Elementary Methods
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This document provides an overview of a music and deafness unit plan for elementary school students. It includes 5 main lessons that aim to help students experience music in new ways without relying on hearing. Lesson activities incorporate using sign language, feeling vibrations from instruments and voices, and watching music videos without sound. The unit utilizes resources like the book "Sing, Dance and Sign!" and laminated ASL alphabet charts. A guest speaker, Pam Bowker, who is deaf, will also discuss her experiences with music, such as enjoying symphonies through feeling the vibrations.
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The document provides information about a music class for children, including songs sung and activities done. It introduces musical terms like allegro and lento. It also discusses handbells as a musical instrument, explaining that handbell choirs involve ringers reading music scores and swinging the bells to strike the clappers inside and produce sound. The document gives an overview of the structure and content of a music lesson for early learners.
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This PowerPoint presentation explains how two different pieces of music would be used in a religious education session with children. For the Christian song "Jesus Paid it All", the children would listen to the song and create art responding to how it makes them feel, then discuss their drawings and the meaning of the hymn. For the Hindu song "Mein To Garba Rachaungi", the children would first dance individually responding to the music, then discuss their movements and how Hindus might dance, before watching and comparing a video of Hindus dancing and discussing the cultural significance of dance.
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c 2014 Kristin Lems kristinlems@gmail.com
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Using Music to Lower the Affective Filter While Energizing Adult ELLs
Music can be an effective, engaging, and fun teaching and learning tool. Varying types of music in the classroom will introduce many new concepts and ideas to Adult ELLs. Using music lyrics to teach vocabulary, varying words forms, "slang," verb tenses, personal pronouns, etc., introduces learners to another way to learn English at home, on the subway, running errands, etc. It can also be a great classroom management tool. Use a song to introduce a new topic or to relax learners so that they quiet the mind to concentrate on the task-at-hand.
Prof I Presentation: The Music School of Kalamata
The document summarizes the history of a music school that was originally an orphanage for boys in Greece. It describes how the orphanage provided shelter and food but sometimes cruel treatment. It then discusses how a teacher wrote songs and a book about the orphanage and its motto referring to it as a "nest and cage." It also outlines the application process for the music school and describes the long hours of music lessons students take in various instruments like piano, tambour, violin and bouzouki.
Teaching english for children using song media
This document discusses using songs to teach English to children. It defines what a song is and explains why songs are effective teaching tools. Songs contain authentic language, introduce new vocabulary, are engaging for students, and can be used to teach grammar and culture. The document also provides tips for selecting appropriate songs based on the lesson objectives, students' language level and age. It recommends introducing songs slowly, teaching lyrics visually, using gestures, and playing games to reinforce vocabulary. Examples of good songs for children are provided.
Slideshare 120508021919-phpapp02
Songs can be a useful tool in language learning. They improve concentration, motivation, and memory. Music and language processing occur in the same area of the brain. Songs make learning fun and bring a sense of community. They contain repetition of words, grammar, and conversational language. Teachers can use songs to introduce topics, review material, and teach vocabulary, pronunciation, and grammar. Songs should be incorporated into the classroom through various activities like highlighting lyrics, stopping at words, drawing interpretations, and singing karaoke-style. Using music regularly can help students learn without realizing it.
slideshare-120508021919-phpapp02-converted.pptx
This document discusses the benefits of using songs in the English language classroom. It argues that songs can improve concentration, memory, motivation, and make learning fun. Songs expose students to natural English language in an enjoyable way. The document provides several examples of activities teachers can use with songs, such as having students circle words, discuss themes, perform lip syncing, and draw or collage representations of songs. It emphasizes that songs are a useful tool that teachers should aim to incorporate regularly into lessons.
NewsletterA_MusicClassroomSample
This document provides an overview of the vocal and general music classes taught by Mrs. Logan-Keady at Our Lady of the Wayside School. It describes the curriculum and activities for each grade level from pre-kindergarten through 8th grade. Students are learning skills like rhythm, pitch, singing, and playing Orff instruments. They are studying and performing songs, poems, and dances from different cultures and time periods. The Christmas concert schedule is also outlined.
Estebo – tpd – lesson plan nº 4 kindergarten
This document provides a lesson plan for a 30-minute English class for 4-year-olds focusing on farm animals and colors. The lesson plan includes introducing and revising vocabulary through flashcards and a song. Students will then make paper bag puppets of farm animals and color them. Throughout the lesson, the teacher will check comprehension and encourage participation through questions and modeling. Standard greetings and closing songs are also included to bookend the lesson. Templates for the paper bag puppets are provided in an appendix.
District inset areasof music and arts
This document discusses the importance of music education. It provides several reasons for studying music, including that music brings joy, enhances human relationships, and is vital for character building. The document outlines key areas of music instruction like listening, singing, moving, playing, reading, and creating. It provides developmental guidelines for teaching techniques in each area and describes the objectives of music education as enriching life experiences and developing skills like cooperation, discovery, and national spirit.
English through music
This document outlines an agenda for discussing how to use music to learn English. It introduces the teacher, Juan Felipe Suárez García, and two students, Juan Felipe Montoya and Angela Quiroz. It discusses their experiences using music to learn English and presents a theory that music can help with language acquisition by improving areas like grammar, vocabulary, and pronunciation. The agenda includes analyzing songs like "Harvest of Sorrow" and doing an activity on the song "The Show Must Go On" using the website LyricsTraining.
Estebo – tpd – lesson plan nº 5 kindergarten
- The document outlines a 30-minute English lesson plan for 4-year-olds focusing on farm animals and colors.
- The lesson plan includes aims such as revising vocabulary, introducing new content, and developing speaking skills through songs and roleplaying.
- A variety of activities are planned, including flashcard warmups, singing "Old McDonald" while acting with paper bag puppets, watching a video, and saying goodbye with a song. The lesson integrates listening, speaking, and movement.
singing.pptx
Singing is central to learning music, especially in elementary grades. It offers self-expression, emotional release, and helps students identify with people and culture. Singing incorporates many musical concepts and experiences like reading notation, dynamics, forms, and rhythms. It is important for teachers to have vocal competency and the ability to sing notes correctly in pitch and rhythm, in order to effectively teach elementary students music.
phonics.pptx
This document provides information about teaching phonics to children. It defines phonics as the relationship between letters and the sounds they represent. It discusses important phonics concepts like blending, segmenting, digraphs, and trigraphs. It also offers tips for teaching phonics through multisensory activities like using sandpaper letters, songs, rhymes and games to make phonics fun and help children learn to read.
Listening Room - Listening and Appreciation Reimagined- Lauren Fairbairn
Suitable for ALL Primary Music teachers
Making the Classics cool again - a whole world of music through listening (and moving, dancing, drama, body percussion, instrument playing, role-play, drawing, discussion & reflection)
Sensory overload and attention-span deficit are realities of our students’ world. We need to help them slow down, focus and process. And Listening & Appreciation (L & A) are two of the most powerful tools available. They always were … but it seems they got lost or fell out of fashion.
So how do we make L & A relevant to today’s students? By making it a dynamic experience. In this session, you will move, dance, act, play classroom instruments & body percussion, draw and discuss. L & A also introduces/extends musical elements, concepts and contexts (while introducing students to timeless classics) and can be incorporated throughout the primary years, K-6, and beyond.
Come along and discover a world of music as Lauren Fairbairn leads you through: Listening for creative movement, listening for playing classroom instruments and body percussion, listening for drama, listening for relaxation and listening for visual arts. All the music used is accessible via iTunes, Apple Music, Spotify, Youtube (and possibly your own CD collection).
The sound of music Presentation_20231110_133154_0000.pdf
The document discusses using music in the classroom to engage students. It provides several benefits of incorporating music, such as appealing to students' emotions while stimulating analytical thinking. Some suggested music activities include having students guess the genre of film music, analyzing song lyrics, and translating or rewriting song lyrics. The document also notes factors to consider when selecting songs, such as students' interests and learning objectives.
The sound of music Class 9 CBSE
The document provides biographical information about percussionist Dame Evelyn Glennie. It discusses how she lost her hearing at age 11 but was determined to continue her musical career. It describes how her teacher Ron Forbes helped her learn to feel vibrations in different parts of her body, allowing her to sense music. The document outlines her educational achievements and rise to becoming a renowned solo percussionist, performing with major orchestras around the world. It notes how she inspires others through her accomplishments as a deaf musician.
The sound of music CLASS 9 EVELYN GLENNIE
The document provides biographical information about percussionist Dame Evelyn Glennie. It notes that she was born in Aberdeenshire, Scotland and became profoundly deaf at age 11. However, she was determined to continue her musical career. Master percussionist Ron Forbes helped her learn to feel vibrations in different parts of her body to sense different notes. This allowed her to continue playing percussion instruments. She later became the first solo percussionist to have a full career performing worldwide with major orchestras. The document discusses her achievements and contributions to inspiring others.
Estebo – tpd – lesson plan nº 2 kindergarten
The document summarizes an English lesson plan for a group of 4-year-olds in Argentina. The 30-minute lesson focuses on colors and numbers. It includes revising colors like red and blue, introducing numbers 1-10, and using the vocabulary in activities like a song, game with stuffed animals, and worksheet. The lesson aims to develop the children's listening, speaking and vocabulary skills through interactive and communicative activities.
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Garner 1 Experiencing Music MUNM 1743 26 November .docx
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Elementary Methods
- 1. B Y S A G E H A R R I S O N MUSIC AND DEAFNESS (YA, IT’S A THING)
- 2. WHY I CHOSE THIS TOPIC • Growing up with several deaf students in music class • Many people misunderstand deafness • ASL is a life-long skill which should be taught (at least the alphabet) in all American elementary schools, IMHO!
- 3. MAIN MATERIALS • Sing, Dance and Sign! Book and CD set • Great resource for this unit, contains songs with details sign maps so you can gets students singing, playing instruments and signing! • Moses Goes to a Concert and Moses Goes to School • Lots of great musical and school-related signs are addressed in these books. They are also super fun and kid- friendly • Big laminated ASL Alphabet Chart • Students will also get their own to take home and use for practice, but it’s great to have a big one of the board.
- 4. POSTER TALK • Explain • Songs used in this unit • Claire de Lune • In The Hall of the Mountain King • Surprise Symphony • How Can I Keep Fro Singing? • The Plum Fairy
- 5. UNIT BREAKDOWN • Each lesson has a main activity that incorporates music in a new way, in the attempt (hopefully at least mildly successfully) to circumvent hearing. • Lesson 1 • Students begin learning signs with the song “I Love to Sign” from Sing, Dance and Sign! • Lesson 2 • Guest Speaker (Pam Bowker) tells us about how she experiences music- she’s the only deaf person I know with a season pass to the Utah Symphony!
- 6. UNIT BREAKDOWN (CONT.) • Lesson 3 • “Hearing with Our Hands” activity: students listen to ‘Surprise Symphony’ and pay attention to the changes in vibration. “Can you feel when it gets loud without your ears?” • Lesson 4 • “Hearing with Our Eyes” activity: students watch a compilation of Music Video,s first without sound. Class discussion- “How do you think this song sounds?” Then we we listen with the music and discuss what we learned. • Lesson 5 • “I Love to Sign” final activity: we play “I Love to Sign” as a class, half the class on a simple drum/xylophone part, half singing. Students are instructed to feel the vibrations on their instrument/voice. “How does it change when you get louder/get higher?” “Do you think a deaf person could learn to play an instrument?”
- 7. PAM BOWKER ON MUSIC • (Insert Pam’s thoughts here)