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Plantation Park Singers Orientation Presentation

Plantation Park Singers Orientation Presentation. Nicole M. Greggs, Director/NBCT- EMC/Music Julie Gittelman, Principal Linda Villareale, Asst. Principal. Welcome to. Plantation Park Singers!. Mrs. Greggs’ Contact Information:.

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Plantation Park Singers Orientation Presentation

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  1. Plantation Park Singers Orientation Presentation Nicole M. Greggs, Director/NBCT- EMC/Music Julie Gittelman, Principal Linda Villareale, Asst. Principal www.musicmakerscamp.com

  2. Welcome to Plantation Park Singers! www.musicmakerscamp.com

  3. Mrs. Greggs’ Contact Information: • Email- nicole.greggs@browardschools.com or musicmakerscamp@aol.com • PPE phone- 754-323-7150 x325 • Cell phone- 954-868-5515 • Please do NOT leave messages on school email. www.musicmakerscamp.com

  4. What is Chorus? And Why Sing? • Chorus is a fun, honorary, academic enrichment program that teaches the whole child through beautiful singing. • No heartbeat= no life. • Singing naturally develops linguistic skills, enhances reading ability, & strengthens cross-cerebral synapses. • Music provides a context for knowledge from all areas- reading, math, science, social studies, character, TRIBES agreements; sense of community. • It’s social and fun! www.musicmakerscamp.com

  5. 2007-2008 12th Grade CohortFine Arts Enrollment • For the general population, the more music and arts classes taken, the higher the student achievement in all measures • For students on “free and reduced lunch,” an indicator of socioeconomic levels, the more music and arts classes taken, the higher the student achievement in all measures. • For students divided by ethnicity, the more music and arts classes taken, the higher the student achievement in all measures. • The more arts classes taken, the less likely a student is to dropout of the cohort group.

  6. Low Socio-Economic Group: Cumulative GPA

  7. Low Socio Economic: % Taking SAT

  8. Low Socio Economic: SAT Scores Music only

  9. Low Socio-Economic: FCAT %Music only

  10. Cumulative GPA: RaceMusic only

  11. % Taking SAT (Verbal or Math): RaceMusic only

  12. Avg SAT Scores: RaceMusic only

  13. FCAT %: RaceMusic only

  14. FCAT %: RaceMusic only

  15. FCAT %: RaceMusic only

  16. 2007-2008 12th Grade CohortFine Arts Enrollment • For the general population, the more music and arts classes taken, the higher the student achievement in all measures. • For students on “free and reduced lunch,” an indicator of socioeconomic levels, the more music and arts classes taken, the higher the student achievement in all measures. • For students divided by ethnicity, the more music and arts classes taken, the higher the student achievement in all measures. • THE MORE ARTS CLASSES TAKEN, THE LESS LIKELY A STUDENT IS TO DROPOUT OF THE COHORT GROUP.

  17. Resources • 2007-2008 12th Grade Cohort – Fine Arts Enrollment Data • Secretary Arne Duncan’s letter • All prior collected music and arts resources

  18. www.flmusiced.org

  19. Plantation Park Elementary’s Music Department

  20. Benefits of Music Education Music Education Advocacy What Parents can do to Encourage their Children in Music How Music Connects with Core Subject Areas-Research and Ideas that are used in the Music Classroom Elementary Music Education in Broward County Schools Objectives

  21. IMPORTANCE OF MUSIC EDUCATION • Music Education Helps Develop: • Hand-Eye Coordination • Memory Skills • Concentration • Problem Solving Skills • Teamwork • Self-Confidence/Self Esteem • Self-discipline/Perseverance • Standards of Excellence • Time Management Skills

  22. 4 Categories of Benefits for Music Education • Success in Society • Success in School • Success in Developing Intelligence • Success in Life

  23. Every human culture uses music to communicate ideas and ideals The arts are identified as one of the six basic academic subject areas students should study to succeed in college Academic Preparation for College: What Students Need to Know and Be Able to Do, 1983 [still in use], The College Board, New York The arts create jobs, increase local tax base, spur growth in businesses (hotels, restaurants), and improve the quality of life for our cities and towns American Arts Alliance Fact Sheet, October 1996 1. Success in Society

  24. Students participating in arts programs in selected elementary and middle schools in New York City showed significant increases in self-esteem and thinking skills National Arts Education Research Center, New York University, 1990 2. Success in School • Students with music performance or appreciation experience scored higher on the SAT than those not involved. How much higher? • 53 points higher on verbal and 39points higher on math for those involved in music performance • 61 points higher on the verbal and 42 points higher on the math for those involved in music appreciation • 1999 College-Bound Seniors National Report: Profile of SAT Program Test Takers, The College Entrance Examination Board, Princeton, New Jersey

  25. Music training is superior to computer instruction in enhancing children’s abstract reasoning skills, those necessary for learning math and science Shaw, Rauscher, Levine, Wright, Dennis, and Newcomb Two Rhode Island schools gave an enriched, sequential, skill-building music program which showed marked improvements in reading and math skills. Students in this program who had started out behind the control group caught up to statistical equality in reading, and pulled ahead in math Gardiner, Fox, Jeffrey, and Knowles 3. Success in Developing Intelligence-Research Results

  26. A study at the University of California (Irvine) showed that after eight months of keyboard lessons, preschoolers showed a 46% boost in their spatial reasoning IQ Rauscher, Shaw, Levine, Ky, and Wright Children given piano lessons significantly improved in their spatial-temporal IQ scores (important for some types of math reasoning) compared to children who received computer lessons, casual singing, or no lessons Rauscher, F.H., Shaw, G.L., Levine, L.J., Wright, E.L., Dennis, W.R., and Newcomb, R. Success in Developing Intelligence- Research Results, Continued

  27. An Auburn University study found significant increases in overall self-concept of at-risk children participating in an arts program that included music, movement, dramatics, and art, as measured by the Piers-Harris Children’s Self-Concept Scale N.H. Barry, Project ARISE: Meeting the needs of disadvantaged students through the arts A study at McGill University found that pattern recognition and mental representation scores improved significantly for students given piano instruction over a three-year period. They also found that self-esteem and musical skills measures improved for those students Costa-Giomi, E. Success in Developing Intelligence- Research Results. Continued

  28. Opens doors that help children transition from school into the world around them-world of work, culture, intellectual activity, and human involvement Gerald Ford, former President, United States of America By studying music in school, students have the opportunity to build on skills such as communication, creativity, and cooperation. They enrich their lives by building on these skills and seeing the world from different perspectives Michael E. DeBakey, M.D., Leading Heart Surgeon, Baylor College of Music. 4. Success in Life

  29. What Can Parents Do? • Listen to music with your child from little on up-nursery rhymes, folk songs, children’s songs • Sing and play music with your child • Go to concerts or watch concerts on television • Encourage your child to participate in musical activities at school, church, and home • Listen and show enthusiasm for your child’s musical achievements • Attend your child’s school/church music programs • Be active in your child’s everyday life • Engage in musical activities with your child on the internet. There are many interactive sites…

  30. How Music Connects to the Core Subject Areas AND... Research & Ideas Used in the Music Classroom

  31. MUSIC AND..... MATH

  32. Music and Math • Spatial/temporal relationships in music exist as pitch and rhythm patterns • The cognitive skills used to process music are used in math as well • When singing on pitch: “Do” is less than “re”, and “re” is less than “mi”. As students develop these skills, it can help students understand math concepts such as number lines • Gardiner, 1996

  33. Music and Math • 2nd and 3rd graders were taught fractions using concept of rhythmic notation-relationships between different note values • Peers received traditional fraction instruction • Students taught fractions using music concept scored 100% higher on fractions tests than those who learned using the traditional method • Rauscher, 1999

  34. Students use addition and subtraction skills when working with measures and beats-ex: Creating and/or completing measures using quarter, half, eighth notes and their respective number of counts. Musical notation-notes and rhythms-are sets of graphs Music and Math

  35. MUSIC AND SCIENCE

  36. Music and Science • Science and Sound • Experiments on sound waves and vibrations-using a rubber band plucked between two fingers to show vibration. • See salt move on a surface when sound is made: Put plastic tightly over a coffee can and secure with a rubber band. Place salt on the plastic. Tap a smaller can with a ruler to see the salt move. The salt moves because the plastic is vibrating due to the sound waves hitting it!

  37. Music and Science • Instruments and Science • Size and Pitch: • Large instruments have low sounds • Small instruments have high sounds • Using Boomwhackers (plastic tubes that are pitched to certain notes), you can build a pyramid to visually show the students that to support the pyramid, the large tube must be on the bottom (and it makes the lowest sound). The smallest tube must be on the top of the pyramid (it makes the highest sound)

  38. Music and Science • Other interesting ideas: • Glasses filled with different amounts of water-have the students put them in order from the lowest to the highest (the lowest will be the one with the least amount of water; the highest will be the one with the most water-the instrument is actually the air column created by the space not filled up with water: smaller air space = more water = higher sound larger air space = less water = lower sound • There are numerous songs and movement activities that have a science focus to them. • The opportunities to connect music to science are ENDLESS!!!

  39. Music and….. Social Studies

  40. Happens often when teaching/learning songs about: Countries Continents States Game songs from other cultures Folk dances from around the world While learning these songs, we also learn: Games Dances Instruments-both American and foreign Rhythms Songs in native languages History of American music and world music Music and Social Studies

  41. Music and….. Reading!

  42. Both music and reading rely on the discrimination of sounds from each other When learning to read, we learn how to relate letters to their spoken sounds Phonemic stage of learning to read is promoted by good pitch discrimination skills (learning association between visual parts of words and their spoken sounds) Music and Reading

  43. Music and Reading Research • Experimental group received Kodaly training five days per week for 40 minutes during a seven-month period • Control group received no special music training • Experimental group’s reading scores were significantly higher (88th percentile) than the control group’s (72nd percentile) • Hurwitz, Wolff, Bortnick, and Kokas

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