Comments on: Win a $50 itunes voucher and contribute to a new e-book! http://www.funmusicco.com/musicteachersblog/2009/10/ebook-competition-09/ Information and free lesson plans and resources for music teachers Wed, 21 Jul 2010 19:49:12 +0000 hourly 1 http://wordpress.org/?v=3.0 By: Kendra F. Beagles http://www.funmusicco.com/musicteachersblog/2009/10/ebook-competition-09/comment-page-1/#comment-4088 Kendra F. Beagles Mon, 30 Nov 2009 20:42:52 +0000 http://www.funmusicco.com/musicteachersblog/?p=188#comment-4088 “FOUND SOUNDS” by Kendra F. Beagles Anything can be found and used to make noise/sound, thus the term ‘found sound’. Since children love to make noise, ask them to locate an item in the classroom and experiment with the sounds that item can make. Give them a short amount of time to experiment, explaining that at the end of the specified time, they will be given an opportunity (if desired) to share their unique instrument/’found sounds’ with the rest of the class. After everyone has shared, let the class vote on the ‘found sound’ they thought was most unique or made the most interesting sound. After this, if there is still time left in the class period, the substitute/teacher can extend this lesson by connecting ‘found sound’ to other subjects. For instance, students could write an article about their ‘found sound’, then read it to the class; a dramatic presentation could be written and acted out using one or all of the ‘found sound’ instruments; students could teach the how-to’s of playing their ‘found sound’ to their fellow classmates; students could connect their ‘found sound’ with their favorite song/CD/IPOD recording and fit the two together creating a musical piece. Science and Math could work into this project. The ideas/extensions could go on and on. Since students aren’t usually given much time to be creative during an average school day, this ‘found sound’ lesson could be a catalyst to releasing a child’s creativity. Ask for further ideas from the students and be pleasantly surprised at their ideas! “FOUND SOUNDS”
by Kendra F. Beagles
Anything can be found and used to make noise/sound, thus the term ‘found sound’. Since children love to make noise, ask them to locate an item in the classroom and experiment with the sounds that item can make. Give them a short amount of time to experiment, explaining that at the end of the specified time, they will be given an opportunity (if desired) to share their unique instrument/’found sounds’ with the rest of the class. After everyone has shared, let the class vote on the ‘found sound’ they thought was most unique or made the most interesting sound. After this, if there is still time left in the class period, the substitute/teacher can extend this lesson by connecting ‘found sound’ to other subjects. For instance, students could write an article about their ‘found sound’, then read it to the class; a dramatic presentation could be written and acted out using one or all of the ‘found sound’ instruments; students could teach the how-to’s of playing their ‘found sound’ to their fellow classmates; students could connect their ‘found sound’ with their favorite song/CD/IPOD recording and fit the two together creating a musical piece. Science and Math could work into this project. The ideas/extensions could go on and on.
Since students aren’t usually given much time to be creative during an average school day, this ‘found sound’ lesson could be a catalyst to releasing a child’s creativity. Ask for further ideas from the students and be pleasantly surprised at their ideas!

]]> By: Audrey Reynders http://www.funmusicco.com/musicteachersblog/2009/10/ebook-competition-09/comment-page-1/#comment-4060 Audrey Reynders Mon, 30 Nov 2009 08:56:13 +0000 http://www.funmusicco.com/musicteachersblog/?p=188#comment-4060 I begin by asking if anyone can think of a two-beat song. If not I suggest 'Row, row, row your boat' (Or age appropriate if they are older)then I get the group to clap down on their knees for the down beat and click for the upbeat. Ask if they notice the difference in dynamics. Explain why the downbeat is louder. Do the same for a three-beat song (eg. 'Happy Birthday') and four-beat (eg. Twinkle Twinkle) Then I play some contemporary kids music and ask them to 'conduct' or clap/click the rhythm as soon as they hear it. When I see a child that has it I indicate they must stand and stop conducting. The game is over when all are standing. Play the songs in random order ie first a four-beat, then two-beat, then three-beat etc. I begin by asking if anyone can think of a two-beat song. If not I suggest ‘Row, row, row your boat’ (Or age appropriate if they are older)then I get the group to clap down on their knees for the down beat and click for the upbeat. Ask if they notice the difference in dynamics. Explain why the downbeat is louder.

Do the same for a three-beat song (eg. ‘Happy Birthday’) and four-beat (eg. Twinkle Twinkle)

Then I play some contemporary kids music and ask them to ‘conduct’ or clap/click the rhythm as soon as they hear it. When I see a child that has it I indicate they must stand and stop conducting. The game is over when all are standing. Play the songs in random order ie first a four-beat, then two-beat, then three-beat etc.

]]> By: Stacey Smart http://www.funmusicco.com/musicteachersblog/2009/10/ebook-competition-09/comment-page-1/#comment-4046 Stacey Smart Mon, 30 Nov 2009 05:32:16 +0000 http://www.funmusicco.com/musicteachersblog/?p=188#comment-4046 Great idea! I love collaborating with my collegues and all benefiting from sharing experiences. I am an instrumental percussion teacher, so usually use this game with 2 similar level students as a mini competition. But this particular idea could easily be adapted for the classroom using students own instrument, or for students at the stage of learning basic treble clef or keyboard. Can also be used for learning any other clef too. Using manuscript (or a board) I draw up notes that spell out a word: (eg. "edge", "dad", "face", "cabbage" etc..) one point is first allocated to the student who correctly identifies the word. Then I get the students to 'play' the word on the xylophone. The first to accurately play the notes in correct octave position wins a point. Most points wins. (Prizes optional.) Great game to establish if students if students are correctly working out pitch and whether they are thinking of up as going left instead of right (which I find quite common.) Also to take out rhythm can be useful when focusing on pitch. And most of all it's fun! Great idea! I love collaborating with my collegues and all benefiting from sharing experiences.

I am an instrumental percussion teacher, so usually use this game with 2 similar level students as a mini competition. But this particular idea could easily be adapted for the classroom using students own instrument, or for students at the stage of learning basic treble clef or keyboard. Can also be used for learning any other clef too.

Using manuscript (or a board) I draw up notes that spell out a word: (eg. “edge”, “dad”, “face”, “cabbage” etc..) one point is first allocated to the student who correctly identifies the word.

Then I get the students to ‘play’ the word on the xylophone. The first to accurately play the notes in correct octave position wins a point.

Most points wins. (Prizes optional.)

Great game to establish if students if students are correctly working out pitch and whether they are thinking of up as going left instead of right (which I find quite common.) Also to take out rhythm can be useful when focusing on pitch. And most of all it’s fun!

]]> By: Janice Tuck http://www.funmusicco.com/musicteachersblog/2009/10/ebook-competition-09/comment-page-1/#comment-4042 Janice Tuck Mon, 30 Nov 2009 04:16:31 +0000 http://www.funmusicco.com/musicteachersblog/?p=188#comment-4042 These ideas are all terrific and thanks for being a part of our i-Tunes voucher contest. It's so great to see all of your ideas and I know the e-book is going to be of enormous value to all music teachers needing substitute music lessons. We're going to have a hard time choosing the winner later on today for the I-tunes voucher, but we'll let you know soon and post a blog article about it all- so stay tuned! we'll definitely let you know when the ebook is compiled, and as contributors' you'll all be among the first to be able to download it. Kind Regards Janice These ideas are all terrific and thanks for being a part of our
i-Tunes voucher contest.

It’s so great to see all of your ideas and I know the e-book is going to be of enormous value to all music teachers needing substitute music lessons.

We’re going to have a hard time choosing the winner later on today for the I-tunes voucher, but we’ll let you know soon and post a blog article about it all- so stay tuned!

we’ll definitely let you know when the ebook is compiled, and as
contributors’ you’ll all be among the first to be able to download it.

Kind Regards
Janice

]]> By: Jedda Decker http://www.funmusicco.com/musicteachersblog/2009/10/ebook-competition-09/comment-page-1/#comment-4041 Jedda Decker Mon, 30 Nov 2009 04:16:00 +0000 http://www.funmusicco.com/musicteachersblog/?p=188#comment-4041 I have had a lot of fun with the kids getting them to design themselves as an instrument. They must think of their personality etc and describe the instrument, how its played and how it sounds. They have to name their instrument and explain how it is them, and how they would sound in combination with others... Its gets them to think about how they see themselves, and how others see them as well, and also helps them to explain the concepts. I have used this successfully with Stage 4 and 5, but I get the stage 5 to do it in more detail. I have had a lot of fun with the kids getting them to design themselves as an instrument. They must think of their personality etc and describe the instrument, how its played and how it sounds. They have to name their instrument and explain how it is them, and how they would sound in combination with others… Its gets them to think about how they see themselves, and how others see them as well, and also helps them to explain the concepts. I have used this successfully with Stage 4 and 5, but I get the stage 5 to do it in more detail.

]]> By: Nicolene Turnbow http://www.funmusicco.com/musicteachersblog/2009/10/ebook-competition-09/comment-page-1/#comment-4007 Nicolene Turnbow Sun, 29 Nov 2009 14:44:54 +0000 http://www.funmusicco.com/musicteachersblog/?p=188#comment-4007 A fun activity that my students have enjoyed, is similar to the Memory game. I have cards with music symbols and/or words on them. Turning them over so they are upside down, they are laid out in rows. The students take turns turning over two at at time, trying to match the symbols or words. When they find a match, they are to say what that symbols or word means. My students have fun trying to win the game, but they also learn and remember the symbols and words better. A fun activity that my students have enjoyed, is similar to the Memory game. I have cards with music symbols and/or words on them. Turning them over so they are upside down, they are laid out in rows. The students take turns turning over two at at time, trying to match the symbols or words. When they find a match, they are to say what that symbols or word means. My students have fun trying to win the game, but they also learn and remember the symbols and words better.

]]> By: Margi Diab http://www.funmusicco.com/musicteachersblog/2009/10/ebook-competition-09/comment-page-1/#comment-3992 Margi Diab Sun, 29 Nov 2009 10:27:57 +0000 http://www.funmusicco.com/musicteachersblog/?p=188#comment-3992 Hi I tried something different with my beginners a while ago - ages 7 - 8yrs and they enjoyed it. I drew semibreves, minims, dotted minims, crothchets and crotchet rests on the board in random order. They had to walk forward a step and count 4 for the semibreve, 3 for dotted minim etc and no moving for the rest. To make it a little more interesting if the tail of the minim or crotchet was down they walked backwards and if up they walked forwards. As the game progressed I added staccato notes where they had to jump not step. They really enjoyed it and it made the idea of the different notes more meaningful as well as the difference between the dotted note and the staccato. I also grouped them in different time signatures and so they realised that 2/4 finished sooner than 4/4. As most children they were quite competitive so there were races and then those that were eliminated if they got something wrong. I only allowed this after they were comfortable with the concept. Hi I tried something different with my beginners a while ago – ages 7 – 8yrs and they enjoyed it. I drew semibreves, minims, dotted minims, crothchets and crotchet rests on the board in random order. They had to walk forward a step and count 4 for the semibreve, 3 for dotted minim etc and no moving for the rest. To make it a little more interesting if the tail of the minim or crotchet was down they walked backwards and if up they walked forwards. As the game progressed I added staccato notes where they had to jump not step. They really enjoyed it and it made the idea of the different notes more meaningful as well as the difference between the dotted note and the staccato. I also grouped them in different time signatures and so they realised that 2/4 finished sooner than 4/4. As most children they were quite competitive so there were races and then those that were eliminated if they got something wrong. I only allowed this after they were comfortable with the concept.

]]> By: Kathy Hester http://www.funmusicco.com/musicteachersblog/2009/10/ebook-competition-09/comment-page-1/#comment-3966 Kathy Hester Sun, 29 Nov 2009 03:03:20 +0000 http://www.funmusicco.com/musicteachersblog/?p=188#comment-3966 I use Mortinson Math blocks to illustrate rhythm when teaching bebinners. "One" blocks are quarter notes in their normal position, but turned over (they are hollow inside) they become quarter rests. "Two" bars are half notes. And so on, any bar being a rest up-side-down. I use toothpicks (sharp ends cut off) for bar lines. When I talk about measures, I take the "Four" bar to use to measure 4 beats at first, but the children can usually just see it. Later when we study 3/4 time and other time signatures we use the appropriate bar to "measure" the beats per measure. First we look at small portions of music and translate them using blocks, then we use instruments to rhythm them. The next step is to make a rhythm with blocks and then write it out on paper. If you search "Mortinson Math" you will see what these blocks are. I use Mortinson Math blocks to illustrate rhythm when teaching bebinners. “One” blocks are quarter notes in their normal position, but turned over (they are hollow inside) they become quarter rests. “Two” bars are half notes. And so on, any bar being a rest up-side-down. I use toothpicks (sharp ends cut off) for bar lines. When I talk about measures, I take the “Four” bar to use to measure 4 beats at first, but the children can usually just see it.

Later when we study 3/4 time and other time signatures we use the appropriate bar to “measure” the beats per measure. First we look at small portions of music and translate them using blocks, then we use instruments to rhythm them. The next step is to make a rhythm with blocks and then write it out on paper.

If you search “Mortinson Math” you will see what these blocks are.

]]> By: jocelyn rabaya http://www.funmusicco.com/musicteachersblog/2009/10/ebook-competition-09/comment-page-1/#comment-3945 jocelyn rabaya Sat, 28 Nov 2009 19:51:06 +0000 http://www.funmusicco.com/musicteachersblog/?p=188#comment-3945 Dear janice, Thank you for your effort to share what you learn..I'm a choir director in our church and I would like to have a lesson for the choir member so that they will know how to read and understand more the piece they will be singing. Thank you! Dear janice,
Thank you for your effort to share what you learn..I’m a choir director in our church and I would like to have a lesson for the choir member so that they will know how to read and understand more the piece they will be singing.
Thank you!

]]> By: Pam D. Worley http://www.funmusicco.com/musicteachersblog/2009/10/ebook-competition-09/comment-page-1/#comment-3943 Pam D. Worley Sat, 28 Nov 2009 18:53:16 +0000 http://www.funmusicco.com/musicteachersblog/?p=188#comment-3943 I have a game called the Maze Game. After I construct a maze on my classroom floor from music textbooks, the object is for one student to go through the maze blindfolded. Here is the fun part. Movement directions for the student are given through various instrumental tone colors such as sticks for right; triangle for left; rachet for turn until the sound stops; hand drum for forward; or cabasa for backwards. If the blindfolded student's foot touches any part of the books in place for the maze, they are out. I use a gong sound for out. The student must remember what sound for what move and one sound is made for every step the student is ordered to take. Small steps are piano(soft)sounds and big steps are forte sounds. One student is appointed per instrument. A field judge is also appointed to be the one to determine directions or to make a judgment on whether the blindfolded student's foot touched a book or not. If the candidate makes it through, both he/she and the judge get a prize. Grades 3-4-5 beg to play this game again and again. I have a game called the Maze Game. After I construct a maze on my classroom floor from music textbooks, the object is for one student to go through the maze blindfolded. Here is the fun part. Movement directions for the student are given through various instrumental tone colors such as sticks for right; triangle for left; rachet for turn until the sound stops; hand drum for forward; or cabasa for backwards. If the blindfolded student’s foot touches any part of the books in place for the maze, they are out. I use a gong sound for out. The student must remember what sound for what move and one sound is made for every step the student is ordered to take. Small steps are piano(soft)sounds and big steps are forte sounds. One student is appointed per instrument. A field judge is also appointed to be the one to determine directions or to make a judgment on whether the blindfolded student’s foot touched a book or not. If the candidate makes it through, both he/she and the judge get a prize. Grades 3-4-5 beg to play this game again and again.

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