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Music to Our Ears

Music to Our Ears. By Tara Higgins PowerPoint Presentation by Jeremy Bell. Overview. In the past, written music required basic music literacy which made it difficult for children to record their songs. Now music can be easily recorded in the spur of the moment.

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Music to Our Ears

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  1. Music to Our Ears By Tara Higgins PowerPoint Presentation by Jeremy Bell

  2. Overview • In the past, written music required basic music literacy which made it difficult for children to record their songs. • Now music can be easily recorded in the spur of the moment. • Technology has provided a number of inexpensive ways for anyoneto write and record their own music.

  3. Overview cont… • This involves technology integration in a fifth-grade class at the Village School in Los Angeles, California. • Music can easily be brought to life without the need for staff paper and a piano.

  4. Finale • The teacher decided to allow the students to compose an original composition. • The popular music compositional program, Finale, was looked at for this project.

  5. Finale Characteristics • Users can choose from numerous instruments. • Write their own parts. • Print full scores. • Save files for publication • The total cost of the program is $300.

  6. Cheaper Options • The publisher Coda Music Technologies also create a free program called Finale Notepad. • This allows for similar privileges as Finale. • With fairly easy editing and excellent quality playback it was a clear choice to make.

  7. The Students • They had a little experience with reading music. • Some basic knowledge of note values and rests. • They began to use this knowledge and applied as they composed their own music.

  8. The Project • The students began by choosing three instruments and writing a theme called “A”. • The theme had to be approximately eight measures long and include a variety of note values, rests, and patterns. • Students were also asked to use the C pentatonic scale.

  9. The Project cont… • After the “A” theme the students composed a “B” theme which needed to sound different. • After this they added a “C” theme which also had a different sound from both A and B. • Eventually, it became a rondo (ABACA).

  10. What did the students think? • Excitement was evident. • Each week the students entered the lab and went straight to their seats put on the headphones, opened their files, and started working on their themes. • They listened to and critiqued other student compositions. • The students were very proud of their songs and clearly loved the project.

  11. Conclusion • It was a ten week project that was worked on once a week. • There were some exceptions to the rules because the teachers wanted to allow the students as much creative freedom as possible. • Almost any teacher with a little music background and a willingness to experiment could complete this project with his/her students.

  12. Conclusion • The students learned a lot about musical themes, note values, and the placement of notes on a staff through informal discussion rather than direct instruction. • Each student put their songs onto a CD and were able to take it with them.

  13. Bibliography • Education World • http://www.educationworld.com/a_curr/curr404.shtml

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