Musical Intelligence Prezo Patti

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  • Students and teachers are often shy about singing.Teacher introduces singing in the class, the goal is not to turn students into singersGoal is to enliven the learning processBUT people also learn to sing by SINGING
  • Teachers can increase singing accuracy by:Establishing the starting pitch of a song by singingOr by playing it (most comfortable with middle C to C above range)Meter & flow of song can be established by counting“1,2, rea-dy sing” for a song in 2 or 4“1 rea-dy sing” for song in 3
  • Encourage students to sing with energy rather than to sing loudlyEncourage students to blend with the voices of their classmates
  • Alleviate concerns about the sound of one’s voice by:Chanting nonsense soundsemphasize the playfulness of soundmakingreduce fears about singing in perfect pitch or sounding accomplishedOver time teachers can progress from chanting, to exaggerating the words into a “heightened speech”, and then to singing.
  • Activities for nonsense sounds & warmupexcercisesBreathing Exercise…Candle hold out HopHopHopHopI OOOOPEN the DOORCocaCocaCocaColaMangoMangoMangoMango MOOEEE—AYY—AHHH—OOHH—OoooHSiren
  • What is Choral Reading?Finding short poems, literary passages, or famous quotations that require vocal variations in rhythm, pitch, emotion, or dialectEncourages students to use their voices in new ways while adding fluency, confidence, and expression in reading aloudExamples:Edgar Allan Poe’s “The Raven” or “The Bells”Use original writingCan be performed in many waysStaged with class divided in parts (girls & boys)Add loud & soft sections, and varying the paceCan be performed in many waysStaged with class divided in parts (girls & boys)Add loud & soft sections, and varying the pace
  • WHAT’S THE WHOLE POINT in using nonsense sounds or choral reading?Acquaint students with using their voices with: greater expressionvocal rangeskillGets students ready for the joy of singing with confidence
  • Unless students take formal music courses, they rarely lean to read musical notation.Abstract musical symbol system might be an unfamiliar foreign language throughout their lives because of lack of exposureStudents can create their own symbol systems to better grasp musical notation
  • SOME WAYS TO TEACH NOTATION Ask students to listen to a piece of music & devise their own symbols to represent what they hearNumber the keys on a scale of a piano from 1 to 8 & help students play song
  • SOLFEGE WITH HAND SIGNALSSOLFEGE WITH SYMBOLS
  • Loo Eh LooSeniurLoo Eh Son She Nom AlleluiaRow,Row,Row Your Boat
  • Recorded songs are not available so, CREATE your own songs for your curriculum or content area.Little musical talent is required to begin creating original songs by writing words to a simple, well-known melody.**6 point oh two times ten to the 25” – calculate moles in chemistryANAMANIACSDepends on age level & maturity of the studentsLonger songs can be written and memorizedStudents can work in groups to create curriculum songsLet entire class singImproves atmosphere
  • When students are asked to write a story or poem, some complain they don’t know where or how to beginMusic can serve as a source of inspirationMusic can stimulate images and feelings and igniting storylines to pursue
  • ask students to pretend they are film producers and that they are to create a storyline using music only.Show them examples like, Prokofiev’s Peter and the Wolf & Disney’s Fantasia
  • Musical Intelligence Prezo Patti

    1. 1. Warming up to Singing<br />Brought to you by<br />Patti Rodriguez<br />
    2. 2. Students and teachers are often shy about singing.<br />the goal is not to turn students into singers<br />enliven the learning process<br />People also learn to sing by SINGING<br />
    3. 3. Teachers can increase singing accuracy by…<br />Establishing the starting pitch of a song by singing or by playing it<br />Meter & flow of song can be established by counting<br />“1,2, rea-dy sing” for a song in 2 or 4<br />“1 rea-dy sing” for song in 3<br />
    4. 4. Encourage students to…<br />sing with energyrather than to sing loudly<br />blend with the voices of their classmates<br />
    5. 5. Alleviate concerns about the sound of one’s voice by:<br />Chanting nonsense sounds<br />Over time teachers can progress from chanting, to exaggerating the words into a “heightened speech”, and then to singing.<br />
    6. 6. Warmup Exercises<br />Stretching/Breathing Exercise<br />Vocal Exercise<br />
    7. 7. Choral Reading<br />Brought to you by<br />Patti Rodriguez<br />
    8. 8. What is Choral Reading?<br />Finding short poems, literary passages, or famous quotations that require vocal variations in rhythm, pitch, emotion, or dialect<br />Encourages students to use their voices in new ways while adding fluency, confidence, and expression in reading aloud<br />Examples:<br />Edgar Allan Poe’s “The Raven” or “The Bells”<br />Use original writing<br />
    9. 9. What’s THE WHOLE POINT in using nonsense sounds or choral reading?<br />Acquaint students with using their voices with:<br /> greater expression<br />vocal range<br />skill<br />Gets students ready for the joy of singing with confidence<br />
    10. 10. Musical Notation<br />Brought to you by<br />Patti Rodriguez<br />
    11. 11. Unless students take formal music courses, they rarely learn to read musical notation.<br />Abstract musical symbol system might be an unfamiliar foreign language throughout their lives because of lack of exposure<br />Students can create their own symbol systems to better grasp musical notation<br />
    12. 12. SOME WAYS TO TEACH NOTATION <br />Ask students to listen to a piece of music & devise their own symbols to represent what they hear<br />Number the keys on a scale of a piano from 1 to 8 & help students play song<br />
    13. 13. Introducing the Concept of Musical Notation<br />INDIVIDUAL NOTES ON THE STAFF<br />Do, Re, Mi, Fa, So, La, Ti, Do (solfege)<br />C,D,E,F,G,A,B,C<br />Do<br />Re<br />Mi<br />Fa<br />So<br />La<br />Ti<br />Do<br />
    14. 14. Teaching Solfege<br />
    15. 15. DYNAMICS & CONDUCTING ACTIVITY (just on LA)<br />Cut off (hand gesture)<br />Hold note (hand out)<br />Go louder (hand goes up)<br />Go softer (hand goes down)<br />Blending..Sing Triad Chord<br />
    16. 16. Creating Curriculum Songs<br />Brought to you by<br />Patti Rodriguez<br />
    17. 17. Recorded songs are not available so, CREATE your own songs for your curriculum or content area.<br />Little musical talent is required to begin creating original songs by writing words to a simple, well-known melody.<br />
    18. 18. Song about the water cycle(to the tune of Row, Row, Row Your Boat)<br />Drip, drip, drip from the sky<br />Into a little stream,<br />Down the mountains, through the plains,<br />And out into the sea.<br /> <br />Up, up, up it goes<br />Up into the sky<br />Over the mountains it blows again,<br />Then watch the snowflakes fly.<br />
    19. 19. JUMP-STARTING CREATIVITY WITH MUSIC<br />Brought to you by <br />Patti Rodriguez<br />
    20. 20. When students are asked to write a story or poem, some complain they don’t know where or how to begin<br />Music can serve as a source of inspiration<br />Music can stimulate images and feelings and igniting storylines to pursue<br />
    21. 21. You can ask students to pretend they are film producers and that they are to create a storyline using music only.<br />Show them examples like, Prokofiev’s Peter and the Wolf & Disney’s Fantasia<br />
    22. 22. Thank you for listening!<br />

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