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Blues project copy
- 1. Project-based Learning: Technology & The Blues Dr. George Hess Associate Professor of Music Yong Siew Toh Conservatory of Music National University of Singapore
- 2. LEARN MUSIC THRUTECH
- 3. TECH LEARN THRU MUSIC
- 4. TECH LEARN THRU MUSIC
- 5. LEARN TECH THRUMUSIC
- 6. Music Curriculum UK 1.1Integration of practice 2.1 Performing, composing and listening a. Developing knowledge, skills and understanding through the integration Pupils should be able to: of performing, composing and listening. b. Participating, collaborating and working with others as musicians, a. sing in solo or group contexts, developing vocal techniques and adapting to different musical roles and respecting the values and benefits musical expression others bring to musical learning. b. perform with control of instrument-specific techniques and musical expression 1.2 Cultural understanding c. practise, rehearse and perform with awareness of different parts, the roles and contributions of different members of the group, the audience a. Understanding musical traditions and the part music plays in national and venue and global culture and in personal identity. d. create, develop and extend musical ideas by selecting and b. Exploring how ideas, experiences and emotions are conveyed in a range combining resources within musical structures, styles, genres and of music from different times and cultures. traditions e. improvise, explore and develop musical ideas when performing 1.3 Critical understanding f. listen with discrimination and internalise and recall sounds a. Engaging with and analysing music, developing views and justifying g. identify the expressive use of musical elements, devices, tonalities opinions. and structures. b. Drawing on experience of a wide range of musical contexts and styles to 2.2 Reviewing and evaluating inform judgements. Pupils should be able to: 1.4 Creativity a. analyse, review, evaluate and compare pieces of music a. Using existing musical knowledge, skills and understanding for new b. identify conventions and contextual influences in music of different purposes and in new contexts. styles, genres and traditions b. Exploring ways music can be combined with other art forms and other c. communicate ideas and feelings about music, using expressive subject disciplines. language and musical vocabulary to justify their opinions 1.5 Communication d. adapt their own musical ideas and refine and improve their own and others’ work. a. Exploring how thoughts, feelings, ideas and emotions can be expressed through music.
- 7. National Standards -USA 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising melodies, variations, and accompaniments. 4. Composing and arranging music within specified guidelines. 5. Reading and notating music. 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture.
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- 37. Significant Content Open- Inquiry- ended based Student- Require centered Skills Public Audience
- 39. Sing Compose Communicate Play Create Listen Improvise Analyze Collaborate Evaluate
- 40. Most important popular formof the 20th century
- 41. Jazz R&B Country British Invasion Most important popular form of the 20th century Funk Blues Soul Rock and Roll
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- 43. THE BLUES PROJECT COMPOSEa blues
- 44. THE BLUES PROJECT COMPOSEa blues CREATE a leadsheet
- 45. THE BLUES PROJECT COMPOSEa blues CREATE a leadsheet PERFORM at the concert
- 46. THE BLUES PROJECT COMPOSEa blues CREATE a leadsheet PERFORM at the concert IMPROVISE during the performance
- 47. THE BLUES PROJECT COMPOSEa blues CREATE a leadsheet PERFORM at the concert IMPROVISE during the performance COLLABORATE & produce a concert
- 48. THE BLUES PROJECT COMPOSEa blues CREATE a leadsheet PERFORM at the concert IMPROVISE during the performance COLLABORATE & produce a concert PRODUCE a video
- 49. THE BLUES PROJECT COMPOSEa blues CREATE a leadsheet PERFORM at the concert IMPROVISE during the performance COLLABORATE & produce a concert PRODUCE a video COMMUNICATE to promote the concert
- 50. THE BLUES PROJECT COMPOSEa blues CREATE a leadsheet PERFORM at the concert IMPROVISE during the performance COLLABORATE & produce a concert PRODUCE a video COMMUNICATE to promote the concert EVALUATE the project
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- 52. GETTING STARTED DESCRIBE theProject
- 53. GETTING STARTED DESCRIBE theProject SHARE basic webmix
- 54. GETTING STARTED DESCRIBE theProject SHARE basic webmix CHOOSE #hashtag
- 55. GETTING STARTED DESCRIBE theProject SHARE basic webmix CHOOSE #hashtag CREATE Google+ circle
- 56. GETTING STARTED DESCRIBE theProject SHARE basic webmix CHOOSE #hashtag CREATE Google+ circle CREATE class Wiki
- 57. GETTING STARTED DESCRIBE theProject SHARE basic webmix CHOOSE #hashtag CREATE Google+ circle CREATE class Wiki OFFER some basic resources
- 58. PERSONAL LEARNING ENVIRONMENTS
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- 65. LEARN MUSIC THRUTECH
- 66. LEARN TECH THRUMUSIC
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- 68. ghess1000@gmail.com @ghess1000 www.georgehess.net
Editor's Notes
- #2 Singapore kids "have done music" once they pass the GCSE.\nEverybody’s talking about the OFSTED report \nsays too few schools are involved in actually making music.\nTalking about music is like dancing about architecture.\n
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- #7 I wondered why OFSTED says kids aren’t making music.\nSo I looked at the Music Curriculum. Pretty daunting if you ask me.\n
- #8 Next, I looked at the USA National Standards\n
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- #22 First thing I'm going to ask you to do is stop thinking of yourselves teachers\n
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- #31 Project-based learning is not problem-based learning.\nMusic is not a problem.\n
- #32 Project-based learning is not problem-based learning.\nMusic is not a problem.\n
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