This document provides a summary of a YouTube video about timbre for a Year 7 music class. It aligns with curriculum goals of identifying musical elements like timbre aurally and discussing how composers use elements to create style. The goals are to introduce timbre, discuss instrument selection and how timbre conveys style/genre, and build vocabulary. As all teachers must teach literacy, this addresses musical literacy and having students articulate thoughts about resources. A four-resource model is used where students break down the text, make meaning, use the information, and analyze the source.
This document provides a template for a music unit on pulse, accent, and rhythm for 1st year secondary students. The unit has the following objectives: identifying and describing pulse, accent, and rhythm; following and clapping rhythms; expressing what is listened to; participating in group performances; and creating a rap song. Content includes elements of musical composition, identifying rhythmic concepts, and performing pieces. Related vocabulary, structures for description, and cultural elements are also covered. A variety of individual, paired, and group activities are outlined to develop linguistic and musical skills over multiple class sessions. Student understanding and participation are evaluated based on objectives.
Ict lesson plan theatre arts feb 1st (2)andy motilal
This lesson plan is for a Theatre Arts class and focuses on critique writing. The teacher will show students a DVD of a play production. Students will take notes on elements of theatre like plot, characterization, costumes and lighting while watching. They will then discuss their observations of these elements in the play. To evaluate their understanding, students will write a critique of the production identifying the elements of theatre they witnessed.
The document provides an overview of musicology and the requirements for an assessment in a musicology module. It discusses the history and goals of musicology, focusing on analyzing popular music. The assessment consists of a 2,000-word essay analyzing a musical work and a 5-minute technological presentation on a musicological topic. The essay must use concepts like form, harmony, melody, and rhythm to analyze compositions.
The document summarizes several articles on the link between music education and literacy, teaching strategies for music education, and credentials for music teachers. It finds that music education helps develop important skills for children and supports their learning in other subjects. The articles discuss how music uses symbols similarly to reading, and how activities like singing and movement can engage students and improve listening skills. They also note that changes in music require teachers to pursue advanced degrees to update their skills and knowledge.
This document discusses various elements of music and how they contribute to musical form and meaning. It begins by summarizing a paper on the band Korn that analyzed the interrelationship between lyrics and music using different techniques. It then defines common musical elements like timbre, texture, harmony, and rhythm. Examples are given of how elements like rhythm, harmony, melody, and instrumentation can determine musical form. Specific techniques like stop time, changes in harmony, and unusual bar structures are examined. The document concludes by outlining sections of popular music forms and providing homework tasks of adding examples to a musicology wiki.
This learning project focuses on YouTube and involves students in literature and music. Over three days in April 2019, students will explore YouTube's history and evolution, channels, and educational applications. They will create a script and book trailer video, research urban popular music, and compose an original soundtrack. Students will develop language, digital, and creative skills. Their work will be evaluated based on oral expression, portfolio creation, video editing, soundtrack composition, and a research presentation. The project aims to foster critical thinking about multimedia content and its role in education.
The document outlines a 6 phase plan for a school project to dramatize scary stories for students at Ballobar School in 2010-2011. The phases include: 1) awareness building by reading and discussing scary stories, 2) analytical work analyzing fears and text types, 3) systematizing analysis by collecting student work, 4) creative production through a play performance, 5) collective correction by reviewing video of performances, and 6) co-evaluation through performing the play for the community in November.
Magazine adverts are used to advertise or promote music artists and their albums or causes to their target audiences. The typical magazine music advert contains text and images that highlight key details like the artist name, album name and price on the front cover. The back cover typically lists the track titles and recording details. Inside panels provide further credits and images of the artist. The overall goal is to sell the music or promote the artist through information and visuals directly to consumers in the magazine.
This document provides a template for a music unit on pulse, accent, and rhythm for 1st year secondary students. The unit has the following objectives: identifying and describing pulse, accent, and rhythm; following and clapping rhythms; expressing what is listened to; participating in group performances; and creating a rap song. Content includes elements of musical composition, identifying rhythmic concepts, and performing pieces. Related vocabulary, structures for description, and cultural elements are also covered. A variety of individual, paired, and group activities are outlined to develop linguistic and musical skills over multiple class sessions. Student understanding and participation are evaluated based on objectives.
Ict lesson plan theatre arts feb 1st (2)andy motilal
This lesson plan is for a Theatre Arts class and focuses on critique writing. The teacher will show students a DVD of a play production. Students will take notes on elements of theatre like plot, characterization, costumes and lighting while watching. They will then discuss their observations of these elements in the play. To evaluate their understanding, students will write a critique of the production identifying the elements of theatre they witnessed.
The document provides an overview of musicology and the requirements for an assessment in a musicology module. It discusses the history and goals of musicology, focusing on analyzing popular music. The assessment consists of a 2,000-word essay analyzing a musical work and a 5-minute technological presentation on a musicological topic. The essay must use concepts like form, harmony, melody, and rhythm to analyze compositions.
The document summarizes several articles on the link between music education and literacy, teaching strategies for music education, and credentials for music teachers. It finds that music education helps develop important skills for children and supports their learning in other subjects. The articles discuss how music uses symbols similarly to reading, and how activities like singing and movement can engage students and improve listening skills. They also note that changes in music require teachers to pursue advanced degrees to update their skills and knowledge.
This document discusses various elements of music and how they contribute to musical form and meaning. It begins by summarizing a paper on the band Korn that analyzed the interrelationship between lyrics and music using different techniques. It then defines common musical elements like timbre, texture, harmony, and rhythm. Examples are given of how elements like rhythm, harmony, melody, and instrumentation can determine musical form. Specific techniques like stop time, changes in harmony, and unusual bar structures are examined. The document concludes by outlining sections of popular music forms and providing homework tasks of adding examples to a musicology wiki.
This learning project focuses on YouTube and involves students in literature and music. Over three days in April 2019, students will explore YouTube's history and evolution, channels, and educational applications. They will create a script and book trailer video, research urban popular music, and compose an original soundtrack. Students will develop language, digital, and creative skills. Their work will be evaluated based on oral expression, portfolio creation, video editing, soundtrack composition, and a research presentation. The project aims to foster critical thinking about multimedia content and its role in education.
The document outlines a 6 phase plan for a school project to dramatize scary stories for students at Ballobar School in 2010-2011. The phases include: 1) awareness building by reading and discussing scary stories, 2) analytical work analyzing fears and text types, 3) systematizing analysis by collecting student work, 4) creative production through a play performance, 5) collective correction by reviewing video of performances, and 6) co-evaluation through performing the play for the community in November.
Magazine adverts are used to advertise or promote music artists and their albums or causes to their target audiences. The typical magazine music advert contains text and images that highlight key details like the artist name, album name and price on the front cover. The back cover typically lists the track titles and recording details. Inside panels provide further credits and images of the artist. The overall goal is to sell the music or promote the artist through information and visuals directly to consumers in the magazine.
This document provides an overview of Mr. Alzaher's music class. The class meets five times a week to focus on vocal technique, choral technique, and music reading. Students will learn to sing various genres of choral literature and develop musicianship skills. In addition to standard music curriculum, the class aims to develop students' life and career skills like flexibility, initiative, social skills, and leadership. As an example activity, students will analyze songs from different eras in groups and present their findings using technology. The goal is to help students become critical thinkers and informed consumers of music.
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.
This document outlines how a teacher would use two different pieces of music 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 respond through individual dance, then discuss their movements and how Hindus may dance differently, before watching Hindu dancers and composing their own small group routines to explain Hindu dance culture.
Union City High School offers a year-long Dance I elective course open to all students in grades 10-12. The course aims to introduce students to various dance forms and techniques while building life skills like confidence, relationships, and community outreach. Assessment includes performances, compositions, research projects, and quizzes with written and movement components. Upon completing Dance I successfully, the teacher plans to develop Dance II and III courses to allow students to further their creative dance experience with more advanced technique, content, and history.
This document discusses the elements that define indie/rock music genres including the music videos, iconography, camerawork and editing, sounds, narratives, and performances. Key aspects are a distinctive vocal style with authentic and passionate delivery of real-life experiences, as well as live performances that capture the energy of the music. Album art, imagery, and design elements like color schemes and fonts are also discussed as important representative techniques.
This document discusses the elements that define indie/rock music genres including the music videos, iconography, camerawork and editing, sounds, narratives, and performances. Key aspects are a distinctive vocal style with authentic and passionate delivery of real-life experiences, as well as live performances that capture the energy of the music. Album packaging and art is also important, utilizing consistent color schemes, fonts, and imagery to represent the artist.
The document discusses considerations for a music video's target audience, including their age range of 15-25, gender as both male and female but possibly more female due to the romance theme and more male as it's an all-male band, income being any, access to media mainly being the internet and social media, culture being ethnically diverse, class most likely being middle class, and likes being rock music and fantasy/action genres along with cliffhangers and surprises.
This document provides details on a 1 lesson art project for upper secondary students. The objectives are for students to recreate fragments of works by two contemporary Portuguese painters, explore visual language concepts, and develop aesthetic sensibility. Students will observe and analyze selected figurative and abstract fragments, then compose a new piece incorporating elements from both using provided materials like cardboard and pastels. They will work at tables and present their compositions on a collective panel to be assessed based on their process and final product.
An integrated and holistic approach to a lifelong teaching and learning practice for anyone. Formal, informal, fun, media, entertainment, business or a lifestyle.
This document provides an overview of Mr. Alzaher's music class. The class meets five times a week to focus on vocal technique, choral technique, and music reading. Students will learn about musicianship and performance etiquette through rehearsing and performing various choral literature. The class will also help students develop 21st century skills like flexibility, leadership, and social skills. As an example, students may complete a project analyzing songs from different genres and eras in groups, then presenting their findings using technology. The goal is for students to learn technical music skills as well as general skills needed for future success.
The document defines and provides examples of the key elements of music: duration, structure and style, pitch, dynamics, tone colour, and texture. It explains that duration refers to the timing and arrangement of sounds, including rhythm, beat, tempo, and accent. Structure and style relate to the pattern and genre of a piece of music. Pitch describes the high or low sounds of notes, melodies, and harmonies. Dynamics involve varying the softness and loudness of a piece to convey expression and emotion. Tone colour distinguishes the quality of sound between different instruments. Texture layers instruments and voices to create melodic and harmonic compositions.
The document summarizes some of the fundamental elements of music, including rhythm, pitch, timbre, texture, and dynamics. It defines each element and provides some key details about each one. Rhythm is defined as the organization of time in music and discusses elements like tempo, meter, accent, and notation. Pitch discusses the highness or lowness of tones, notes, melody, harmony, scales, keys, and clefs. Timbre describes the characteristics of sounds. Texture refers to the consistency of musical sounds from monophonic to polyphonic. Dynamics describes the volume or loudness of music.
Music can be described through its texture, including rhythm, melody, harmony, pitch, loudness, and dynamics. It has a long history evolving from early traditional uses in worship and poetry to contemporary fusion forms. Musical instruments are classified into stringed, percussion, keyed, and horn instruments and can be acoustic, semi-acoustic, or electric. Most instruments are made of wood for its sound enhancing and durable properties, while pickups and microphones are used to amplify and add effects to sounds.
1) The document outlines a 45-minute music lesson plan for a 5th/6th grade class focusing on how music can communicate meaning and tell stories.
2) Students will watch an Aboriginal Dreamtime story called "The Rainbow Serpent" and work in groups to create soundscapes using instruments and sounds to accompany different parts of the story.
3) The lesson will conclude with student groups performing their soundscapes and providing feedback on how different sounds created different moods in the story.
The document outlines 5 key facets of effective music teaching: 1) musical knowledge and theory, 2) performance and technique, 3) aural skills, 4) creativity and composition, and 5) historical and cultural context. It discusses the importance of each facet and provides examples of how teachers can develop them in their students. The conclusion states that a well-rounded music education approach incorporates all five facets to foster musical competence and appreciation.
This lecture provides an overview of musicology and how it relates to the analysis of popular music. It discusses the history of musicology focusing originally on art music, and how it has expanded to include popular music. The goals of the module are introduced as analyzing popular music forms, developing critical skills, and improving writing and presentation abilities. An overview of the course schedule is given along with details on assessments, which include a group presentation and written essay. Various analytical tools and layers involved in analyzing songs, arrangements, and recorded tracks are defined and examples are discussed.
This lesson plan aims to teach students how to compare art, discuss cultural activities, and talk about movies and cultural differences. It includes activities to learn comparatives using "as...as/not as...as" and superlatives, as well as adjectives for describing arts and culture. The plan
picture and tell the name(s) of
pictures - elicit
this person, movie, play or city, vocabulary
making sure ss understand the already
instructions. known.
- T. encourage ss to share any
other information they know
about the people and
characters in the pictures.
- Elicit some more ideas from
the class.
Extend theme: - T. writes 6 or 8 words which are - pairs - board - extend
form of art (e.g. theatre, vocabulary
photography, music, painting, - learn
opera, ballet, sculpture, adjectives
movies, etc.) in scramble order for
on
going to test their culture -introduce
- Elicit from ss knowledge by looking at key
if they have an pictures of famous vocabulary.
idea what people, movies and -elicit
"Culture Vulture" cities from different opinions.
really means. cultures. -develop
- Paste pictures - Ss look at pictures cultural
on board and and tell names/info. awareness.
elicit names/info - Encourage use of -build
from ss. opinion expressions. confidence.
- Encourage ss - Elicit more ideas 5 mins
This document outlines learning activities to help students evaluate music and performances by applying their knowledge of musical elements and styles. Students will listen to different genres and identify their elements, then assess live performances using a rubric. They will also compare two styles through a worksheet and presentation, analyzing similarities and differences in elements, history, and culture. The goal is for students to appreciate and critique music more effectively by understanding how elements and styles contribute to overall sound and impact. Teachers can assess students through evaluations of their participation, identification of elements/styles, and written critiques.
Lesson two the history of music in advertisingbecclehead
This document provides an overview of a Year 8 music lesson on the history of music in advertising. The objectives are for students to examine how music has been used in advertising over time, identify compositional techniques used in jingles, and listen attentively to musical examples. The lesson involves an introduction to jingles and their components, a student activity to recognize slogans and their purpose, and a short quiz to review key terminology. Student progress will be assessed through teacher observations, work samples, and performances of their own jingle compositions.
This document provides an overview of Mr. Alzaher's music class. The class meets five times a week to focus on vocal technique, choral technique, and music reading. Students will learn to sing various genres of choral literature and develop musicianship skills. In addition to standard music curriculum, the class aims to develop students' life and career skills like flexibility, initiative, social skills, and leadership. As an example activity, students will analyze songs from different eras in groups and present their findings using technology. The goal is to help students become critical thinkers and informed consumers of music.
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.
This document outlines how a teacher would use two different pieces of music 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 respond through individual dance, then discuss their movements and how Hindus may dance differently, before watching Hindu dancers and composing their own small group routines to explain Hindu dance culture.
Union City High School offers a year-long Dance I elective course open to all students in grades 10-12. The course aims to introduce students to various dance forms and techniques while building life skills like confidence, relationships, and community outreach. Assessment includes performances, compositions, research projects, and quizzes with written and movement components. Upon completing Dance I successfully, the teacher plans to develop Dance II and III courses to allow students to further their creative dance experience with more advanced technique, content, and history.
This document discusses the elements that define indie/rock music genres including the music videos, iconography, camerawork and editing, sounds, narratives, and performances. Key aspects are a distinctive vocal style with authentic and passionate delivery of real-life experiences, as well as live performances that capture the energy of the music. Album art, imagery, and design elements like color schemes and fonts are also discussed as important representative techniques.
This document discusses the elements that define indie/rock music genres including the music videos, iconography, camerawork and editing, sounds, narratives, and performances. Key aspects are a distinctive vocal style with authentic and passionate delivery of real-life experiences, as well as live performances that capture the energy of the music. Album packaging and art is also important, utilizing consistent color schemes, fonts, and imagery to represent the artist.
The document discusses considerations for a music video's target audience, including their age range of 15-25, gender as both male and female but possibly more female due to the romance theme and more male as it's an all-male band, income being any, access to media mainly being the internet and social media, culture being ethnically diverse, class most likely being middle class, and likes being rock music and fantasy/action genres along with cliffhangers and surprises.
This document provides details on a 1 lesson art project for upper secondary students. The objectives are for students to recreate fragments of works by two contemporary Portuguese painters, explore visual language concepts, and develop aesthetic sensibility. Students will observe and analyze selected figurative and abstract fragments, then compose a new piece incorporating elements from both using provided materials like cardboard and pastels. They will work at tables and present their compositions on a collective panel to be assessed based on their process and final product.
An integrated and holistic approach to a lifelong teaching and learning practice for anyone. Formal, informal, fun, media, entertainment, business or a lifestyle.
This document provides an overview of Mr. Alzaher's music class. The class meets five times a week to focus on vocal technique, choral technique, and music reading. Students will learn about musicianship and performance etiquette through rehearsing and performing various choral literature. The class will also help students develop 21st century skills like flexibility, leadership, and social skills. As an example, students may complete a project analyzing songs from different genres and eras in groups, then presenting their findings using technology. The goal is for students to learn technical music skills as well as general skills needed for future success.
The document defines and provides examples of the key elements of music: duration, structure and style, pitch, dynamics, tone colour, and texture. It explains that duration refers to the timing and arrangement of sounds, including rhythm, beat, tempo, and accent. Structure and style relate to the pattern and genre of a piece of music. Pitch describes the high or low sounds of notes, melodies, and harmonies. Dynamics involve varying the softness and loudness of a piece to convey expression and emotion. Tone colour distinguishes the quality of sound between different instruments. Texture layers instruments and voices to create melodic and harmonic compositions.
The document summarizes some of the fundamental elements of music, including rhythm, pitch, timbre, texture, and dynamics. It defines each element and provides some key details about each one. Rhythm is defined as the organization of time in music and discusses elements like tempo, meter, accent, and notation. Pitch discusses the highness or lowness of tones, notes, melody, harmony, scales, keys, and clefs. Timbre describes the characteristics of sounds. Texture refers to the consistency of musical sounds from monophonic to polyphonic. Dynamics describes the volume or loudness of music.
Music can be described through its texture, including rhythm, melody, harmony, pitch, loudness, and dynamics. It has a long history evolving from early traditional uses in worship and poetry to contemporary fusion forms. Musical instruments are classified into stringed, percussion, keyed, and horn instruments and can be acoustic, semi-acoustic, or electric. Most instruments are made of wood for its sound enhancing and durable properties, while pickups and microphones are used to amplify and add effects to sounds.
1) The document outlines a 45-minute music lesson plan for a 5th/6th grade class focusing on how music can communicate meaning and tell stories.
2) Students will watch an Aboriginal Dreamtime story called "The Rainbow Serpent" and work in groups to create soundscapes using instruments and sounds to accompany different parts of the story.
3) The lesson will conclude with student groups performing their soundscapes and providing feedback on how different sounds created different moods in the story.
The document outlines 5 key facets of effective music teaching: 1) musical knowledge and theory, 2) performance and technique, 3) aural skills, 4) creativity and composition, and 5) historical and cultural context. It discusses the importance of each facet and provides examples of how teachers can develop them in their students. The conclusion states that a well-rounded music education approach incorporates all five facets to foster musical competence and appreciation.
This lecture provides an overview of musicology and how it relates to the analysis of popular music. It discusses the history of musicology focusing originally on art music, and how it has expanded to include popular music. The goals of the module are introduced as analyzing popular music forms, developing critical skills, and improving writing and presentation abilities. An overview of the course schedule is given along with details on assessments, which include a group presentation and written essay. Various analytical tools and layers involved in analyzing songs, arrangements, and recorded tracks are defined and examples are discussed.
This lesson plan aims to teach students how to compare art, discuss cultural activities, and talk about movies and cultural differences. It includes activities to learn comparatives using "as...as/not as...as" and superlatives, as well as adjectives for describing arts and culture. The plan
picture and tell the name(s) of
pictures - elicit
this person, movie, play or city, vocabulary
making sure ss understand the already
instructions. known.
- T. encourage ss to share any
other information they know
about the people and
characters in the pictures.
- Elicit some more ideas from
the class.
Extend theme: - T. writes 6 or 8 words which are - pairs - board - extend
form of art (e.g. theatre, vocabulary
photography, music, painting, - learn
opera, ballet, sculpture, adjectives
movies, etc.) in scramble order for
on
going to test their culture -introduce
- Elicit from ss knowledge by looking at key
if they have an pictures of famous vocabulary.
idea what people, movies and -elicit
"Culture Vulture" cities from different opinions.
really means. cultures. -develop
- Paste pictures - Ss look at pictures cultural
on board and and tell names/info. awareness.
elicit names/info - Encourage use of -build
from ss. opinion expressions. confidence.
- Encourage ss - Elicit more ideas 5 mins
This document outlines learning activities to help students evaluate music and performances by applying their knowledge of musical elements and styles. Students will listen to different genres and identify their elements, then assess live performances using a rubric. They will also compare two styles through a worksheet and presentation, analyzing similarities and differences in elements, history, and culture. The goal is for students to appreciate and critique music more effectively by understanding how elements and styles contribute to overall sound and impact. Teachers can assess students through evaluations of their participation, identification of elements/styles, and written critiques.
Lesson two the history of music in advertisingbecclehead
This document provides an overview of a Year 8 music lesson on the history of music in advertising. The objectives are for students to examine how music has been used in advertising over time, identify compositional techniques used in jingles, and listen attentively to musical examples. The lesson involves an introduction to jingles and their components, a student activity to recognize slogans and their purpose, and a short quiz to review key terminology. Student progress will be assessed through teacher observations, work samples, and performances of their own jingle compositions.
The document discusses the elements and principles of music. It identifies 12 key elements: pitch, rhythm, structure, dynamics, pulse, texture, tempo, timbre, duration, harmony, melody. These elements are the building blocks of music and are important because they allow music to convey emotions and meanings. When combined together using these elements, a beautiful musical masterpiece can be created.
Experiences in music - northwestern presentationiknowithink
This course on experiences in music will explore diverse musical genres and styles from around the world. Students will develop skills in analyzing, performing, and creating music, as well as broadening their historical and cultural understanding of music. The goal is to equip students with the necessary knowledge and skills to become lifelong, passionate consumers and thinkers about music.
This lesson plan aims to teach 7th grade students about the musical characteristics of Mindoro. The objectives are for students to describe Mindoro's musical characteristics, explain its distinguishing features, and perform its music with accompaniment. The content will cover the music of Mindoro. Students will learn about Mindoro's musical instruments and styles of singing through a video presentation and discussion. They will improvise instruments and compose short melodies. Finally, students will assess their understanding by describing Mindoro's music and identifying its instruments.
The document summarizes the Music and Art curriculum for Grade 1. It focuses on developing students' basic understanding of fundamental music concepts like rhythm, melody, form, timbre, dynamics, tempo, and texture through performing, creating, listening, observing and responding to music. The curriculum is designed to empower students to actively participate in music and correlate it to their own cultural identity and understanding of the world. Key concepts are explained through standards, performance examples, and learning competencies for students.
This document outlines the objectives, tasks, assessment criteria and requirements for Project 1 of the Creative Thinking Skills module. The project involves students creating musical instruments out of everyday objects and performing as a group. Each group must perform a 5-8 minute musical set incorporating their homemade instruments. Students will also submit individual documentation of their instrument development and a poster for their band. The performance will be assessed based on understanding the brief, appropriateness and creativity of using everyday objects as instruments, originality of the performance, and team collaboration.
This document outlines the objectives, tasks, assessment criteria and requirements for Project 1 of the Creative Thinking Skills module. The project involves students creating musical instruments out of everyday objects and performing as a group. Each group must perform a 5-8 minute musical set incorporating their homemade instruments. Students will also submit individual documentation of their instrument development and a poster for their band. The performance will be assessed based on understanding the brief, appropriateness and creativity of using everyday objects as instruments, originality of the performance, and team collaboration.
This document outlines the objectives, tasks, assessment criteria and requirements for Project 1 of the Creative Thinking Skills module. The project involves students creating musical instruments out of everyday objects and performing as a group. Each group must perform a 5-8 minute musical set incorporating their homemade instruments. Students will also submit individual documentation of their instrument development and a poster for their band. The performance will be assessed based on understanding the brief, appropriateness and creativity of using everyday objects as instruments, originality of the performance, and team collaboration.
This document outlines the requirements for a group project in a Creative Thinking Skills course. Students must create musical instruments out of everyday objects and use them to perform a 5-8 minute musical presentation. They will be evaluated on their understanding of the brief, creativity and application of songs/instruments, performance quality, and team collaboration. Students must also submit individual documentation of the planning process, instrument development, and pictures/videos of rehearsals and the performance itself. The performance and documentation will each be worth 10% of the student's grade.
The document is a daily lesson log for an 8th grade music class that focuses on the music of Southeast Asia. Over the course of the week, students will listen to and analyze music from Indonesia, Thailand, Cambodia, and Malaysia. They will develop their ability to identify musical elements like rhythm, tempo, and feeling/mood. Students will also learn to sing songs from the region with proper timing, tune and expression. The teacher will use various activities like modeling, guided practice, and independent practice to help students meet the objectives of understanding and performing Southeast Asian music styles.
The document outlines an arts curriculum to help children develop creativity, expression, appreciation of art and culture through experiences in visual art, music, creative movement, and aesthetics using standards from the National Arts Standards and California Visual and Performing Arts Framework. The curriculum provides examples of kindergarten music standards focusing on artistic perception, creative expression, historical and cultural context, aesthetic valuing, and connections across subjects.
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A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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Secondary literacy and numeracy across the curriculum
1. SECONDARY LITERACY AND NUMERACY
ACROSS THE CURRICULUM
EDU 715 – TASK 2
Jessamy Fox
1079752
2. THE TEXT – A YOUTUBE VIDEO
ABOUT TIMBRE
https://www.youtube.com/watch?v=5tGEDgkZlC8
3. ALIGNMENT TO THE CURRICULUM
MUSIC – YEAR 7
Analyse composers’ use of the elements of music and stylistic features when
listening to and interpreting music
identifying elements of music aurally and then discussing how these elements, composition
techniques and devices are used and manipulated to create a style
Develop musical ideas, such as mood, by improvising, combining and
manipulating the elements of music
manipulating sound quality by exploring how sounds are produced by different instruments
and voice types, for example, manipulating dynamics and timbre in voice or acoustic or digital
instruments
Experiment with texture and timbre in sound sources using aural skills
4. LESSON GOALS
- To give the students a clear and informative introduction to timbre
- Start to get students thinking about instrument selection:
- Why do composers chose to use certain instruments?
- What do certain instruments convey to the audience?
- How they can lend themselves to a style / genre?
- How they can be manipulated?
Add to students vocabularies
Start to build a word bank to describe timbres
Practical work.
Helpful for future musicology, performance and composition assessments.
5. WHY LITERACY?
- The Australian Curriculum now states that all teachers must be
teachers of literacy.
- The LANTITE test is now a requirement of all pre-service teachers.
6. LITERACY IN MUSIC
- Lyrics
- Musical literacy
- Elements of music (Rhythm, pitch, dynamics and expression,
form and structure, timbre, and texture)
- Articulating thoughts and ideas
8. CODE BREAKING –
- Breaking the codes of the text
- Definitions of new words and works that weren’t fully
understood.
- Creating a catalogue of new words.
- Creating a catalogue of instruments.
- Words to describe timbre. Dark, tinny, bright, reedy,
hollow, Rounded, Piercing, Strident, Harsh, Warm,
Mellow, Resonant.
9. MEANING MAKER
- The text as a whole
- Emphasis on the meaning
- The big picture ideas
- Cloze activity
10. TEXT USER
- Grand conversation:
- What can we do with the information that we
just learnt about?
- What aspects of our music do you think we
could incorporate our new knowledge of timbre?
- Do you think this text will help you in the future
when you are trying to choose an instrument for
a composition?
- Why do certain songs / genres use certain
instruments? Is it for the audience?
11. TEXT ANALYST
Do we think this seems like a
viable source? Do we believe
what this man is telling us?
Why? Was there anything he
said that we think might not
be true or that we should
double check?
Is there anything else we
would like to know about
timbre? Perhaps it would have
been useful to listen to some
more instruments to compare
more tone colours.
I am going to use this text and the four resources model to teach these curriculum achievements. I will also be achieving some of the general capabilities from the syllabus.
The main goal of this lesson is to give the students a clear and informative introduction to timbre. I have chosen to show them this particular text as I think it is engaging and accommodates for multiple learning styles as it incorporates visuals, has spoken words and also written words. It will also expand student’s vocabularies, as we will start to build a word bank.
During this lesson I will also be encouraging students to think about the following things:
Why composers do chose to use certain instruments?
What do certain instruments convey to the audience?
How they can lend themselves to a style / genre?
How they can be manipulated?
This video and this lesson will ultimately help them with their musicology, performance and composition assessments.
The Australian Curriculum now states that all teachers must be teachers of literacy and numeracy and incorporate these teachings into their subjects. The LANTITE test is now a requirement of all pre-service teachers and is undertaken to check that all teachers are both literate and numerate. Teaching literacy in every subject is so important, as it helps students apply their knowledge in real world situations. Being literate in the 21st century is incredibly important, hence the push to teach literacy skills in schools. Some students may be less reluctant to learn literacy skills in a subject that they enjoy, such as music, than they would be in an English classroom.
Literacy is a big part of music, especially in the real world as lyrics are an extremely important ingredient in most contemporary music. In the Australian Curriculum for music, there isn’t a focus on lyrics, however it is vital for students to be able to use and understand musical literacies. There are many words which are fairly unique to the music world. Such words like the elements of music which are rhythm, pitch, dynamics and expression, form and structure, timbre, and texture are vital for musicians to know and understand, so they can communicate. Being literate is also extremely important for musicology as you need to not only know all of the musical ‘jargon’ you also need to be able to articulate your ideas and thoughts clearly. As music has a language of its own, to be ‘musically literate’ is a term that means someone can read notated music fluently. I believe using the four resources model would be a successful way to teach students the elements of music and increase student’s confidence to use their literacy skills in music.
To teach these learning goals, I am going to use my chosen text and a framework called the four resources model. The four resources model consists of four practices, code breaking, meaning making, text use, and text analysis.
Code breaking is part to whole knowledge, small parts are often taught and decoded before moving ahead. In music this is important as musicians need to understand new musical terms and symbols before they can apply them. In this video we need to break down the code by creating a catalogue of new words. To do this I will first watch the video and ask students to jot down any words which are new to their vocabulary, words they didn’t understand, or words that they found important. We will start constructing a mind map about timbre as a class. We will then move on to adding words to our mind map that describe timbre, as I feel this was something that the video lacked, it talked about describing instruments with a colour, but not with adjectives. Some adjectives that I will be looking for are, dark, tinny, bright, reedy, hollow, rounded, piercing, strident, harsh, warm, mellow, and resonant. We will also need to create a catalogue of new instruments and then work towards matching each instrument with an adjective to describe its unique timbre.
Meaning making has an emphasis on the text as a whole and the meaning. I will prepare a cloze activity for the students to complete individually. The cloze activity will focus on the big picture ideas from the text and the most important parts, which are essential for understanding timbre. This will include information such as the definition.
Text user is related to genre based learning. To teach this we will have a grand conversation as a class. This will be student directed, but the following questions are what I hope will be discussed.
What can we do with the information that we just learnt about? What aspects of our music do you think we could incorporate our new knowledge of timbre? Do you think this text will help you in the future when you are trying to choose an instrument for a composition?
Why do certain songs / genres use certain instruments? Are different timbres used for different audiences? Who can tell me when they have heard a particular instrument used for a particular effect? Perhaps in a film to convey a certain emotion.
Text analyst is related to critical literacy and the fact that texts are not neutral.
To teach these skills we will first have a conversion as a class about who the author is and then do a questioning the author activity. These will be questions that we would like to ask the author and we can possibly research some at a later date. Once again this will be mostly student directed, however these are the questions I hope will come into discussion.
Is there anything else we would like to know about timbre? Perhaps it would have been useful to listen to some more instruments to compare more tone colours.
Do we think this seems like a viable source? Do we believe what this man is telling us? Why? Was there anything he said that we think might not be true or that we should double check?
In conclusion I chose this text because it is very visually pleasing and uses high quality photos which help make meaning. I think it would help students associate a word with an item and a sound (for instance they talk about a banjo, we then get shown a photo of a banjo and hear what it sounds like.) This would be extremely helpful for any students who may not be familiar with the instrument.
There are a wide range of learners in my class, ranging from students who learn instruments outside of school, to learners who have limited musical knowledge. I think this text is a good choice as it can be broken down for some students and extension activities are easily produced for excelling students.