1 The Music Lesson Comes to Life! P/J Music Methodology, University of Windsor Tuesday February 19th, 2019 Dr. Vanessa Mio Assistant Professor of Music Education – Western University Director – Windsor String Academy ! Musical development at any stage requires the establishment of a strong foundation, as it sets the stage for everything that follows ! Musical activities foster the refinement of listening closely to specific instructions for physical movement and sound production ! All musical development through the study of specific musical instruments requires this healthy technical and musical foundation Large Motor Movement • Movement is natural form of expression – holistic sensory experience • Indirectly develop the execution and identification of tempi, pulse, meter, duration, rhythm patterns, dynamics, melody, etc. • Stimulating emotional and physical well-being, self-efficacy, spatial concepts, co-ordination, awareness of immediate surroundings, social experiences • All activities can be modified o Start and Stop – used at every stage to different degrees of precision. Start with the drum to encourage walking on the beat, then with music “Walk and Stop” o Movement Stories – The Bees, The Caterpillar and the Butterfly o What Shall We Do on a Nice Fall Day?/ Winter Day/ Summer Day/ Spring Day? o Turkey Reel o Creative Dancing – Barry’s Jig; Waltz of the Flowers; Enya o My Littler Partner Small Motor Movement • Attention directed to specific muscles- how they are moving, how it feels, etc. • Provides children with a sense of “personal space” • Independence is fostered as control of movement is increased • Drums, resonator bars, hoops, scarves, small percussion instruments require different muscular responses o Trot Trot to Boston Town o This is the Way We Play (Drums) o Roly Poly o Jack-o-Lantern (individual chimes) ** seasonal songs** o Stormy Day o Pass the Rhythm (Echoes) o Learning various songs on the glockenspiel, ukulele, etc. o Marching to selected music playing a variety of instruments 2 Focused Listening • Music is a listening experience, and focused listening engages the full attention of the learner • Animal sounds; sounds in their immediate environment • Experimentation with various timbres (wood, metal, etc.) and sounds (loud, soft) of different instruments • Identification of high/middle/low pitches; forte/piano; crescendo/decrescendo; legato/staccato through recordings of instrumental music o Animal sounds o Sounds that they may hear in their surrounding environment o Experiment with various timbres (wood, metal, etc.) and sounds (loud, soft) of different instruments o High/low/middle pitches, forte/piano, crescendo/decrescendo, legato/staccato through various recordings of instrumental music Call and Response / Pitch Matching • Develops audiation • Through all stages of musical development, singing should be encouraged at the appropriate level of proficiency – in early stages, reward participation over accuracy! • In early stages, songs should include much repetition, few words, echoes, many verses, small range • Children learn first by listening, and may prefer to not participate until comfortable • Repetition is an essential factor in the retention of material o Animal Name Game (clap syllables with flash cards) o I Went to Visit a Farm One Day o Student Name Game (clap syllables) o Mystery Bag (seasonal; question and answer with minor 3rd interval) o Singing solfege (dictation) o Above and Below – rope on floor; interval of minor 3rd References Gordon, E. (1997). Learning sequences in music: Skill, content, and patterns. Chicago, IL: GIA Publications. Heyge, L., & Sillick, A. (1995). Music makers: At home in the world. Greensboro, NC: Music Matters. Heyge, L., & Sillick, A. (1994). The cycle of seasons: A musical celebration of the year for young children. Greensboro, NC: Music Matters. Contact Information: Dr. Vanessa Mio [email protected] www.vanessamio.com .