This year, after inspiration from my World Music course, I structured my year around a different world culture each month or so. My third and fourth graders have learned about Australia and watched a video describing how to play the didgeridoo. They learned about Indonesia and created a 30-second ensemble piece in the style of Gamelan. They listened to various African pieces on Spotify and the fourth graders are about to learn some west African percussion by rote, after watching an authentic video from Ghana. The fourth graders learned last month about the Underground Railroad via Ritchie Havens on Spotify.
I can't describe how invaluable these resources are to expanding my musical knowledge and confidence in teaching about other cultures. As for tutorial type videos and things on YouTube, I see things all the time as I fall down the rabbit hole that I can learn from and my students can watch in class.
I created a video for my trumpet students to demonstrate oiling their valves. They watched it, we discussed it, and they could reference it later (if they had access to the Internet). I am going to use the video we had to crest this week for my class next week - learning how to put the mouthpiece, barrel, and reed together on the clarinet. I will be out at a conference (CMEA) so I want to give the sub tools to facilitate the classes I am missing.
I was pleased to read that elementary students have more open listening experiences than adolescents (Bauer, 2014). I can attest to that as my Kindergarten students enjoy anything I play for them. The first graders are about the same, with some individual exceptions. Second grade can be a little silly, third grade is mostly respectful and thoughtful while listening, and the fourth graders identify sounds as "different," "strange," or "weird" if it is an unfamiliar culture. I do not use listening maps or call charts. In fact, I had never even heard of a call chart until this week. Instead, my students come into the music room following a leader's movements to the music. I encourage them to respond to the music they are hearing - starting with a steady beat, then exploring different levels, then letting them express what they hear.
In the older grades (3rd and 4th), we discuss the music answering these questions:
The students discuss with partners while listening to the musical selection a second time (not the full length) and looking at the world map. They think about the instruments they are hearing, what function the music may have, and can get very creative with their answers to the second question :). At the beginning of the year, I would share my impressions of the music after they discussed theirs, as a model for them. Now, I simply tell them the genre and country after their discussion.
In terms of vocabulary, I try to use correct terminology whenever appropriate. For example, my second graders just started working with determining the meter of a song while listening. We first talked about putting the steady beat into groups, and then I told them METER. I feel that if we want them to be musically literate, we need to give them as many tools as possible from the very beginning. I am a firm believer that they can do whatever we can teach them, whether in general music or in instrumental music. They are sponges for vocabulary and new learning, so let's give them what they want!
Bauer, W. (2014). Music learning today: Digital pedagogy for creating, performing, and responding
to music. New York, NY: Oxford University Press
[I apologize for the initial short post - I was writing it on my phone since I had no wifi access Friday night. I hope you have a chance to read the edited one :) ]
I was pleased to read that elementary students have more open listening experiences than adolescents (Bauer, 2014). I can attest to that as my Kindergarten students enjoy anything I play for them. The first graders are about the same, with some individual exceptions. Second grade can be a little silly, third grade is mostly respectful and thoughtful while listening, and the fourth graders identify sounds as "different," "strange," or "weird" if it is an unfamiliar culture. I do not use listening maps or call charts. In fact, I had never even heard of a call chart until this week. Instead, my students come into the music room following a leader's movements to the music. I encourage them to respond to the music they are hearing - starting with a steady beat, then exploring different levels, then letting them express what they hear.
In the older grades (3rd and 4th), we discuss the music answering these questions:
1) Where might you hear music like this?
2) What does this music make you think of?
3) What genre of music is this?
4) What country is this from?
The students discuss with partners while listening to the musical selection a second time (not the full length) and looking at the world map. They think about the instruments they are hearing, what function the music may have, and can get very creative with their answers to the second question :). At the beginning of the year, I would share my impressions of the music after they discussed theirs, as a model for them. Now, I simply tell them the genre and country after their discussion.
In terms of vocabulary, I try to use correct terminology whenever appropriate. For example, my second graders just started working with determining the meter of a song while listening. We first talked about putting the steady beat into groups, and then I told them METER. I feel that if we want them to be musically literate, we need to give them as many tools as possible from the very beginning. I am a firm believer that they can do whatever we can teach them, whether in general music or in instrumental music. They are sponges for vocabulary and new learning, so let's give them what they want!
Bauer, W. (2014). Music learning today: Digital pedagogy for creating, performing, and responding
to music. New York, NY: Oxford University Press
[I apologize for the initial short post - I was writing it on my phone since I had no wifi access Friday night. I hope you have a chance to read the edited one :) ]
