoint. Please accompany this with a handout -which could be several pages long (be
careful to make it beautiful, easy to read, perhaps with illustrations, using front to back etc.) This is
important so that our class can use your activities in further classes and refer to your sources.
Post your powerpoint and handouts to our OWL site under resources.

2) ACTIVITY Consider how to actively engaging the class in music making,

singing, playing instruments, moving, improvising, creating, thinking, generating questions, etc.
Think of ways to reinforce and illustrate your points, to give context, to put concepts into action.
Plan for most of your time to be spent in active music making . . .

3) QUESTIONS, Finish up with a moment or two for reflection, questions,

evaluation. How will you know what they learned? (Might not be verbal . . . )

4) EVALUATION How will you get feed back from the class on your teaching?

5) REFLECTION Summarize your experience. Take between 500 and 1000 words to
reflect on your presentation and the resources youve brought this class.
You may wish to pose questions to yourself such as the following (and others that are pertinent to
your topic and presentation):
Why did you choose this topic? How did you select the activities and resources youve used?
What was your process in putting this presentation together?
Were you satisfied with the way your presentation worked? What do you feel were your
strengths and weaknesses? How well did you engage the class? Did the class participate in an
activity or activities? What would you do differently next time? How useful will these resources be
for members of the class?
Are you still interested in this subject? If so, what might you do to follow your interest?

TURN IN YOUR REFLECTION UNDER ASSIGNMENTS ON OWL SITE!