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Primary Creative Arts

Primary Creative Arts. Teaching Music in the K-6 Classroom. Deirdre Russell-Bowie. Content in Music. MMADD , pages 49 - 51. Duration. Dynamics. Pitch. Tone Colour. Structure. Music concepts. Music concepts , they number 5, PITCH is high and low !

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Primary Creative Arts

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  1. Primary Creative Arts Teaching Music in the K-6 Classroom Deirdre Russell-Bowie

  2. Content in Music MMADD, pages 49 - 51 Duration Dynamics Pitch Tone Colour Structure

  3. Music concepts • Music concepts, they number 5, • PITCH is high and low! • DURATION covers rhythm, beat and tempo (fast and slow). • Listen to the TONE COLOUR of different instruments • DYNAMICS play them loud and soft, • STRUCTURE, same and different!

  4. DYNAMICS (Loud and soft) • If You’re Happy and you know it If you’re happy and you know it, Clap your hands! If you’re happy and you know it, Clap your hands! If you’re happy and you know it, And you really want to show it, If you’re happy and you know it, Clap your hands!

  5. DYNAMICS (Loud and soft)

  6. Lesson Plan: DYNAMICS • WHY: Indicators: • Children will demonstrate their understanding of dynamics by showing with their voices and instruments, the loud, medium and soft parts of a song and a story in response to signals and scores. • HOW? Resources: • CD: MMADD about the Arts (If You’re Happy) • CD player and extension cord/batteries/iPod + Speakers • Classroom instrument box • Puppet Flashcards from vUWS OHT of song • Introduction: • Bring puppet out of bag to conduct loud and soft singing of If You’re Happy and You Know it. Children take turns in conducting with puppet

  7. Lesson Plan: DYNAMICS • Body: • One child at a time conducts with arms to indicate when to sing softly, medium or loudly • Use flashcards (small / medium / large) to indicate when to sing softly, medium or loudly. • Read through The Farm Concert • Allocate instruments and children for each part; practise playing loudly and softly • Read through story and have children play their instruments when their animal is mentioned, loudly the first time and softly, the second time. • Conclusion: • Play through the graphic score, checking to see which children can play loudly and softly at the appropriate times.

  8. TONE COLOUR (Sounds of Instruments) • Categories of Home Made Instruments: • Shakers • Hitters • Scrapers • Blowers • ? • ?

  9. The Storm • Group 1: Rain drops: drip, drop • Group 2: Soft rain: Pitter, patter • Group 3: Pouring rain • Group 4: Thunder and lightning The Storm: Group 1 Groups 1 and 2 Groups 1, 2 and 3 Groups 1, 2, 3 and 4 Groups 1, 2 and 3 Groups 1 and 2 Group 1

  10. TONE COLOUR: The Storm Sound Poem Group 1 Drip! Drip, drop! Drip, drop, drip, drop! Pitter, patter, pitter, patter! Splish, splosh, splish, splash! Pouring rain, down it comes, Pouring rain, down it comes, Dark clouds looming, thunder crashes! Blackness then the lightning flashes! Dark clouds looming, thunder crashes! Blackness then the lightning flashes! Dark clouds looming, thunder crashes! Rain is easing, gently falling! Rain is easing, gently falling! Splish, splosh, splish, splash! Pitter, patter, pitter, patter! Drip, drop! Drip, drop! Drip, Drop Drip! Groups 1, 2 Groups 1,2, 3 Groups 1, 2, 3, and 4 Groups 1, 2, 3 Groups 1, 2 Group 1 MMADD abut the Arts, p. 97

  11. PITCH (Highs and lows) • The Three Billy Goats Gruff Add tuned instruments to represent the different sizes of Goats Add untuned instruments to represent the bridge, grass and troll

  12. PITCH (Highs and Lows)

  13. DURATION (Beat, Rhythm, Accent, tempo) Beat: Group 1: Triangle • Waltzing Matilda (on MMADD CD) Once a jolly swagman camped by a billabong, Under the shade of a coolibah tree. And he sang as he watched and waited till his billy boiled, You’ll come a-waltzing matilda with me! CHORUS: Waltzing matilda, waltzing matilda, You’ll come a waltzing matilda with me! And he sang as he watched and waited till his billy boiled, You’ll come a-waltzing matilda with me!

  14. DURATION (Beat, Rhythm, Accent, Tempo) • Waltzing Matilda • Everyone singing all verses and choruses • 1st Verse and chorus: BEAT(hit thighs/triangle) • 2nd Verse and chorus: ACCENT(stamp feet/drum) • 3rd Verse and chorus: RHYTHM(clap / sticks) • 4th Verse and chorus: 3 parts with different instruments and body percussion

  15. DURATION (Beat, Rhythm, Accent, Tempo) Beat: hit thighs/ Triangle • Waltzing Matilda (MMADD CD) Once a jolly swagman camped by a billabong, Under the shade of a coolibah tree. And he sang as he watched and waited till his billy boiled, You’ll come a-waltzing matilda with me! CHORUS: Waltzing matilda, waltzing matilda, You’ll come a waltzing matilda with me! And he sang as he watched and waited till his billy boiled, You’ll come a-waltzing matilda with me!

  16. DURATION (Beat, Rhythm, Accent, Tempo) Accent: Group 2/ Drum • Waltzing Matilda Down came a jumbuck, to drink at the waterhole, Up jumped the swagman and grabbed him with glee. And he sang as he shoved that jumbuck in his tucker bag, ‘You’ll come a-waltzing matilda with me!’ CHORUS: Waltzing matilda, waltzing matilda, You’ll come a waltzing matilda with me! And he sang as he watched and waited till his billy boiled, You’ll come a-waltzing matilda with me!

  17. DURATION (Beat, Rhythm, Accent, Tempo) Rhythm: Group 3 /Sticks • Waltzing Matilda Up rode the squatter, mounted on his thoroughbred, Down came the troopers, one, two, three. ‘Who’s that jolly jumbuck,you’ve got in your tuckerbag?’ ‘You’ll come a-waltzing matilda with me!’ CHORUS: Waltzing matilda, waltzing matilda, You’ll come a waltzing matilda with me! And he sang as he watched and waited till his billy boiled, You’ll come a-waltzing matilda with me!

  18. DURATION (Beat, Rhythm, Accent, Tempo) All Groups: All instruments • Waltzing Matilda Up jumped the swagman and sprang into the billabong, ‘You’ll never catch me alive,’ said he! And his ghost may be heard, as you pass by that billabong, ‘You’ll come a-waltzing matilda with me! CHORUS: Waltzing matilda, waltzing matilda, You’ll come a waltzing matilda with me! And he sang as he watched and waited till his billy boiled, You’ll come a-waltzing matilda with me!

  19. Structure

  20. STRUCTURE: The Storm Graphic score Page 83, MMADD text (also on vUWS and MMADD website)

  21. Music concepts • Music concepts, they number 5, • PITCH is high and low! • DURATION covers rhythm, beat and tempo (fast and slow). • Listen to the TONE COLOUR of different instruments • DYNAMICS play them loud and soft, • STRUCTURE, same and different!

  22. Programming for Music MMADD page 299 TNECAH p. 259

  23. K-6 MUSIC Education For further information, see Chapter 3 in MMADD: About the Arts: An introduction to Primary Arts Education by Deirdre Russell-Bowie, published by Pearson Education Australia

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