J/I MUSIC Dr. John L. Vitale Session #2B (Or Not 2B...

J/I MUSIC

Dr. John L. Vitale

Session #2B (Or Not 2B)

January 16, 2020

BRAIN TEASER ACTIVITY:

Topic: Funny Student Answers

Listening Activity

Fill in the Missing Lyrics!

I ___________ you!

Tttttttt

Version #1: Popular/Recent Song

“Need You Now” by Lady Antebellum

Step #1: Try to fill in the blanks from your

memory of the song, and/or what makes

sense from a grammar/syntax perspective.

Step #2: We will listen to the song together

with lyrics on screen. Please check to see

how well you did.

“Need You Now” by Lady Antebellum

Tttttttt

Version #2: Jazz Song

“All the Things You Are”

by Ella Fitzgerald

Step #1: As we listen to the song, fill in the

blanks.

Step #2: We will listen to the song together

with lyrics on screen. Please check to see

how well you did.

“All The Things You Are” A jazz classic composed in 1939 as recorded by Ella Fitzgerald in 1961

“All The Things You Are” A jazz classic composed in 1939 as recorded by Ella Fitzgerald in 1961

Musical Movements

Musical Element: Duration

Keeping The Beat!

Musical Movements Preparation

• The Beat (Pulse) is the heart of any song

• Dancers move to the beat

• Band leaders count songs in to the beat

(E.G. 1 -- 2 -- 3 -- 4)

• Most people naturally feel the beat, and

naturally move to the beat

Father and His

Daughters

Dancing to

the Beat!

URL:

https://www.youtube.com/watch?v=

gzMtaiNR80Y

Even Some Animals Can Move

Perfectly In Sync to the Beat of a Song

Ronan the Sea Lion

The Beat (Pulse) of a Song is measured

in BPM (Beats Per Minute)

Examples:

60 beats per minute would be a very slow beat,

with exactly one beat per second

120 beats per minute is very quick, with

exactly 2 beats per second (most dance songs

are recorded at 120 BPM)

A metronome can be used

to provide exact Beats Per

Minute

If you do not have one,

you can use a metronome

online at:

webmetronome.comNotice the Italian terms of reference to

speed on this website.

Doing the Funky Chicken! Keeping the Quarter Note Pulse

80 BPM 90 BPM 100 BPM(160BPM)(180BPM)(200BPM)

Session #2B Overview(1) Warm Up (Funny Student Answers)

(2) Listening Activity

(3) Musical Movements

(4) The Basics of the Ontario Arts Curriculum

Document

•The Music specialist vs. the Generalist Teacher

(Board Policies)

•The Three Major Strands Across the Arts

Curriculum

•The Six Elements of Music

The Music Teacher

Specialist

The Generalist

TeacherVS.

Four Pathways For The Music Teacher

Specialist at the P/J, J/I, and I/S levels

(1) An undergraduate degree in

music education followed by a B.Ed.

with a music teachable

Four Pathways For The Music Teacher

Specialist at the P/J, J/I, and I/S levels

(2) An undergraduate degree in

general music (performance,

composition, etc.) followed by a

B.Ed. with a music teachable

Four Pathways For The Music Teacher

Specialist at the P/J, J/I, and I/S levels

(3) An undergraduate degree in

anything with a minor in music,

followed by a B.Ed. with a music

teachable

Four Pathways For The Music Teacher

Specialist at the P/J, J/I, and I/S levels

(4) An undergraduate degree in

anything with accredited private

instruction in music (Royal

Conservatory) or Music Additional

Qualifications (ie Orff and/or

Kodály)

The Generalist Teacher:

Anyone with a P/J designation can

be assigned to teach music from

Grades 1-6, while a J/I designation

can be assigned to teach music from

Grades 4-8 (and technically up to

grade 10)

Generalist Teacher Music Training:

• Many teacher education programs have

minimal instruction in music

• Any generalist teacher with private

music training (or studied music in high

school) has an advantage

Nipissing:

• 36 hours music only instruction is on

the high end

School Board Policies on

Music Specialists Vs. Generalist Teachers

•Very complicated issue -- varies from Board to Board

Example:

York Region Public has music teacher specialists

starting as early as grade 4 in some of their

schools (not all)

School Board Policies on

Music Specialists Vs. Generalist Teachers

Example:

Up until a few years

ago, York Region

Catholic had music

teacher specialists

starting in Grade 9

School Board Policies on

Music Specialists Vs. Generalist Teachers

•Very complicated issue -- varies from Board to Board

Example:

Many Boards (such

as Toronto Catholic

DSB) hires non-

certified teachers

(musicians) and

calls them itinerant

teachers

According to a Report Released by

People for Education (May 15, 2017):

“Only 41% of elementary schools have a

specialist music teacher, either full- or

part-time, a decline from 48% in 2006/07,

and a dramatic drop from an all-time high

of 58% in 1997/98.”

What is the Outcome of so Many

Music Education Delivery Models?

•Many generalist teachers do not teach

music, which means they are breaking

the law, and no one really seems to care.

Many parents don’t even know that

schools must teach music.

What is the Outcome of so Many

Music Education Delivery Models?

•Even when generalist teachers teach

music, it is often literacy based (write a

paper/project on your favourite

singer/band)

Please share your own experiences of music

education in elementary school. What model

of music education were you subjected to?

The Specialist or the Generalist teacher?

Choose a number between 1-10.

1 2 3 4 5 6 7 8 9 10

Specialist Generalist

What Does This All Mean in Ontario?

In General . . . .

(1) If you are hired to teach grade 1, 2, or 3,

you WILL be expected to teach music

(2) If you are hired to teach grade 4,5,6,7, &

8, you MAY (about a 59% chance) be

expected to teach music

Because of budget cutbacks, many school boards

are not hiring music specialist teachers

“Clearly, some teachers who consider

themselves non-musicians are successful as

teachers of music in elementary schools.

Ironically, it may be these teachers who provide

the strongest reinforcement for the notion that

all generalist teachers can succeed.”

Bartel, L & Cameron, L (2002). Self-Efficacy in Teachers Teaching Music. Paper

presented at the conference of the American Education Research Association, Music

Education SIG, New Orleans, April 2, 2002.

Teaching music and being a

musician are two different things!

The Bottom Line:

Generalist Teachers Can Become

Dynamic and Successful Music Educators

Regardless of Musical Training!

“All generalist teachers can

succeed in the music

classroom!”

Dance

Drama

Music

Visual Arts

ADynamicandAnimatedMusicCurriculum

Student-Centred

Imagination

Compliance

Preface and Contextualization:

The Basics of the Ontario Arts Curriculum Document

Weteach

students,

not

curriculum

Theleastof

learning

happensin

the

classroom.

The

curriculum

documents

areonlya

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The

curriculum

iswritten

byteachers

forteachers.

The 3 Major Strands Across the Arts

Page #13

(1) Creating and Presenting/Performing

(2) Reflecting, Responding, and Analyzing

(3) Exploring Forms and Cultural Contexts

How do these strands apply to music?

The Three Major Strands are the basis for the

overall (year end) expectations for each grade

Overall Expectations for Grade 4 Music (pg. 104)

By the end of Grade 4, students will:

C1. Creating and Performing: apply the creative process (see pages 19–22) to

create and perform music for a variety of purposes, using the elements and

techniques of music;

C2. Reflecting, Responding, and Analyzing: apply the critical analysis

process (see pages 23–28) to communicate their feelings, ideas, and

understandings in response to a variety of music and musical

experiences;

C3. Exploring Forms and Cultural Contexts: demonstrate an understanding

of a variety of musical genres and styles from the past and present, and their

sociocultural and historical contexts.

Fundamental Concepts: The Six Elements of Music

As Per the Ontario Arts Curriculum Document

(1) Duration

(2) Pitch

(3) Dynamics & Other Expressive Controls

(4) Timbre

(5) Texture/Harmony

(6) Form

***Different music scholars approach musical elements in different

ways. Sometimes there are more, and sometimes less.***

These six elements constitute the

“specific expectations” for each grade

(1) Duration: Time/Rhythms Example: fast vs. slow (already demonstrated in BPM)

Flight of the Bumblebee By Tiago Della (Electric Guitar)

750 BPM – The World Record

https://www.youtube.com/watch?v=XG4GDIqSf14

(2) Pitch: Frequency of Sounds

Example: High vs. Low

Bell Set Demonstration

Pitch is determined by a sound's

frequency, or rate of repetition.

The Science (Physics) of Sound Waves

What is Pitch?https://www.youtube.com/watch?v=pc4DmKyCYxs

Sesame Street - High, Middle, Lowhttps://www.youtube.com/watch?v=JECF2EB3LXU

(3) Dynamics & Other Expressive

Controls: Volume and Attack of Notes

Loud vs. Soft

Legato (Smooth) VS.

Staccato (Short and Detached)

Legato

Pizzicato

Antonio Vivaldi’s

Spring Movement (Legato)

https://www.youtube.com/watch?v=VmCYWwnZmx4

On a string instrument (e.g. violin) a slur

is played in the same bow direction.

Pizzicato Polka (Staccato)

https://www.youtube.com/watch?v=3CAXpuPqfv0

What Staccato Notes Look Like

(A dot on the bottom or top of note)

Staccato can even be “Con Legno”

(with the wooden part of the bow)

https://www.youtube.com/watch?v=XThtp5a69ik

(4) Timbre: Tone Colour (the quality of a

musical sound that distinguishes it from

other types of sound)

Example: A violin vs. a trumpet playing “Rolling in

the Deep” by Adele

OR

What is Tone Color? (Timbre)https://www.youtube.com/watch?v=5tGEDgkZlC8

(5) Texture/Harmony:Adding different layers or elements to music creates a musical “tapestry.”

Some Examples . . .

(i) Monophonic Texture: Includes a single melodic line

with no accompaniment.

(ii) Homophonic Texture: The most common texture in

Western music: melody and accompaniment. Multiple

voices of which one, the melody, stands out

prominently and the others form a background of

harmonic accompaniment.

(iii) Polyphonic Texture: Multiple melodic voices which

are to a considerable extent independent from or in

imitation with one another.

(i) Monophonic Texture:Boston Street Musician Playing “Yesterday”

https://www.youtube.com/watch?v=WKGNMV3k4YU

(ii) Homophonic Texture:String Quartet Playing “Yesterday”

https://www.youtube.com/watch?v=fss0NjwzTcQ

(iii) Polyphonic Texture:

Piano Playing “Hit Me Baby One More Time” by Britney

Spears (Baroque Style)

https://www.youtube.com/watch?v=u9xyYnHDHZM

(iii) Another Example of Polyphonic Texture:Piano Playing “Bad Romance” by Lady Gaga (Baroque Style)

https://www.youtube.com/watch?v=-bYBJAQ-_24

(6) Form: How Music is Structured

Example: ABA Form (known as ternary) of

Twinkle Twinkle Little Star

***Many Other Types of Musical Forms***

(Binary Form, Rondo Form, Sonata Form, etc.)

ABAhttps://www.youtube.com/watchv=M7gxQpjezXA&list=PLTSVxtTlfsoXtC1peiFZRwsNFFww4yGUA

https://songswithsonia.wordpress.com/2013/04/28/song-structure-regular-pop-song-ababcb/

Typical Pop Song Structure

Taylor Swift

“We Are Never Ever Getting Back Together” (2012)

https://www.youtube.com/watch?v=oXifpcE7ewU

Fundamental Concepts: The Six Elements of Music

As Per the Ontario Arts Curriculum Document

Think / Pair / Share

Which element is:

(a) the easiest to teach?

(b) the most difficult to teach?

(1)Duration

(2) Pitch

(3) Dynamics and Other Expressive Controls

(4) Timbre

(5) Texture/Harmony

(6) Form

Session #2B Summary

(1) Warm Up Activity

(2) Listening Activity

(3) Musical Movements

(4) The Basics of the Ontario Arts Curriculum

Document

•The Music specialist vs. the Generalist Teacher

(Board Policies)

•The Three Major Strands Across the Arts

Curriculum

•The Six Elements of Music

Next Session Preparation

Course Readings:

(1) “Music makes you smarter: A new paradigm

for music education? Perceptions and

Perspectives from Four Groups of Elementary

Education Stakeholders.”

(2) “The Final Cadence.”

Both Available as a PDF on the course website.