This page discusses classroom instruments, approaches to music education, types of assessments and special learners.
Classroom Instruments:
Safe Environment:
Approaches to Music Education:
Kodaly:
Types of Assessments:
Diagnostic: Used to decide the level and extent of instruction students will need (usually toward the beginning of the learning process).
Formative: Used to give a student the feedback necessary to develop a particular competence.
Summative: Used to give feedback on the presence or absence of a particular skill or understanding (usually toward the end of the learning process).
Step #1: Identify the learning goal
Step #2: Specify the learning outcome (the student will be able to...)
Step #3: Develop an instructional strategy to achieve that outcome.
Step #4: Record student's performance and give feedback.
Singing Voice Development Measure:
"Pre-singer" - does not sing, but chants text
"Speaking Range Singer" - shows some sensitivity to pitch but stays in speaking voice range
"Limited Range Singer" - consistent use of initial singing range (D to A)
"Inconsistent Singer" - sometimes uses of initial singing range, sometimes uses extended range (D-D')
"Singer" - consistent use of singing voice in extended range
Special Learners:
Free and Public Education (FAPE)
Individualized Education Plans (IEP's)
Adaptations:
Safe Environment:
- instrument checks
- model proper use, putting away/getting out
- procedures
- consequences for playing out of turn
- reasons for using instruments: practice/perform specific concepts and timbre
- Percussion: pitched or unpitched, hit, scrape, shake, metallophone, glockenspiel, xylophone
- Recorder
- Ukulele, guitar
Approaches to Music Education:
Kodaly:
- Zolten Kodaly, Hungarian Composer (1882-1967)
- Kodaly became interested in music education of children in 1925 when he overheard some students singing. He was appalled by the quality and standard musicianship and decided to do something about it.
- Largely based on sequential singing. Solfege (do, re, me, fa, so, la, ti, do), hand signs are often integrated, rhythmic syllable system (ta, ti ti)
- Folk songs (sometimes folk dance)
- Emile Jaques-Dalcroze, Swiss composer (1865-1950)
- Eurhythmics: the art of articulating movement
- Gain physical awareness and experience of music through training that takes place through all of the senses, particularly kinesthetic.
- Carl Orff, German composer (1895-1982)
- Combines music, movement, drama and speech
- All music begins with speech or movement (child centered way of learning)
- "Orff" Instruments
- Music is made from simple building blocks
- Student choice is integrated from the building block
- Sound before sight
- Edwin Gordon, music education researcher (1927 - )
- Stage specific model of how students learn music and how it should be taught.
- Sequential tonal and rhythmic teaching method
- Audiation
- Solfege/Rhythmic solfege (du, du de, du)
- Differentiation of music instruction to students based on music apptitude
Types of Assessments:
Diagnostic: Used to decide the level and extent of instruction students will need (usually toward the beginning of the learning process).
Formative: Used to give a student the feedback necessary to develop a particular competence.
Summative: Used to give feedback on the presence or absence of a particular skill or understanding (usually toward the end of the learning process).
- Music assessments: measuring proficiency or skill through a performance task (singing, chanting, playing an instrument); measuring knowledge of terms, concepts, music history through a written task (paper & pencil) or individual.
- Example of a checklist for a performance test:
- Demonstrated good posture and breath support.
- Tone was full and consistent throughout range.
- Pitches were accurate and in tune.
- Rhythms were accurate and in tempo.
- Performed with expressive phrasing, articulation, and dynamics.
Step #1: Identify the learning goal
Step #2: Specify the learning outcome (the student will be able to...)
Step #3: Develop an instructional strategy to achieve that outcome.
Step #4: Record student's performance and give feedback.
Singing Voice Development Measure:
"Pre-singer" - does not sing, but chants text
"Speaking Range Singer" - shows some sensitivity to pitch but stays in speaking voice range
"Limited Range Singer" - consistent use of initial singing range (D to A)
"Inconsistent Singer" - sometimes uses of initial singing range, sometimes uses extended range (D-D')
"Singer" - consistent use of singing voice in extended range
Special Learners:
Free and Public Education (FAPE)
Individualized Education Plans (IEP's)
- least restrictive environment
- inclusion - mainstreaming
- instructional aids
Adaptations:
- Participation: meaningful, respected, unassisted (as much as possible)
- Difficulty Level: adapted for physical, cognitive, and musical abilities of students
- Support: peer buddies, instructional aids
- Input: teacher modeling, visual aids, clear concise language
- Alternative materials: adaptive instruments
- planned ignoring
- proximity control
- restructuring the program
- use of language
- adaptive instruments
- routines
- peer assistants
- classroom environment
- behavior strategies
- modified notation
- Special Education Teachers
- Administrators
- Colleagues
- Parents
- Other students