Learning Centers in the Elementary General Music Classroom

1. Learning Centers in the Elementary General Music Classroom Danielle Ballinger CMEA 2011

2. Overview • What is a Learning Center? • Theoretical Foundations and Research • Inspiration • Why use Learning Centers? • Experience sample Learning Centers • Create a Learning Center Unit • Music Learning Centers Wikispace

3. What is a Learning Center? “A learning center is a defined space where materials are organized in such a way that children learn without the teacher’s constant presence and direction.” --Pattillo, 1992

4. Theoretical Foundations

5. History • 1970s = United States saw a reawakening of progressive education due to advancements in technology • Studies in Maryland public schools categorized into “subject matter,” “media,” and “activity” • California State worked with teachers to develop an approach which would “allow for individual differences in learning rates and developmental levels” • Differentiation has renewed the concept, mainly in reading and math

6. Good learning centers... • ...are developmentally appropriate • ...offer students multiple options • ...are well-organized • ...are equally timed • ...provide challenge with potential of success • ...are fun!

7. Inspiration: Susan Kenney Professor, BYU Early Childhood Music Education Birth - Six National Chair for MENC General Music Editorial Board for MEJ

14. Why use Centers?

15. Teachers should consider implementing learning centers to provide for the needs of students who are demanding to be treated as unique individuals.-- Eleanor Beatty and Carol Schnitger, 1977“Center in on Music”

16. Sample Learning Center:3rd Grade

17. Peter and the Wolf

18. Unit Plan • Objectives: • Students will be able to identify aurally and visually the instruments that are used in “Peter and the Wolf.” • Students will be able to categorize the instruments in “Peter and the Wolf” into their proper orchestra families. • Students will use their own descriptive terms for the timbre of instruments in “Peter and the Wolf.” • Students will recreate the events of “Peter and the Wolf.” • Students will be able to discuss composer Sergei Prokofiev in their own words. • Students will successfully answer questions about the story and the composer. • Students will be able to aurally identify different character themes and create a new set of themes for the story. • Vocabulary: • Woodwinds Strings Brass Percussion • Timbre Sergei Prokofiev Theme • Standards Addressed: • Performing on instruments, alone and with others, a varied repertoire of music. • Composing and arranging music within specified guidelines. • Listening to, analyzing, and describing music. • Evaluating music and music performances.

19. Listening Center Each character in “Peter and the Wolf” has its own musical theme, performed by a specific instrument. Using the “Musical Themes” worksheet, listen to each theme and follow the melodic lines on the staves as you listen. Under each line, write a few words to describe the timbre of each instrument (for example, shrill, metallic, rich, voice-like, velvety). You may press pause after each instrument, and you may repeat as many times as you need. Track #: 2 – Flute 3 – Oboe 4 – Clarinet 5 – Bassoon 6 – French Horn 7 – Violin 8 – Timpani Once you have listened to and described each of the instruments above, listen to the story of “Peter and the Wolf,” following along with the listening map (beginning at CD track #9).

20. Reading Center 1. Read in your packet about Sergei Prokofiev and his composition, “Peter and the Wolf.” Answer the questions on the back page using what you read to help you. 2. Once you are finished, read through the book “Meet the Orchestra” by Ann Hayes. Find the pages that are marked for each of the characters from Peter and the Wolf. Write the name of each instrument in its proper category below.

21. Creating Center Imagine that you are the conductor of the Vail Symphony Orchestra. You have been preparing a performance of “Peter and the Wolf,” complete with a narrator and dancers to play the parts of the characters. On the night of the big performance there is a huge snowstorm, and none of the musicians are able to make it to the concert hall. All of your dancers are ready to go, and the audience is waiting. You need to come up with a different set of instruments to become the voices of each character. Use the instruments in the Creating Center to become the new voices of the characters. List your choices below, then use the story cards and character cut outs to help you recreate the story using the new instrumentation. Peter: ________________________ Duck: _______________________________ Bird: _________________________ Cat: ________________________________ Wolf: __________________________ Hunters: ____________________________ Grandfather: _____________________________

22. Technology Center Use the NY Philharmonic KidZone “Instrument Storage Room” to help you answer the following questions about the instruments used in Prokofiev’s Peter and the Wolf. Use the mouse to move the boy in front of different cases, and click on the instrument to read about it. Click on the picture of the ear to listen to a sound clip for each instrument. Flute There are many different kinds of non-orchestral flutes. Name one. Oboe How did people first discover the idea of a “double reed”? Clarinet How many registers does the clarinet have? Bassoon What do bassoonists and oboists have in common? Violin What were early violins mostly used for? French Horn What were horns used for in Renaissance Europe? Timpani Why do you think timpani are considered the most important part of the percussion section?

23. Games Center Use the games in the pink basket to learn more about the families of the orchestra. 1. “Clip the Instrument” One partner reads the questions while the other answers by clipping the clothespin on the correct instrument (answer in parentheses). Switch jobs halfway through the questions. 2. “Orchestra Concentration” Spread the green cards out, face down. One partner goes first, and chooses two cards. If they match (vocabulary word with and its definition), the player keeps them. If they don’t, turn them back over and the other player goes. 3. “Fiddlesticks” - One player shuffles and deals all the cards equally between players. - Players look at their cards and if they have a set of two matching cards, place them face up on the floor. - Dealer offers cards face down to the player on the left, who chooses one. - If that player is then able to make a pair, place those cards with any others already on the floor. - That player then offers cards to the player to the left, and so on. Continue this way until all the pair are found. - Whoever is left with the Fiddlestick card is out!

25. Other Theme Ideas • Kindergarten: Exploratory • First Grade: Musical opposites • Second Grade: Building Blocks of Music • Poetry • Third Grade: Native American Heritage Month • Around the World project • Music and Visual Art

26. A Center in the Making • Inspiration: River Song, Steve Van Zandt • Theme: Sounds in Nature/Found Sounds • Centers: • Reading - The Listening Walk, Listen to the Rain • Listening - “Rainstorm” • “Cloudburst” (Whitacre) • Creating - Weather Pattern Rhythms; Create a Rainstorm

27. River Song

28. Creating Center • Each player chooses an instrument for one weather sound. • Shuffle the weather cards. • Place cards in a row. • Play the music in the order the cards occur.

29. Let’s Create! • After finishing these directions, choose a grade level poster and move to that place in the room • Use one of the books as “inspiration,” or choose your own springboard. Work together to create a framework for a unit incorporating Music Learning Centers (you can choose how many centers you use) • After 10 minutes we will share our ideas

30. Wikispace • Music Learning Centers Wiki