Listening and responding


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Listening and responding

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