Teaching primary music as a non specialist

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I am using this for an inset session with my primary school.

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Teaching primary music as a non specialist

  1. 1. Teaching music as a non specialist. Jackie Schneider June 2011
  2. 2. The future of music education
  3. 3. Why teach music? <ul><li>It has the power to transform </li></ul><ul><li>It is a fundamental part of being human </li></ul><ul><li>It can prime children’s brains for pattern and order </li></ul><ul><li>Developing aural memory is vital </li></ul><ul><li>It brings new experiences to children and can open up new avenues for them </li></ul><ul><li>Like language learning – needs to start early! </li></ul>
  4. 4. “ But I’m not musical!.....” <ul><li>Are you </li></ul><ul><li>A poet </li></ul><ul><li>An historian </li></ul><ul><li>An athlete </li></ul><ul><li>Published author </li></ul><ul><li>Statistician </li></ul><ul><li>Physicist </li></ul><ul><li>Mathematician </li></ul><ul><li>Artist </li></ul><ul><li>?????????????????????????????????????????????????? </li></ul>
  5. 5. Busting the myth Musical Non musical
  6. 6. “ Excellence is not reserved for the lucky few but could be achieved by almost ALL of us.”
  7. 7. What can I do? <ul><li>Help your children find their voice </li></ul><ul><li>Help them develop a “thinking” (internal) voice </li></ul><ul><li>Teach the elements ( DON’T PANIC! This is simpler than you think!) </li></ul>
  8. 8. The elements <ul><li>Pulse </li></ul><ul><li>Rhythm </li></ul><ul><li>Dynamics </li></ul><ul><li>Pitch </li></ul><ul><li>Tempo </li></ul><ul><li>Timbre </li></ul><ul><li>Duration </li></ul><ul><li>Texture </li></ul>
  9. 9. In this staff meeting I am going to demonstrate using a simple song <ul><li>Let’s look at : </li></ul><ul><li>Singing voice </li></ul><ul><li>Thinking voice </li></ul><ul><li>Pulse </li></ul><ul><li>Rhythm </li></ul>
  10. 10. <ul><li>Singing voice </li></ul><ul><li>Thinking voice </li></ul>
  11. 11. <ul><li>Pulse </li></ul><ul><li>Rhythm </li></ul>
  12. 12. Singing <ul><li>Any note is the right note! </li></ul><ul><li>Start slightly higher than you think (Tip – think of starting note then sing 123 up the scale & then start on 3) </li></ul><ul><li>Call and response </li></ul><ul><li>You sing – they listen </li></ul><ul><li>They sing - you listen </li></ul><ul><li>Use the singing gesture </li></ul>
  13. 13. Thinking voice <ul><li>Need lots of practise </li></ul><ul><li>Strong internal monologue is associated with high achievers </li></ul><ul><li>Use thinking voice gesture everytime to signal to children </li></ul>
  14. 14. Rhythm <ul><li>Pattern of rests and notes </li></ul><ul><li>Tap the rhythm on your palm </li></ul><ul><li>Always use this gesture – will help to distinguish from pulse </li></ul>
  15. 15. Pulse <ul><li>Heartbeat of the music </li></ul><ul><li>Mark it by tapping knees or chest silently </li></ul><ul><li>Felt, rather than heard </li></ul>
  16. 16. Your challenge! <ul><li>Listen to the CD for your key stage </li></ul><ul><li>Choose one of the songs to teach your class by call & response method </li></ul><ul><li>Break it into phrases for your class to mark pulse, clap rhythm, sing with “thinking voice” and sing out loud </li></ul><ul><li>Record and get class to evaluate. When you are happy put on fronter. </li></ul>
  17. 17. Sharing learning <ul><li>For my own personal development I am keeping a blog about music teaching in primary schools where I can keep a record of interesting ideas and examples of classwork. You can find it at </li></ul><ul><li>Mrs Schneider’s Musical day </li></ul><ul><li>http://poplarday.blogspot.com/ </li></ul>
  18. 18. Useful tools <ul><li>Audioboo </li></ul><ul><li>Sing up </li></ul><ul><li>TES resources </li></ul><ul><li>Guardian </li></ul><ul><li>Musical blob game </li></ul><ul><li>Sing up </li></ul>
  19. 19. “ Teach music and singing at school in such a way that it is not torture but a joy for the pupil; instil a thirst for finer music in him, a thirst which will last a lifetime. Music must not be approached from its intellectual, rational side nor should it be conveyed to the child as a system of algebraic symbols or as a secret language with which he has no connection…. If the child is not filled at least once by the life giving stream of music during the most susceptible period between 6 and 16 – it will hardly be of any use later on” Zoltan Kodaly (composer and educator)
  20. 20. Thank you for listening! washes away from the soul the dust of everyday life Red Auerbach

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