District inset areasof music and arts


Published on

  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

District inset areasof music and arts

  1. 1. is an aural art form consisting oforganized sounds in time is a form of expression, a means ofcommunication is a very much part of our lives. Weuse it for aesthetic, spiritual, social,cultural, therapeutic and recreationalpurposes
  2. 2. Several reasons why westudy 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
  3. 3. Several reasons why westudy music Music enhances and improve human relationships and character building Music is the panacea for all woes
  4. 4. 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.
  5. 5. 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.
  6. 6. Objectives of Music Education1. Enrich life experience through observation, exploration, discovery, cooperation and participation2. Discover creative potentialities through singing, listening, playing, moving, reading and creating
  7. 7. Objectives of Music Education3. Enhance visual and auralperception for aesthetic andintellectual value judgment4. Utilize music as an outlet for one’sfeelings5. Gain acquaintance with music ofdifferent countries
  8. 8. Objectives of Music Education6. Develop fellowship for universalcommunication and social cohesion7. Awaken interest in global culture8. Develop nationalistic spirit in adapting Philippine music
  9. 9. Objectives of Music Education9. Gain familiarity with the different styles of Philippine songs, dances, festivals, musical instruments10. Involve community participation for a harmonious school- community relationship
  11. 11. 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
  12. 12. ACTIVITY Listen to the music and answer some listening guide questions
  13. 13. 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?
  14. 14. • 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?
  15. 15. 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
  16. 16. Theories Of Singing SequenceAnd Physiology Of The Voice
  17. 17. • Rote approach – Imitation• Note / Interval approach (Kodaly)
  18. 18. • Contour approach (General Melodic contour)• Contour Schema (Speech to song intonation, uses dialect based intonation sequence)
  19. 19. • 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
  20. 20. • Preschool children have small and light voices with a range of D4 – A4 extending up to D5
  21. 21. • 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
  22. 22. 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)
  23. 23. 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
  24. 24. What are the different Movement Strategies?• Exploratory Movement (with goals and tasks)• Action Songs and Singing Games• Elements Directed Movement• Creative Movement• Dance
  25. 25. 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
  26. 26. • In assessing movement, look for(1) Appropriate response to particular musical element(2) creativity if movement is improvised(3) grace and coordination
  27. 27. PLAYING… Is an exhilarating experience to children in synchronizing expressive physical activities and to parade and display their developed physique and acquired skill
  28. 28. Developmental Sequence of Playing Instruments
  29. 29. Age Motor Ability Instruments (Activity)Less than 2 years Rocking, nodding, Jingle bells, Rattlesold swaying, grip and grasp (shaking) Short periods of2 – 3 years old rhythmic regularity Hand drum (tapping) Kalutang or sticks (striking)
  30. 30. Age Motor Ability Instruments (activity)3 – 4 years old Longer periods of Claves, cowbell and rhythmic regularity, gong (striking) Sticks, sandblocks Beginning of beat (rubbing) sensitivity and swaying Maracas, tambourine of arms (shaking) Patteteg or xylophone blades (no interlock)
  31. 31. Age Motor Ability Instruments (Activity) 5 -6 years old Maintain beat Bongos Alternation of hands (Hand striking) Eye-hand coordination Timpani (mallet striking) Cymbals (striking) Triangle (mallet striking) Keyboard (one hand) Tongatong (no interlock yet)
  32. 32. Age Motor Ability Instruments (Activity)7 – 9 years old Beat competency Himig Kawayan, Alternation of hands Anklung, Keyboard, Eye-Hand coordination Recorder, Violin Beat competency11 – 13 years old Alternation of hands Banduria, Octavina, Eye-hand coordination Kalinga instruments (with interlock) Kulintang, Keyboard, Recorder, Violin
  33. 33. Age Motor Ability Instruments14 – 18 years old Mastery/control and Guitar, coordination of fine Double Bass motor movement Gongs Keyboard Cello Brass/Winds
  34. 34. • Suggestions for awareness of their own Guide children to an Playing Activities 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
  35. 35. READING… Is the ability to translate a system of formal arrangements of abstract symbols into meaningful patterns of sounds and movements
  36. 36. 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
  37. 37. Creating Music Strategies• Improvisation with body sounds• Creative drama (Instruments and Role-playing of rhymes/stories)• Sound effects• Creating accompaniment to songs
  38. 38. 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)
  39. 39. ACTIVITY:LITERARY – MUSICAL GAMES CHANGE ONE LETTER 1. tempt 1. tempo 2. heat 2. beat 3. test 3. rest 4. ripe 4. pipe 5. medal 5. pedal 6. ditch 6. pitch 7. sold 7. hold 8. bolo 8. solo 9. gone 9. tone 10. blur 10. slur
  40. 40. ACTIVITY:LITERARY – MUSICAL GAMES CHANGE ONE LETTER 1. compost 1. composer 2. line 2. fine 3. pound 3. sound 4. tuna 4. tune 5. corner 5. cornet 6. chores 6. chorus 7. ford 7. form 8. marsh 8. march 9. top 9. pop 10. ringer 10. singer
  41. 41. ACTIVITY:LITERARY – MUSICAL GAMES ADD ONE LETTER 1. pace 1. space 2. son 2. song 3. fort 3. forte 4. cod 4. coda 5. lent 5. lento 6. ode 6. mode 7. lye 7. lyre 8. not 8. note 9. vice 9. voice 10. old 10. hold
  42. 42.  it is important and necessaryto know the materials used bythe creative artists
  43. 43. ART PROCESSES• Seeing/Observing• Reading• Imitating (re-creating)• Responding• Creating• Performing (including movement)• Evaluating• Analyzing critically• Applying (transference)
  44. 44. GROUP ACTIVITY:Group 1 Create movementsGroup 2 Dramatize a songGroup 3 Change words of the songGroup 4 Create partner songs
  45. 45. SALAMAT PO!!! MILDRED Z. GALLENO Tayabas East Central School II Tayabas East District