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Listening and responding
 

Listening and responding

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Music Education

Music Education

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    Listening and responding Listening and responding Presentation Transcript

    • LISTENING AND RESPONDING COMPOSING Monday March 9 th 2009 Sinéad Ní Dhiolúin
    • THE 3 STRANDS OF MUSIC Listening and responding Performing Composing Responding to Music
    • EXPLORING SOUNDS
      • What is pulse?
      • Create the beat by clapping
      • Children join in
      • Teacher counts out loud first but then only claps
      • All clapping – can they keep the beat or are they going faster.
    • BODY PERCUSSION
      • How can we create sound with our body?
      • Clap
      • Stamp
      • Click
      • Knee slap
      • Rub hands
      • Shoulder slap
      • Pulse Game – Knee slap / clap / click / click
      • Say name on ‘click / click’
      • Move in circular motion round classroom
    • BODY PERCUSSION WITH OLDER CLASSES
      • Establish a beat – 4 claps
      • Ask each child to compose a 4 beat sound using any part of their body
      • Commence with all clapping the 4 beats
      • Then moving around classroom each child performs their piece individually in between the 4 beats like so – 4 claps, teacher, 4 claps, child 1, 4 claps, child 2, 4 claps, child 3, and so on.
      • The whole class joins in for the 4 claps
    • THE HUMAN DRUM KIT
      • Are you ready? Click, click
      • ‘ Cause you’re in for a treat,
      • Are you ready? Click, click
      • With your fingers and feet,
      • Are you ready? Click, click
      • Can you feel the beat?
      • We are the human drum kit!
      • Stamp, stamp! Goes the big bass drum,
      • Now listen to the hi-hat, ch, ch, ch, ch,
      • Snares go clap, clap, clap, clap,
      • Followed by a crash on the cymbals, SH!
      • From Banana Splits, A&C Black
    • EXPLORE SOUNDS WITH HANDS ALONE
      • How many different sounds can you make with your hands – clap, snap, rub, shake...
      • What does the sound remind you of?
      • Does the sound change when you do it faster, slower, louder, softer?
      • Hands can hold and hands can squeeze from High Low Dolly Pepper – pg 7 (A&C Black)
      • If you’re feeling blue – pg 8
      • Use stories to add sound effects – The Frog-welly walk
    • USING VOICE SOUNDS
      • What sounds can you make with your voice?
      • Loud, soft, high, low.
      • Say boom chicka boom
      • Have you brought your speaking voice?
      • Yes I’ve brought my speaking voice
      • I was walking through the jungle when I heard this sound – (Pulse - knee snap, clap)
      • Noah – pg 12 High Low Dolly Pepper
    • NOAH
    • ENVIRONMENTAL SOUNDS
      • Sounds made by objects and materials in the classroom can be used to accompany stories, poems, pictures or songs.
      • Pick a theme, e.g. Swimming pool, and ask them to create the different sounds using anything around them
      • Group-work - The Train – divide class up
      • Group 1 – the engine
      • Group 2 – a carriage
      • Group 3 – the buffet carriage
      • Group 4 – the haunted carriage
      • Teacher is the ticket inspector walking from carriage to carriage – what sounds do you hear? Discuss train sounds – brakes squealing, passenger chatter, etc.
      • Rhythmic ostinato – locomotive, railway, passenger
      • Record and play back
    • ENVIRONMENTAL SOUNDS
      • Go on a sound walk around the school or park.
      • How can we notate the sounds?
      • Use pictorial sounds to write the composition.
      • Record, play back and discuss.
      • Sounds to poetry – Mettle Fettle
      • Replace 2 nd word with sound / instrument
    • METTLE FETTLE
      • The clank of a tank
      • The chink of chains
      • The tinkle of tins
      • The rattle of chains
      •  
      • The click of a clasp
      • The clang of a bell
      • The creak of a hinge
      • The chime of a spell
      •  
      • The shatter of cymbals
      • The clash of a sword
      • The clutter of cutlery
      • The twang of chords
      •  
      • The ping of keys
      • The song of a wheel
      • The plink of pans the ring of steel.
      •  
      • John Rice
    • INTRODUCING PERCUSSION INSTRUMENTS
      • How many different ways can you get sound from this instrument? Shake it, hit it, rub it,...
      • How does it sound if I play it
      • louder, softer, faster, slower.
      • Can I play it in an unusual way?
      • Musical instruments
      • Names of instruments – identify that sound
    • NUMBER GAME
      • All children have instrument – teacher beats 8
      • Children imitate teacher and beat 8
      • Teacher plays louder or softer, children copy
      • Children then encouraged to play their instruments on only the 5 th beat, then 5 th and 7 th beat. All the while teacher is still beating 8 beats counting out loud.
      • Teacher then continues beating but stops counting – children have to use their inner hearing to play their instruments on the 5 th and 7 th beats.
    • PERCUSSION ORCHESTRA
      • How to classify the instruments – do you
      • shake, strike or scrape the instrument.
      • Stand in groups depending on shaker, striker or scraper
      • Practice each group individually – 4 beats
      • Establish ground rules – teacher keeps tempo with chime bar. How to indicate get louder or softer, stop, start..
      • Start with one group, bring in next, build layers, take away, add dynamics.
      • Once children are very familiar with this exercise let a child conduct the orchestra.
      • Great exercise for listening and attention
    • A FEW RHYTHM GAMES
      • Copy-cat game :
      • Clap shoulders x4
      • Clap shoulders x4, stamp feet x4,
      • Clap choulders x4, stamp feet x4, knee-snap x4
      • Catch the clap
      • add a stamp
      • Drumming – chairs and sticks
    • RESPONDING TO MUSIC
      • Listen
      • How does it make you feel? Happy, sad, confused. Why?
      • What colour can you imagine?
      • Draw a picture representing the music
      • Show the children three famous pictures – which picture would suit the music?
      • How would you move to this music?
    • MONET - SUNRISE
    • EDVARD MUNCH – THE SCREAM
    • PICASSO – OLD MASTERS
    • DANCING TO MUSIC SORBET NO.2 BY EVELYN GLENNIE LET’S GO SHOOLIE-SHOO : HELEN MACGREGOR AND BOBBIE GARGRAVE
      • Listen to music
      • Discuss the different sounds that are made with the cymbals(hand-held cymbals or Indian bells can be used.
      • What movement can be made to represent the sounds-pg 32
      • Pass the cymbals around and let all create the sounds on the instruments
      • Children in pairs, each with a set of cymbals. Let them improvise their own dance
    • DANCING TO MUSIC SAEK POLE DANCE FROM THAILAND- PG 34
      • Preparation- make sticks and show children the picture of the pole dancers
      • Listen to ‘can you keep the beat with me?’
      • Listen to ‘keep the beat to match my speed’. Let class join in
      • Play Saek Pole Dance – let children join in with rhythm tapping it in their knees and hands
      • Sit children opposite each other with their sticks and practice some rhythms with them. Discuss various dance steps
      • Children in groups of 3 making up their own rhythm and dance