District inset areasof music and arts
description
Transcript of District inset areasof music and arts
![Page 1: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/1.jpg)
WHAT IS MUSIC?
![Page 2: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/2.jpg)
is an aural art form consisting of organized sounds in time
is a form of expression, a means of communication
is a very much part of our lives. We use it for aesthetic, spiritual, social, cultural, therapeutic and recreational purposes
![Page 3: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/3.jpg)
Several reasons why we study music Music brings joy and satisfaction
to all
Music is vitalizing factor for the other subjects in the school curriculum
Music supplies man’s potential power and energy for creative growth
![Page 4: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/4.jpg)
Several reasons why we study music
Music enhances and improve human relationships and character building
Music is the panacea for all woes
![Page 5: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/5.jpg)
Music Education
is not merely the teaching of music.
It is also relating of music to human life and promoting of its use and enjoyment.
![Page 6: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/6.jpg)
Significance of Music Education
reflected in the passage of the Music Education Law (RA 4723)-an act giving importance to the teaching of music in the curricular of elementary and secondary schools in 1966.
Through the singing of folksongs ….the child demonstrates love of country, the primary aim of Article XV of the Constitution, Sec. 8, No. 4.
![Page 7: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/7.jpg)
Objectives of Music Education
1. Enrich life experience through observation, exploration, discovery, cooperation and participation
2. Discover creative potentialities through singing, listening, playing, moving, reading and creating
![Page 8: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/8.jpg)
Objectives of Music Education
3. Enhance visual and aural perception for aesthetic and intellectual value judgment
4. Utilize music as an outlet for one’s feelings
5. Gain acquaintance with music of different countries
![Page 9: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/9.jpg)
Objectives of Music Education
6. Develop fellowship for universal communication and social cohesion
7. Awaken interest in global culture
8. Develop nationalistic spirit in adapting Philippine music
![Page 10: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/10.jpg)
Objectives of Music Education
9. Gain familiarity with the different styles of Philippine songs, dances, festivals, musical instruments
10. Involve community participation for a harmonious school-community relationship
![Page 11: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/11.jpg)
AREAS OF MUSIC INSTRUCTION
•LISTENING•SINGING•MOVING•PLAYING•READING•CREATING
![Page 12: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/12.jpg)
LISTENING… The first school experience with
music is listening Several levels of listening
Passive of receptive listening Exploratory listening Inner listening Normative listening Interpretative listening Analytic listening Remembered listening
![Page 13: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/13.jpg)
ACTIVITYListen to the music and answer some listening guide questions
![Page 14: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/14.jpg)
Some Listening Guide Questions
• What do we listen for?• What were you thinking while listening to the
music? • If you were going to make music like this, how
would you start?• How does the music make you feel?• What in the music makes you feel that way?• Is the music fast or slow?
![Page 15: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/15.jpg)
• Is the music loud or soft?• Is the music moving in high, low or repeated
lines?• Is the music thick or thin?• Are the sounds in the music short or long?• Are the phrases same, similar or different?
![Page 16: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/16.jpg)
SINGING…
Is the child’s outlet of his emotions and energy
Criteria in the selection of songs: Musical value Suitability to the grade level Suitability to the occasion Proper range Beauty of tone
![Page 17: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/17.jpg)
Theories Of Singing Sequence And Physiology Of The Voice
![Page 18: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/18.jpg)
• Rote approach – Imitation• Note / Interval approach (Kodaly)
![Page 19: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/19.jpg)
HAND SIGNALSKodaly Method
![Page 20: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/20.jpg)
• Contour approach (General Melodic contour)• Contour Schema (Speech to song intonation,
uses dialect based intonation sequence)
![Page 21: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/21.jpg)
• Birth to toddler voice is characterized by vocal experimentation and imitation of simple songs although not accurate. Research has shown that speech babble is characterized by short repeated sounds while singing
![Page 22: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/22.jpg)
• Preschool children have small and light voices with a range of D4 – A4 extending up to D5
![Page 23: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/23.jpg)
• Most children can sing on a steady beat, repeated rhythmic patterns, play chants, short syllabic melodies in pentatonic, major and minor scales with accurate loud or soft dynamics
![Page 24: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/24.jpg)
Techniques For Good Singing
• Posture (Balanced head and shoulders)• Breathing • Relaxation • Registers (Play the different voices game –
whisper, talk low, talk high, yell, singing voice)
![Page 25: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/25.jpg)
![Page 26: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/26.jpg)
MOVING… Music encompasses mind, body
and feeling Movement is a means of fostering
human capacities for creativity, imagination and wisdom
Movement for spatial relations Rhythmic presentations Action songs Dance
![Page 27: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/27.jpg)
What are the different Movement Strategies?
• Exploratory Movement (with goals and tasks)• Action Songs and Singing Games• Elements Directed Movement• Creative Movement• Dance
![Page 28: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/28.jpg)
Guidelines For Movement In Classrooms
• Use non-locomotor movement if there is no space in the classroom
• Movement may be done outside such as the covered court or school garden
• Remind the children to avoid contact with each other when moving
• Always listen to music first before moving
![Page 29: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/29.jpg)
• In assessing movement, look for (1) Appropriate response to particular musical
element(2) creativity if movement is improvised(3) grace and coordination
![Page 30: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/30.jpg)
PLAYING…
Is an exhilarating experience to children in synchronizing expressive physical activities and to parade and display their developed physique and acquired skill
![Page 31: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/31.jpg)
Developmental Sequence of Playing Instruments
![Page 32: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/32.jpg)
Age Motor Ability Instruments (Activity)
Less than 2 years old
2 – 3 years old
Rocking, nodding, swaying, grip and grasp
Short periods of rhythmic regularity
Jingle bells, Rattles (shaking)
Hand drum (tapping)Kalutang or sticks (striking)
![Page 33: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/33.jpg)
Age Motor Ability Instruments (activity)
3 – 4 years old Longer periods of rhythmic regularity,
Beginning of beat sensitivity and swaying of arms
Claves, cowbell and gong (striking)Sticks, sandblocks (rubbing)Maracas, tambourine (shaking)Patteteg or xylophone blades (no interlock)
![Page 34: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/34.jpg)
Age Motor Ability Instruments (Activity)
5 -6 years old Maintain beatAlternation of handsEye-hand coordination
Bongos (Hand striking)Timpani (mallet striking)Cymbals (striking)Triangle (mallet striking)Keyboard (one hand)Tongatong (no interlock yet)
![Page 35: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/35.jpg)
Age Motor Ability Instruments (Activity)
7 – 9 years old
11 – 13 years old
Beat competencyAlternation of handsEye-Hand coordination
Beat competencyAlternation of handsEye-hand coordination
Himig Kawayan, Anklung, Keyboard, Recorder, Violin
Banduria, Octavina,Kalinga instruments (with interlock)Kulintang,Keyboard, Recorder, Violin
![Page 36: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/36.jpg)
Age Motor Ability Instruments
14 – 18 years old Mastery/control and coordination of fine motor movement
Guitar, Double BassGongsKeyboardCelloBrass/Winds
![Page 37: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/37.jpg)
Suggestions for Playing Activities• Guide children to an awareness of their own bodies as instruments
• Allow young children to discover various instruments and how they are played
• Encourage the use of instruments in storytelling. Have the children create their own instrumental music shows with story, song and movement
• Arrange for personal encounters with visiting instrumentalists in the classroom
![Page 38: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/38.jpg)
READING…
Is the ability to translate a system of formal arrangements of abstract symbols into meaningful patterns of sounds and movements
![Page 39: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/39.jpg)
![Page 40: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/40.jpg)
CREATING…
This activity enable the child to give expression to personal musical initiative and can bring to him a very intimate and revealing insight into significant values of music itself
![Page 41: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/41.jpg)
Creating Music Strategies
• Improvisation with body sounds• Creative drama (Instruments and Role-playing
of rhymes/stories)• Sound effects• Creating accompaniment to songs
![Page 42: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/42.jpg)
Guidelines For Creative Music
• Create space for groups to work in• Decide sound sources and their distribution
(per line, per group, per child)• Decide if random or assigned grouping (4-5
children/group)• Give time limit for composing• Give parameters for composition (how long,
theme/problem, emotions/mood, musical elements, musical structures)
![Page 43: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/43.jpg)
1. tempt2. heat3. test4. ripe5. medal6. ditch7. sold8. bolo9. gone10. blur
1. tempo2. beat3. rest4. pipe5. pedal6. pitch7. hold8. solo9. tone10. slur
ACTIVITY:LITERARY – MUSICAL GAMES
![Page 44: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/44.jpg)
1. compost2. line3. pound4. tuna5. corner6. chores7. ford8. marsh9. top10. ringer
1. composer2. fine3. sound4. tune5. cornet6. chorus7. form8. march9. pop10. singer
ACTIVITY:LITERARY – MUSICAL GAMES
![Page 45: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/45.jpg)
1. pace2. son3. fort4. cod5. lent6. ode7. lye8. not9. vice10. old
1. space2. song3. forte4. coda5. lento6. mode7. lyre8. note9. voice10. hold
ACTIVITY:LITERARY – MUSICAL GAMES
![Page 46: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/46.jpg)
How do we fully understand and
appreciate any form of art?
it is important and necessary to know the materials used by the creative artists
![Page 47: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/47.jpg)
MATERIALS USED BY THE CREATIVE ARTISTS
PAINTERS
ARCHITECTS
SCULPTORS
COMPOSERS
![Page 48: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/48.jpg)
ART PROCESSES• Seeing/Observing• Reading• Imitating (re-creating)• Responding• Creating• Performing (including
movement)• Evaluating• Analyzing critically• Applying (transference)
![Page 49: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/49.jpg)
Group 1 Create movements
Group 2 Dramatize a song
Group 3 Change words of the song
Group 4 Create partner songs
GROUP ACTIVITY:
![Page 50: District inset areasof music and arts](https://reader033.fdocuments.us/reader033/viewer/2022061108/544f4ffcaf795902708b89bc/html5/thumbnails/50.jpg)
SALAMAT PO!!!
MILDRED Z. GALLENOTayabas East Central School II
Tayabas East District