Wow. I read the article and then took the test. I still did very poorly, haha. I feel like it would be easier as a teacher to look up the specific copyright law that applied to me or I could research into whatever material I wanted to use and see what their limits were on using the material.
I chose ‘Goodnight Moon’ by Margaret Wise Brown for my lesson over a children’s book.
SINGING – Sing “Hey Diddle Diddle” nursery rhyme.
LISTENING – “Moon Dance” by Van Morrison or Michael Bublé
Van Morrison – https://www.youtube.com/watch?v=6lFxGBB4UGU
Michael Bublé – https://www.youtube.com/watch?v=ABxlQkIOfmA
INSTRUMENTS – Each student will get to use hand drums. We’ll start off by echoing the teacher to establish a pattern. Then each of the students will take turns improvising their own drum beat.
Here is a video of a ton of drums being used for a moon dance: https://www.youtube.com/watch?v=Zo1dVpdc4Rw
CREATE – Explain to the students that the moon has a big affect on the our oceans and their currents and that some scientists believe that the moon affects humans in the same way making us act silly during the full moon. Students will create a Full Moon Mask from construction paper and other silly materials to express the silliest version of themselves!!!
RHYTHM – Compare the rhythmic stanzas on each page of ‘Goodnight Moon’ using Boom Whackers to emulate rhythmic phrases. A bonus would be to only use the notes in a major chord so as to ease the listening on the teachers ears. 🙂
MOVEMENT – Moon Dance!!! Students will dance a Moon Dance together while wearing their Moon Dance Masks! All students will be encouraged to act as silly as possible!!!
CROSS-CURRICULAR INFLUENCES: English, Math, History, Science.
https://musiclab.chromeexperiments.com/Experiments
There are some very FUN and educational apps on this website!
The student will visualize the difference between minor and major chords using Arpeggios.
The student will compose an original melody using the the Melody Maker.
So this picture is of poor-quality, and I am terribly sorry! However, Alex and I used FaceTime as our form of video-chatting. There was some slight lag in our video, but it is much better when you connect to a good wifi connection. It is very possible to give lessons via FaceTime. A jam session would be difficult due to potential lag of people trying to play on both sides in synchronization. If for some reason the a teacher could not make it to school that day, or perhaps for an extended period of time, that teacher could FaceTime, Skype, etc. into class and give the lesson for that day. There would probably need to be a substitute teacher in order facilitate a lesson like this.
It was a very fun day in Music Ed Tech today. We learned how to be ARTISTS while taking photos on our phones (and how to not be too artistic…). We went outside and took a few photos. The weather was absolutely fantastic, though Jordan said it was too windy. It was very nice evening before the weekend of SWE rehearsals and the SWE concert on Sunday.
For this week’s project in Elementary Methods, I chose to have my students listen to ‘A Song For Japan’ by Steven Verhelst. This piece really demonstrates the POWER of music, and I would want to teach my kids about that. The piece was written for the tsunami that happened in 2011 and how the community came together in solidarity for Japan, specifically the music community. Trombonists from all over the world submitted videos out of their support for tragic disaster and this video compilation signifies and represents that music breaks down all barriers. People from all over the world showed respect for the disaster through music in this composition.
I would begin by teaching the students what the piece was written for and slightly explain the big dynamic difference and how that is affected partially by how many trombonists are playing at the same time throughout the piece. After that, I would have the students color with the provided coloring page or to draw on the other side of the page. They could even switch back and forth between the two if they wanted to. They should just color or draw whatever comes to mind while listening to the music and reflecting on what it is about. There would be reflection and questions at the end and kids could present what they drew or colored and they could talk about it if they wanted to.
Evans Musical Sequences 