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Learning music through

Learning music through LISTENING Introduction Key topics: Ministry Expectations active listening How to plan listening lessons Sample traditional listening lessons: I’se the B’ye, Nutcracker Suite Ministry Expectations Recognize that mood can be created through music

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Learning music through

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  1. Learning music through LISTENING

  2. Introduction Key topics: • Ministry Expectations • active listening • How to plan listening lessons • Sample traditional listening lessons: I’se the B’ye, Nutcracker Suite

  3. Ministry Expectations • Recognize that mood can be created through music • Communicate their thoughts and feelings about the music they hear, using language and a variety of art forms and media • Recognize and explain the effects of musical choices • Identify the feelings that are evoked by a particular piece of music

  4. Ministry Expectations • Express their response to music from a variety of cultures and historical periods • Explain, using appropriate terminology, their preferences for specific songs or pieces of music • Listen to music from the Renaissance period and identify its main characteristics • Describe, through listening, the main characteristics of the Baroque and Classical periods.

  5. ACTIVE LISTENING Regular music lessons: • Questions that focus the students to listen for the elements or qualities of the music. • Questions that ask students to listen for specific patterns in the music. • Questions that ask students to listen to themselves and peers while they are playing or singing so that they can adjust their sound accordingly.

  6. ACTIVE LISTENING Regular music lessons: • Sometimes it is important to just listen with the students and not create “paralysis by analysis”. • Create an atmosphere of “curiosity” about music from other cultures. • Music that moves at a pulse of 60 readies the mind for work. “Mozart Effect”

  7. TRADITIONAL LISTENING LESSONS

  8. HOW TO PLANLISTENING LESSONS • Decide on the piece of music. • Decide on the outcomes from the Arts Document. • Decide on your listening purpose and activities. (examples are in course pack p. 141-151 or music program guidebooks) • Write up your lesson plan.

  9. I’SE THE BYE Gr. 4 • Learn the song. • Discuss key signature, chords, accent and diction. • Listen to I’se the Bye sung by the Toronto Children’s Chorus on the CD My Heart Soars. • Group 1: Listen to the piano. How is it used? • Group 2: Listen to the singers. How did they use their voices for effect? Did you like it? Why or why not? • Group 3: Listen to the words. How are they the same or different from the ones we sang?

  10. TREPAK FROM NUTCRACKER SUITEGrade 2 or 3 • Use the graph on p. 146 of course pack. • On the scoops in the first line, keep the beat sitting in your spot. • On the curlicue make circular motions in the air. • Repeat the movement pattern in similar sections.

  11. TREPAK FROM NUTCRACKER SUITE • In the middle, try free movement on the beat. Exaggerate the accents when they occur. • The class may revisit music and interpret with streamers. • Use a formal stepping pattern for A section, creative movement for B section.

  12. TREPACK: THE NUTCRACKER SUITE ALTERNATE STRATEGY: IMAGERY • You are a puppet on a string. The puppeteer makes you dance to the beat. He sets you down in the middle of the music as it changes. Part of you still keeps the beat in your toe, finger or head. When the familiar music from the beginning starts again,he picks you up and you dance again. You move as follows: • A: Move on one spot like a puppet on a string. • B. Sit relaxed but keep the beat with one body part. • A. Move on one spot like a puppet on a string.

  13. Summary In this presentation we explored Learning Music Through Listening. Key topics: • active listening • Ministry expectations • How to plan listening lessons • Sample traditional listening lessons: I’se the B’ye, Nutcracker Suite

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