Presentation Overview

1. Presentation Overview • Characteristics of Sound- overview Dynamics • Ministry expectations (dynamics) • Key Questions • Content • Symbols and language • Teaching activities or strategies

2. CHARACTERISTICS OF SOUND(Hookey, 2000, p. 65) DYNAMICS: • How loud or soft is it? TIMBRE: • What is its characteristic sound? (quality of the sound) DURATION: • How long or short is the sound? PITCH: • How high or low is the sound?

3. Ministry ExpectationsDynamics • Identify examples of dynamics in their life and in music (Gr. 1) and how they are achieved (Gr. 2) • Identify the dynamics in familiar pieces of music (Gr. 3) • Indicate with appropriate hand movements the dynamics heard in familiar pieces of music (Gr. 3)

4. Ministry ExpectationsDynamics • Sing or play expressively, giving particular attention to using suitable dynamics, tempi and phrasing. (Gr. -6) • Create musical compositions that show appropriate use of the various elements of music ( tempo, dynamics, melody, form, texture, tone colour and perform them.Gr. 5-6) • Describe how the various elements of music are used to create mood in two music pieces of different styles. (Gr. 5-6)

5. DYNAMICS:Key Questions(Hookey, 2000, p. 41-43) • What do students associate with loud sounds or soft sounds? • What language do they have to describe the differences? • What choices of dynamics do they make? Why?

6. DYNAMICS:the varying degree of loudness Content • music may be loud or soft or get louder or softer • sounds may get suddenly louder • melodies and pieces may have a dynamic shape or a steady dynamic level

7. DYNAMICS:LANGUAGE AND SYMBOLS • Pianissimo pp very soft • piano p soft • mezzopiano mp medium soft • mezzoforte mf medium loud • forte f loud • fortissimo ff very loud • sforzando sf sudden loud note • cresendo < getting louder • decresendo > getting softer

8. DYNAMICS: ACTIVITIES • Singing: sing a song all at one level and contrast it by singing with dynamics • Chanting: Do a chant all at one level and do same one with dynamics • Creative thinking: have children add their own dynamics to a familiar piece.

9. DYNAMICS:Practical Application In a Dark Wood (p.30 Musicanada 3) • Say the chant without any dynamics • Explain to the students what fff to ppp means. • Say the chant with the dynamics as marked. • Work on articulation and diction.

10. DYNAMICS:Practical Application Someone Came Knocking (p. 108Musicanada 3) Teach song using rote or tape method. Teach dynamics at the end of the song. Add the dynamics as you sing. Work on crisp articulation and contrasting legato (smooth) singing.

11. Summary of Dynamics • Characteristics of Sound • Ministry expectations • Key Questions • Content • Symbols and language • Teaching activities or strategies

12. Timbre:distinctive character of a sound Overview: • Definition • Ministry expectations • Key Questions • Categories • Activities and teaching strategies

13. Ministry Expectations • identify correctly specific sounds heard in their classroom (door closing, chalk squeaking) Gr. 1 • Produce a specific effect (sound of wind, farm animals) using various sounds sources (e.g. voice body, musical instruments, “found materials” Gr. 1 • Create simple accompaniments and sound effects to songs, poems and chants using various sound sources (voice, body, instruments, or “found” sounds) Gr. 1-3

14. Ministry Expectations • Identify the four families of orchestral instruments (strings, woodwinds, brass, percussion) Gr. 2 • Create or arrange music or a song to accompany a reading, dramatization, using appropriate rhythm instruments, body percussion, or “found” sounds Gr. 3-6 • Identify the instruments within the percussion family of orchestral instruments Gr. 3

15. Ministry Expectations • Identify the individual instruments of the woodwind, brass, string and percussion families Gr. 4 • Recognize and classify the various instruments (woodwind, brass, stringed, percussion) Gr. 5

16. Timbre:distinctive character of a sound(Hookey, 2000, p.44-47) Key Questions: • Do they have the vocabulary for comparing a range of sound sources? • Can they make choices for their own compositions?

17. TIMBRE : CONTENT Categories for timbre • Environmental: natural sound , man made sounds • Voice: man, woman and child • soprano, alto, tenor, bass, counter tenor, falsetto • choirs: adult, children’s, male, mixed

18. TIMBRE : CONTENT • Body: stamp, patsch, clap, snap • Orff Instruments: tuned percussion instruments - glockenspiel, marimbas, metalophone, xylophone, hand drums • Electronic: synthesizers, keyboards, computer • Boomwackers: Plastic tubes of various lengths to produce different pitches

19. CATEGORIES FOR TIMBRE ORCHESTRA: • Families of instruments: • String: • violin, viola, cello, bass • Brass: • trumpet, French horn, trombone, tuba • Woodwind: • flute, piccolo, oboe, English horn

20. CATEGORIES FOR TIMBRE • Percussion: • timpani, snare drum, bass drum, cymbals, bells, xylophone, claves etc. • Keyboard: • piano, organ, synthesizer • Folk: • guitar, ukulele, autoharp

21. TIMBRE: ACTIVITIES • Create a vocabulary list of sound words. • Try out various ways to use voice. • Listen to identify instruments. • Build your own instruments.

22. TIMBRE: ACTIVITIES • Play timbre matching games. • Interpret a story using various timbre. • Analyze a story using timbre. • Add instruments or found sounds to create soundscapes or accompaniments.

23. My Moccasins Have Not Walked My moccasins have not walked Among the giant forest trees My leggings have not brushed Against the fern and berry bush My medicine pouch has not been filled With roots and herbs and sweet grass My hands have not fondled the spotted fawn My eyes have not beheld The golden rainbow of the north My hair has not been adorned With the eagle feather Yet My dreams are dreams of these My heart is one with them The scent of them caresses my soul. Duke Redbird

24. BANG! Smash! Sh… Bang! Smash! Noisy beat! Smash! Crash! Clatter! Louder, louder, louder, pop! Noise, noise, noise, stop! (no words, express the beat with sound) Sh… Sh… Tippy toe. Sneaky, creaky, off we go…

25. Summer Showers The rain comes in sheets Sweeping the streets. Here and here and here, Umbrellas appear. They tilt and they lean Like mushrooms, like flowers, They grow when it showers.

26. Billy Boy’s Boots Billy boy’s boots are big And Billy boy like to jump So Billy boy’s boots go Bumpety, bumpety, bumpety, bumpety bump!

27. Couldn’t Sleep Last Night Couldn’t sleep last night With the thunder and the lightning, And the dog on the bed And the chicken in the kitchen At the Barnyard farm. Couldn’t sleep at all last night With the baby crying And the thunder and the lightning, And the dog on the bed And the chicken in the kitchen At the Barnyard farm. Couldn’t sleep at all last night With my Daddy snoring… Couldn’t sleep at all last night With the cows a mooing…

28. Summary: Timbre • Definition • Ministry Expectations • Key questions • Categories • Environment • Voice and body • Instruments • Activities and teaching strategies

29. RHYTHM: the organization of time Overview • Definition of terms • Ministry Expectations • Key questions • Content • Activities and teaching strategies

30. Rhythmrelates to the organization of time(Hookey, 2000, p. 48-49) • DURATION:How long or short is it? • ARTICULATION: • the speed and energy of a note • BEAT: • the steady pulse • TEMPO: • speed of music

31. Rhythm • ACCENTS: • emphasize some beats either strong or weak • METRE: • grouping of beats into sets by regularrecurring accents, may be simple or compound • RHYTHM PATTERN: • pattern of long and short sounds that move in relation to a basic underlying beat.

32. Rhythm • FREE RHYTHM: • pattern of long and short sounds that are unrelated to beat. • LEGATO: • sounds are joined together smoothly • STACCATO: • Clearly separated sounds.

33. Free Rhythm Examples: • Listening: Music In Education selection • Poem: I Am Me

34. Ministry ExpectationsGrades 1-6 • Identify examples of beat in daily life (Gr. 1) • Identify rhythms and rhythm patterns in language (Gr. 1- 2) • Distinguish between beat and rhythm in music (Gr. 1-2) • Create rhythm patterns using a variety of sounds (Gr. 1- 2) • Identify the tempo of various pieces of music (Gr. 2)

35. Ministry ExpectationsGrades 1-6 • Identify the beat, rhythm, and tempo in familiar pieces of music (Gr. 3) • Recognize that sounds and silences of different durations may be represented by symbols (Gr. 3) • Identify and/or interpret whole notes, half notes, quarter notes, and eighth notes and their corresponding rests in 4/4 time (Gr. 4-6) • Create an accompaniment for a story, poem or drama presentation , using their knowledge of beat and rhythm(Gr. 4-6)

36. Ministry ExpectationsGrades 1-6 • Conduct in 4/4, 2/4 or 3/4 time (5-6) • Read correctly familiar and unfamiliar music that contains whole notes, half notes, quarter notes, and eight notes and their corresponding rests in 4/4 time (6) • Create musical compositions that show the appropriate use of the various elements of music ( beat, rhythm) (6)

37. RHYTHM: KEY QUESTIONS(Hookey, 2000, p. 49-51) • Do the learners display knowledge of the different aspects of rhythm? • Can they perform them in various ways? • Can they improvise with them? • Can they discover them in the music they hear and perform?

38. RHYTHM:CONTENT • Students may develop concepts about rhythm by listening to, moving, creating, mapping, singing, chanting and playing music. • Music may or may not have a definite feeling of rhythm. • If it does not have a definite feeling of rhythm it is called free rhythm.

39. RHYTHM: CONTENT • Music may move with a steady beat. • Each beat may be divided into smaller parts. • Music moves in rhythm patterns of long and short sounds and silences.

40. RHYTHM:Practical Applications The Grand Old Duke of York(Musicanada 2 p. 20) • Teach the song by tape method. • Questions: How many men did he have? Where did he take them? • Keep the beat in different parts of your body as you listen to the tape. • Join in the singing as you learn the words to the first verse. • Keep the beat in your feet as you march around the room. Add actions to match words. Can you also keep the rhythm in your hands? • Extensions: Open text and follow the dynamic and tempo markings as shown.

41. RHYTHM:Practical Applications Everybody Put a Little Bit In (Up with People) Gr. 3-5 Why can we use this live performance music? • Teach song using tape method. • Questions to focus listening: What have these musicians done in their travels? What have they learned? • Join in with the hand jive as soon as you can. Extensions: • Have students create own actions or dance steps or write additional verses.

42. Everybody Put a Little Bit In Well, we’ve traveled a lot of miles And we’ve made a lot of friends, Sang a few songs and we sang them again. We see all kinds of people Comin’ down the street. They sing a different tune And they walk a different beat. And their faces tell the story Of the places they have been Might just be a dime in the hand of time But they all put a little bit in.

43. Everybody Put a Little Bit In Where ever you’re going, where ever you’ve been, Everybody puts a little bit in. What ever the colour of your skin, Everybody puts a little bit in. In this whole world, we’re all kin, Everybody put a little bit in. Got nothin’ to loose, ‘cause we all win When everybody puts a little bit in. Well we all carry treasures that make us unique, From the culture we show to the language we speak. And we’re all street singers in our own way With our tales to tell and our songs to play.

44. Everybody Put a Little Bit In And our faces tell the story Of the places they have been Might just be a dime in the hand of time But we all put a little bit in Where ever you’re going, where ever you’ve been, Everybody puts a little bit in. Chinese or Pole, Egyptian or Finn Everybody puts a little bit in. In this whole world, we’re all kin, Everybody put a little bit in. Got nothin’ to loose, ‘cause we all win When everybody puts a little bit in.

45. RHYTHM:Practical Applications A full unit on teaching Beat, Rhythm, and Accents can be found in the Canada is Music Grade 3 and 4 starting on p. 282 • Use teachers resource guide and add one element at a time.  Soon you will be covering it all. • Pg. 282 Going to the Beach: "The Footprint of Music" • Follow the footprints with your fingers or tap the beat softly on your desk. • Listening to blues allows children to try new and different things with their voices.

46. RHYTHM:Practical Applications • Children in grade 2 can make up their own rhythm card kits using picture patterns like P.286 Musicanada 3 and 4 and teach them to grade 1. This allows the grade 2 students to apply what they have learned about rhythm patterns. • Subsequent pages teach ta’s, ti ti’s, ta-aa, whoosh for rests, ta-aa-aa. Rhythm chants like “Beats on the Outside” and “Rhythmic Posture Chant are included.

48. RHYTHM:Practical Applications Rhythm Flash Card Kit • clapping and saying  Ti Ti Ta's Cards are sequenced from very easy to quite hard. Can make up your own set using computer graphics or can copy Nip U’s set onto bristol board squares.

49. RHYTHM: ACTIVITIES #1(Hookey, 2000,p. 49-51) • Walk the beat. • Clap the rhythm. • Play echo clapping games using names and familiar words. • Identify familiar songs after hearing only the rhythm pattern. • Do actions for sounds of different lengths. • Clap the rhythm pattern of a song using inner hearing.

50. RHYTHM: ACTIVITIES # 2 • Label the pattern of sounds as the rhythm pattern. • Observe rhythm patterns maps with long and short sounds for familiar songs. • Map the rhythm pattern with long and short sounds. • Chant the rhythm pattern using time names. • Use lines or bars to show relative length of sounds. • Read rhythm symbol charts.