Task 2 le5 - music in re
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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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Task 2 le5 - music in re
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.
Musical intelligence
Musical intelligence refers to the ability to recognize and compose musical patterns including pitch, tone, and rhythm. Individuals with musical intelligence often have strong listening skills, vocal abilities, and can identify rhymes and patterns easily. They also typically possess skills in music composition and instrumental performance. To engage musical intelligence in learning, instructors can set lessons like math formulas or science concepts to music through songs, poems, or other rhythmic methods. Example activities include musical bingo to develop listening or having students write songs or poems about topics to enhance memory.
Music by keisha
The document outlines plans for a music activity center. It discusses including a variety of music instruments and materials from different cultures to accommodate children of varying ages and abilities. The center will have ample storage, seating and technology. The teacher's role is to support creative expression and music exploration through both teacher-led and free choice activities incorporating various instruments, cultural dances, and genres. Music time will aim to develop language, social-emotional and motor skills.
Music In Education Pp
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.
Music & Movement- Juanita
The document provides guidance on setting up a Music and Movement center in an early childhood education program. It recommends including a variety of musical instruments, recorded music, computers with music software, song books, and homemade instruments. It emphasizes including materials from diverse cultures. The teacher's role is to lead daily music and movement activities and ensure enough instruments are available for half the class. Music and movement can help develop children's language, cognitive, social, emotional and motor skills while being enjoyable.
Music and Movement
The document outlines the importance of music and movement in early childhood education. It discusses how music and movement activities promote development across domains like cognitive, language, social-emotional, and physical skills. The document provides examples of music and movement activities for different age groups. It also emphasizes the teacher's role in facilitating music, ensuring accessibility to musical instruments, and incorporating diversity and various cultures through music.
Creative Movement
Creative movement uses dance, drama, and music to communicate ideas, images, and feelings through body movements. It helps children understand themselves and others better while developing physical, social, and creative skills. Creative movement classes are offered for different age groups, from infants to teens, and can aid development, bonding, and stress relief. Parents can encourage creative movement at home through activities like dancing, mimicking animals, and swaying to music.
The value of music in education
The document discusses the value of music in education. It notes that music promotes academic achievement from an early age by helping children acquire knowledge and skills. Research shows that students who participate in music education have increases in general intelligence and focused attention. The document also outlines several benefits of music, including strengthening other skills like language and math abilities. It recommends engaging children with music through listening, singing, moving to music, exploring instruments, and attending live performances to nurture their love of music.
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Task 2 le5 - music in re
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.
Musical intelligence
Musical intelligence refers to the ability to recognize and compose musical patterns including pitch, tone, and rhythm. Individuals with musical intelligence often have strong listening skills, vocal abilities, and can identify rhymes and patterns easily. They also typically possess skills in music composition and instrumental performance. To engage musical intelligence in learning, instructors can set lessons like math formulas or science concepts to music through songs, poems, or other rhythmic methods. Example activities include musical bingo to develop listening or having students write songs or poems about topics to enhance memory.
Music by keisha
The document outlines plans for a music activity center. It discusses including a variety of music instruments and materials from different cultures to accommodate children of varying ages and abilities. The center will have ample storage, seating and technology. The teacher's role is to support creative expression and music exploration through both teacher-led and free choice activities incorporating various instruments, cultural dances, and genres. Music time will aim to develop language, social-emotional and motor skills.
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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.
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The document provides guidance on setting up a Music and Movement center in an early childhood education program. It recommends including a variety of musical instruments, recorded music, computers with music software, song books, and homemade instruments. It emphasizes including materials from diverse cultures. The teacher's role is to lead daily music and movement activities and ensure enough instruments are available for half the class. Music and movement can help develop children's language, cognitive, social, emotional and motor skills while being enjoyable.
Music and Movement
The document outlines the importance of music and movement in early childhood education. It discusses how music and movement activities promote development across domains like cognitive, language, social-emotional, and physical skills. The document provides examples of music and movement activities for different age groups. It also emphasizes the teacher's role in facilitating music, ensuring accessibility to musical instruments, and incorporating diversity and various cultures through music.
Creative Movement
Creative movement uses dance, drama, and music to communicate ideas, images, and feelings through body movements. It helps children understand themselves and others better while developing physical, social, and creative skills. Creative movement classes are offered for different age groups, from infants to teens, and can aid development, bonding, and stress relief. Parents can encourage creative movement at home through activities like dancing, mimicking animals, and swaying to music.
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The document discusses the value of music in education. It notes that music promotes academic achievement from an early age by helping children acquire knowledge and skills. Research shows that students who participate in music education have increases in general intelligence and focused attention. The document also outlines several benefits of music, including strengthening other skills like language and math abilities. It recommends engaging children with music through listening, singing, moving to music, exploring instruments, and attending live performances to nurture their love of music.
Elementary Methods
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 discusses two different learning styles: interpersonal and musical. The interpersonal style refers to one's ability to interact with and understand people and social situations. Key characteristics include working with others and communication skills. The musical style refers to one's ability to understand sound, rhythm, and auditory patterns. Musically inclined people enjoy music classes and being surrounded by music. The document also provides examples of education programs focused on developing skills related to these two learning styles.
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The document discusses the requirements for establishing a music and movement center for young children. It states that there should be a variety of age-appropriate musical instruments and materials accessible to children throughout the day. There must be enough instruments for half of the children to use at once. The center should also provide opportunities for dancing, creative expression, and group music activities. The document outlines how musical activities can support children's development across multiple domains including social-emotional, language, cognitive, and physical skills. It emphasizes the important role of teachers in actively engaging with children, making activities inclusive and meaningful, and drawing connections to early learning standards.
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The document provides an overview and rationale for Alberta's General Music 10-20-30 program for senior high school students. The program offers a broad range of musical experiences within a non-performance environment. It includes both required and elective components across three levels (10, 20, 30). The required components are Theory: Elements and Structures and Music Making. Elective components include Composition, History of Western Music, Music and Technology, World Music, and others. Modules can be completed in various sequences based on student and teacher preferences. The program aims to develop musical skills and understanding while fostering positive attitudes towards music.
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The presentation shows the role of music in people's lives and possibilities to integrate music into language lessons.
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Music is an art form that uses sound as its medium. Common elements of music include pitch, rhythm, dynamics, timbre, and texture. Music can be defined as "organized sound." While there are no inherently unmusical sounds, different cultures tend to restrict the range of sounds they consider musical. The objectives of music education are to develop appreciation and understanding of music, as well as emotional development and a desire for beauty. Music education should be available to all students to help them realize their full potential and participate in worthwhile cultural experiences.
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Children attend a weekly music class where they listen to and move to musical selections, sing echo songs and practice vocals, and sing patriotic songs while standing on risers. They learn about rhythms, singing styles, music notes, and sometimes play instruments. The class ends with a songtale, and children can access recordings of the songs on their teacher's online message board to listen at home.
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Dinham offers two ways of thinking about music education: learning in music, which refers to exploring musical concepts like beat and rhythm, and learning through music, which allows for self-expression through participation and appreciation of different art forms and cultures. While music aids self-expression and cultural appreciation, Damasio and Damasio argue that the arts play an even greater role in developing good citizens by teaching emotional consequences and reflection. They justify this by explaining how music conveys unity through cooperation as band members unite and musicians respect each other, depicting emotions, conflicts, and cooperation through turns.
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This document discusses the importance and benefits of music education. It states that music education allows students to create, perform, respond to, and connect with music. These experiences inspire creativity, build confidence, and teach collaboration skills. The document also notes that music education is cross-curricular by connecting to other subjects and cultures. It appeals to different learning styles and can be an outlet for expression, building relationships and uplifting communities.
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Edward Kliszus' teaching philosophy emphasizes composition and performance to give students a full understanding of music. He believes students should write and perform their own music to help study various musical elements and techniques. Kliszus also stresses studying music in the context of other art forms and cultures to understand it as a vital art form that has evolved over time. Examining elements of different composers' styles helps students analyze works in different ways. His goal is to provide cognitive skills for lifelong learning about music.
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Music education involves teaching students about music appreciation, vocabulary, discipline, and problem solving skills in addition to playing instruments. It has been part of human culture for centuries and was a fundamental part of education in cities like Boston beginning in the 18th century. Current music education standards focus on singing, playing instruments, composing, listening and analyzing music. Integrating music into other subjects can help students build skills in areas like math and language arts. Different musical styles can produce physical and emotional effects and influence mood.
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The document discusses the importance of integrating music into K-8 classrooms. It outlines that music conveys feelings and emotions and is a form of creative expression. The document also describes the benefits of music for students, such as helping them better understand other cultures and relate different subjects. Additionally, it identifies three categories of music learning: psychomotor, cognitive, and active learning. The document concludes by explaining two approaches for teaching music - a teacher-centered approach focused on lectures and a student-centered approach that allows students to actively solve problems with teacher guidance.
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This document discusses the importance of music in schools. It outlines several ways that music benefits students, such as improving coordination, reducing stress, fostering discipline, developing intelligence, and building self-esteem. The document also discusses how music reflects and influences people's lives by relaxing, inspiring, and helping with concentration. Additionally, the document provides brief biographical information about the composer Dmitri Kabalevsky and his contributions to developing music education programs in schools.
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1) Students went around their school collecting toys and clothes to donate to children at the Anganwadi center.
2) On the second day, students made posters and banners about literacy awareness to bring to the center.
3) Students visited the Anganwadi center with four teacher chaperones, donated the collected toys, clothes, and food, and sang nursery rhymes which made the children happy.
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The music educator believes that music is a universal means of communication that everyone can experience differently. Their goal is to provide students opportunities to experience music in their own way. They recognize the importance of balancing content instruction with enjoyment so that students are engaged and retain knowledge. The educator hopes to present content tailored to individual students and create a safe environment where students feel comfortable expressing themselves through music. They are committed to continual self-improvement through professional development to best support students.
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This document discusses how early childhood learning benchmarks can be taught through arts activities. It provides examples of three sample activities - a visual art activity incorporating coloring and cutting, a music activity involving passing instruments to rhythms, and an interactive storytelling activity using movement. Each activity is designed to target specific benchmarks like fine motor skills, language skills, social skills, and more. The document also provides supplemental information on how the arts stimulate brain growth, can help with healing, and engage both rational and emotional thinking in children.
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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 discusses two different learning styles: interpersonal and musical. The interpersonal style refers to one's ability to interact with and understand people and social situations. Key characteristics include working with others and communication skills. The musical style refers to one's ability to understand sound, rhythm, and auditory patterns. Musically inclined people enjoy music classes and being surrounded by music. The document also provides examples of education programs focused on developing skills related to these two learning styles.
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The document discusses the requirements for establishing a music and movement center for young children. It states that there should be a variety of age-appropriate musical instruments and materials accessible to children throughout the day. There must be enough instruments for half of the children to use at once. The center should also provide opportunities for dancing, creative expression, and group music activities. The document outlines how musical activities can support children's development across multiple domains including social-emotional, language, cognitive, and physical skills. It emphasizes the important role of teachers in actively engaging with children, making activities inclusive and meaningful, and drawing connections to early learning standards.
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The document discusses theories of musical development in early childhood. It covers Jerome Bruner's three cognitive stages of development and how music and movement activities relate to each stage. It also discusses the history of early childhood music education and approaches from thinkers like Rousseau and Montessori. Additionally, it outlines the role of music and movement in child development and how music programs can be created and presented in a developmentally appropriate way.
Example of objectives in Music LP
The document provides an overview and rationale for Alberta's General Music 10-20-30 program for senior high school students. The program offers a broad range of musical experiences within a non-performance environment. It includes both required and elective components across three levels (10, 20, 30). The required components are Theory: Elements and Structures and Music Making. Elective components include Composition, History of Western Music, Music and Technology, World Music, and others. Modules can be completed in various sequences based on student and teacher preferences. The program aims to develop musical skills and understanding while fostering positive attitudes towards music.
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The presentation shows the role of music in people's lives and possibilities to integrate music into language lessons.
Benefits Of Music Education
Music education provides several cognitive, social, and academic benefits for children. It helps develop language, reasoning, and motor skills by strengthening parts of the brain. Students who study music tend to have higher IQs and perform better on standardized tests due to improved memory and focus. Music education also makes children more social, confident, and less prone to disciplinary issues. The majority of Americans believe that musical instruction enhances academic performance and reduces stress.
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Music is an art form that uses sound as its medium. Common elements of music include pitch, rhythm, dynamics, timbre, and texture. Music can be defined as "organized sound." While there are no inherently unmusical sounds, different cultures tend to restrict the range of sounds they consider musical. The objectives of music education are to develop appreciation and understanding of music, as well as emotional development and a desire for beauty. Music education should be available to all students to help them realize their full potential and participate in worthwhile cultural experiences.
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Children attend a weekly music class where they listen to and move to musical selections, sing echo songs and practice vocals, and sing patriotic songs while standing on risers. They learn about rhythms, singing styles, music notes, and sometimes play instruments. The class ends with a songtale, and children can access recordings of the songs on their teacher's online message board to listen at home.
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Dinham offers two ways of thinking about music education: learning in music, which refers to exploring musical concepts like beat and rhythm, and learning through music, which allows for self-expression through participation and appreciation of different art forms and cultures. While music aids self-expression and cultural appreciation, Damasio and Damasio argue that the arts play an even greater role in developing good citizens by teaching emotional consequences and reflection. They justify this by explaining how music conveys unity through cooperation as band members unite and musicians respect each other, depicting emotions, conflicts, and cooperation through turns.
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This document discusses the importance and benefits of music education. It states that music education allows students to create, perform, respond to, and connect with music. These experiences inspire creativity, build confidence, and teach collaboration skills. The document also notes that music education is cross-curricular by connecting to other subjects and cultures. It appeals to different learning styles and can be an outlet for expression, building relationships and uplifting communities.
Teaching Philosophy for Music
Edward Kliszus' teaching philosophy emphasizes composition and performance to give students a full understanding of music. He believes students should write and perform their own music to help study various musical elements and techniques. Kliszus also stresses studying music in the context of other art forms and cultures to understand it as a vital art form that has evolved over time. Examining elements of different composers' styles helps students analyze works in different ways. His goal is to provide cognitive skills for lifelong learning about music.
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Music education involves teaching students about music appreciation, vocabulary, discipline, and problem solving skills in addition to playing instruments. It has been part of human culture for centuries and was a fundamental part of education in cities like Boston beginning in the 18th century. Current music education standards focus on singing, playing instruments, composing, listening and analyzing music. Integrating music into other subjects can help students build skills in areas like math and language arts. Different musical styles can produce physical and emotional effects and influence mood.
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Teachers face difficulties integrating music into the curriculum due to lack of training and funding for musical supplies and instruction. Music can be academically beneficial when linked to subjects like math, language, and spatial reasoning. It also aids social and behavioral development by teaching concepts like turn-taking, spatial awareness, and forming social bonds. The article argues that music should be a core part of the elementary curriculum due to its educational benefits.
1st notes
The document discusses the importance of integrating music into K-8 classrooms. It outlines that music conveys feelings and emotions and is a form of creative expression. The document also describes the benefits of music for students, such as helping them better understand other cultures and relate different subjects. Additionally, it identifies three categories of music learning: psychomotor, cognitive, and active learning. The document concludes by explaining two approaches for teaching music - a teacher-centered approach focused on lectures and a student-centered approach that allows students to actively solve problems with teacher guidance.
The importance
This document discusses the importance of music in schools. It outlines several ways that music benefits students, such as improving coordination, reducing stress, fostering discipline, developing intelligence, and building self-esteem. The document also discusses how music reflects and influences people's lives by relaxing, inspiring, and helping with concentration. Additionally, the document provides brief biographical information about the composer Dmitri Kabalevsky and his contributions to developing music education programs in schools.
Music Curriculum Juniors to 6th elements, strands and strand units
This document outlines the music curriculum for primary school students in Ireland from infants to 6th class. It describes the key strands and concepts covered, including listening and responding, performing, and composing. For each class level, it details the musical elements and concepts taught, such as pulse, rhythm, pitch, dynamics, and musical forms. The goal is for students to develop skills in exploring, listening to, performing, and composing music, while gaining understanding of foundational musical concepts.
Ind eng-807-ppt
1) Students went around their school collecting toys and clothes to donate to children at the Anganwadi center.
2) On the second day, students made posters and banners about literacy awareness to bring to the center.
3) Students visited the Anganwadi center with four teacher chaperones, donated the collected toys, clothes, and food, and sang nursery rhymes which made the children happy.
Philosophy of Music Education
The music educator believes that music is a universal means of communication that everyone can experience differently. Their goal is to provide students opportunities to experience music in their own way. They recognize the importance of balancing content instruction with enjoyment so that students are engaged and retain knowledge. The educator hopes to present content tailored to individual students and create a safe environment where students feel comfortable expressing themselves through music. They are committed to continual self-improvement through professional development to best support students.
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Music Curriculum Juniors to 6th elements, strands and strand units
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If you’ve had a sociology class, the discussion of “gender” was most probably a topic of course discussion. What a society views as “male” and “female” are, as I was taught, learned perspectives. In warrior and hunting societies, with few exceptions, the men filled these roles. This type of gender identification, after all, is not new in history, crossing many cultural and generational lines. Certainly those of Western European heritage recognized this warrior/hunter aspect immediately upon first contact, and knew Native Americans would resist territorial encroachments. In the case of the United States of America in the 1800’s, plans were put into place to disarm native warriors, such as those from the Great Plains, and to re-educate them in a new role (farmer) that was contrary to their cultural view of manhood. This “formula”, which has been used more than once in history by different groups, is a very effective way of controlling and demoralizing a potential enemy force, and had a devastating and long lasting impact on many Native American communities.
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The forced removal of these children from the bosom of their families, and the treatment they received at some of these institutions was horrendous. If these “reformers” could speak to us today, however, they would most certainly remind us that they were saving these children from certain death, and in some cases, that would be true. As for how these children were treated at these schools, remember the era we’re studying … the latter 19th and early 20th centuries. Many children of the time, both native and non-native, were by today’s standards, beaten as a way to correct what was deemed disobedient, sinful, and in the case of native children, pagan behavior by Christian missionaries and teachers. (I myself was raised with the quote, “Spare not the rod for the weeping”, and yes, my religious parents practiced corporal punishment, as did their parents before them. Do I think that I was beaten? Yes, I do, but the older people in my family would not only disagree, but be deeply shocked and offended that I felt this way. I was, according to their interpretation of biblical writ, “chastised” for sinful actions as a means to save my soul.) Where there acts of extreme violen ...
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Music
The document outlines the materials and activities available in a music center for children. It describes various musical instruments, recorded music, song books, and computers that children can use to create or listen to music. It emphasizes the importance of having accessible musical materials and toys for at least one hour daily. The teacher's role is to use music to develop relationships with children and help them learn through participating in musical activities together. A variety of musical instruments from different cultures are made available to expose children to diverse music genres and cultures. Music is used to help children develop language skills, creativity, cultural awareness, and motor skills while having fun.
Music
This document discusses the importance of music in early childhood education. It provides guidelines for the types of musical materials that should be available to children, including instruments, recorded music, song books, and computers. It emphasizes exposing children to diverse musical genres and cultures. The teacher's role is to use music to develop relationships with children and teach routines and rules. Providing musical activities can help children meet developmental milestones in areas like language, social skills, creative expression, and physical coordination.
Emprenedors1
The document outlines a music education program for primary and secondary school students. It describes holding workshops using instruments like Orff instruments and building homemade instruments to teach music history and involve students in an interactive way. The program includes two 1.5 hour sessions per week over two weeks, with different activities for 3rd/4th grade primary students compared to 1st/2nd grade secondary students. It also discusses using online tools like a website and social media to engage students and share information about the program.
Learning Vocabulary Through Music
The document outlines a series of lessons that use music to help students learn vocabulary. It discusses how music can make vocabulary more memorable and impactful. The lessons have students analyze song lyrics to understand word meanings, create their own songs that incorporate target vocabulary, and present their songs to the class. Assessments include a vocabulary test and measuring any impact on reading fluency.
LP_Wk7(Sept.19-21)_MAPEH 1_Teacher Lenette_SY. 2023-2024.pdf
This document outlines the lesson plans for a Grade 1 Music, Arts, Physical Education, and Health (MAPEH) class at GAIN CHRISTIAN ACADEMY OF MONTALBAN INC. The Tuesday lesson focuses on identifying the beginning and ending of songs, while the Thursday lesson teaches students to differentiate between pleasant and unpleasant sounds. Both lessons involve defining terms, providing examples, classifying sounds or parts of songs, and assessing students' understanding through activities and exercises in their MAPEH textbooks. The lessons aim to teach musical concepts and encourage consideration for others.
holiday musice book
The document provides free sheet music for children to play Christmas songs on piano and guitar. It includes introductory text about fostering an interest in music in children during the holiday season. Sheet music is then provided for several beginner Christmas songs that can be played on piano or guitar, such as "Jingle Bells", "Deck the Halls", and "Frosty the Snowman". Instructions and chords are included for playing songs on guitar.
Reflections
The document describes the author's experiences participating in drama, dance, music, visual arts and media arts sessions during an on-campus program. On the first day of drama, the author found the interactive elements uncomfortable but enjoyed the visualization exercise. They realized they are more comfortable observing drama than participating. In dance two days later, the author felt more at ease since they knew the other students. The author enjoyed the music sessions and felt like a musician. Key learnings included the importance of a safe and comfortable environment before involving students in arts activities, as well as allowing time for creativity.
Learning about belonging through religious music
This document outlines a lesson plan for teaching Year 2 pupils about religious belonging through music. It will explore what it means to belong, focusing on Christianity and Judaism. Pupils will discuss belonging and listen to songs representing each religion. For Christianity, they will listen to "I Belong to You" and discuss how the lyrics of being in God's family make Christians feel. For Judaism, they will listen to "I Have No Other Country" and compare the emotions to the Christian song. The lesson aims to help pupils understand how people belong to each religion and develop a sense of belonging to a group.
LP_Wk7(Sept.19-21)_MAPEH 1_Teacher Lenette_SY. 2023-2024.docx
This document contains the lesson plan for a Grade 1 MAPEH (Music, Arts, Physical Education, and Health) class at GAIN Christian Academy of Montalban Inc. covering two lessons - one on identifying the beginning and ending of songs, and another on distinguishing between pleasant and unpleasant sounds. The lessons will involve listening activities, group work creating sound collages, and answering questions in their MAPEH workbook. Biblical integration is drawn from Psalms and Colossians about joyfully praising God with our talents and working diligently. The students will be assigned to create a video showcasing examples of pleasant and unpleasant sounds.
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Task 2 le5 - music in re
- 1. Task 2 This PowerPoint will explain how I would use the two choices of music in an RE session with children.
- 2. 1 – Christianity – Jesus Paid it all
- 3. • In the classroom: The children would listen to the song and respond to the music using an art medium such as oil pastels, paint, pencil to draw anything the music makes them feel/think of. We would then have a discussion and share our drawings, discussing why we drew what we did, moving towards how Christians might feel when they listen to or sing the hymn. I would then explain the significance of hymns in the Christian religion and question the children on the meaning of the hymn. I would also ask ‘What instruments can you hear?’ and we would clap the beat as a class.
- 4. 2 – Hinduism – Mein To Garba Rachaungi (1st piece of music in video)
- 5. • In the classroom: The children would respond to the music through dance (could be incorporated into a P.E dance lesson), first of all individually. As a class we would discuss ‘why did you respond with those movements?’, ‘how did the music make you feel and why?’. We would make a brainstorm of the children’s movement’s on the IWB and their feelings. The next discussion point would be, ‘Do you think you danced in the same way as a Hindu might dance to this and why?’. We would then watch a clip of the Hindus dancing to Hindu Garba music and compare their movements to our own. We would also discuss why a Hindu might be dancing and the culture of dance in society. The children would then compose small dance routines in small groups, perform them and explain why Hindus dance at the end of their routine