Transcript Powerpoint_for_Session_3

Understanding Primary Music
Session 3:
Composing and performing
Listening and responding to music
Evaluation of teaching
approaches
Aims:
1.
2.
3.
4.
5.
Develop the skills involved in listening and
appraising.
Develop skills and understanding needed to
plan and perform a composition project
Identify ways of evaluating / assessing/
improving a composition.
Evaluate teaching approaches for supporting
development of children’s skills in music.
Reflect on how children learn in aspects of
their music development.
Lessons from research 1:
Children composing
The higher the awareness the pupils
themselves have about the working
processes they use in generating their own
music, the more they are likely to be able to
progress with their work. (Glover: 2000:32)
Discuss this quote: What are the implications
for teaching and learning?
Lessons from research 2:
Children composing
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Composition can support the development of
children’s problem solving skills (DeLorenzo, 1989)
Children’s musical activity is closely bound to the
development of movement and speech (Pond and
Moorhead, 1942 cited in Glover, 2000)
Children’s music has its own features and is not
merely a poor imitation of music composed by adults
Opportunities for developing musical skills during free
play are essential building blocks for later learning
(Littleton, 1991, cited in Glover, 2000)
Teaching a song

Review what you know about teaching a
song – group discussion.
 How do you think children may respond
when asked to sing?
 How can you help develop the skills of
children who are having difficulties
singing?
In your small groups choose a song and use
the principles you have learned to teach it to
the rest of the class.
Swanwick-Tillman spiral of musical
composition
Sensory
 Manipulative
 Personal expression
 Vernacular
 Speculative
 Idiomatic
 Symbolic

Approaches for scaffolding composition of
tuned elements: Plainsong

A plainsong also uses the approach of
limiting the notes that can be used:
D E F G A
 This type of scaffold does not facilitate more
than one tuned instrument playing at once
 Compose a plainsong melody to accompany
the following poem
http://www.youtube.com/watch?v=o27yzE0K-g4
http://www.youtube.com/watch?v=kuVA_KHDyow
What can you see?
What can you see?
I can see the pattern of the waves on the sea
What can you hear?
I can hear the seagulls when they’re flying near
What can you smell?
I can smell the salt that’s hiding in a shell
What can you feel?
I can feel the stones moving under my heel
What can you taste?
I can taste my ice-cream, couldn’t bear to let it waste
What is a pentatonic scale?
The purpose of a pentatonic scale is to
provide children with freedom to
compose using tuned percussion
without the possibility of notes clashing
 For the key of C major the pentatonic
scale is:
C D E G A
 Keys can be removed from a xylophone
or glockenspiel to facilitate this

Group composition

Listen to the composition developed by the
children:
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http://www.bbc.co.uk/learningzone/clips/stomp-rhythm-anddance/10185.html

Compose a piece of music using tuned and
untuned percussion:
base the composition on an ABA structure
with 3 or 4 beats in a bar
the composition should last about 2 minutes
Use graphic notation to record the piece
Think about each of the musical elements
e.g. dynamics during the composition process
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
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Improving compositions: encouraging
children to talk about music

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Talking about music facilitates evaluating and
improving of compositions
Role of the teacher:
Modeling talking about music
Facilitating talk through open questioning
Scaffolding discussion by supporting through
providing necessary vocabulary
Independent study task 3
Find a web-based resource for a music
activity of your own choice and bring
this to the next session (in Semester 2)
 Session 3 support for learning has
suggested web links that will help you.

Listening and appraising
Evaluate the different approaches for
supporting listening and appraising
 Devise a format that will enable you to
structure the listening process and
facilitate recording of feelings and
thoughts about a piece of music

Choir
Singer
Slow
Fast
Loud
Soft
Happy music
Sad music
Piano
Drums
Violin
Scary music