final project_curriculum actualizado

7/31/2019 Final Project_Curriculum Actualizado

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Music for People Center

S TUDENTS POPULATION :

The center receives a very diverse population. It is primary focused on people with

learning disabilities, senior people and little children, who are the ones more apart

from the academic musical education. Moreover, the center also attends regular

teenagers.

The kind of population the center handle has a medium-high or high economical

status since the cost of any course is not accessible for people with a low income.

They also come from the metropolitan area of San Jos and Heredia.

The groups of children and teenagers are organized by age:

Two groups of children from 3 to 6 years old. (4 students

per group)

Two groups of children from 6 to 9 years old. (6 students

per group)

Two groups of students from 9 to 12 years old. (8

students per group)

A group of students from 12 to 15 years old. (10 students

per group)

A group of children from 15 to 18 years old. (10 students

per group)

The students with learning disabilities receive individual courses.


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The senior people can be arranged in groups of five students or individually,

depending of the demand of the courses.

DESCRIPTION OF ACADEMIC COURSES

Courses by Instrument:

The center offers specialized courses of several instruments such as piano, guitar,

drums, bass, clarinet, and saxophone. These courses aim to develop the music skills

of the students and their sonorous possibilities through the learning of a musical

instrument. Every course takes into account technical and artistic aspects of the

instrument. Also it seeks out the development of psychomotor skills, creative, critical

and reflective attitudes and music sensitiveness on the student. Students receive

three hours per week in each instrument course.

The provided instrument courses are:

Piano All instrument courses are composed for precise

instrument technique and live performance curricula.

These instruments programs involve the following

contents: musical reading*, harmony, instrument reading,

instruments repertoire and musical improvisation.

Guitar

Drums

Bass

Clarinet

Saxophone


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S TAFF :

The center counts with six music teachers for the instruments courses. One teacher

per instrument: piano, guitar, drums, bass, clarinet and sax. A teacher specialized in

music-therapy for the eurhythmics course. Also the center counts with the personal

for the administrative positions. (Principal, secretary and maintenance.)

EDUCATIONAL PHILOSOPHY

Mission:

To allow students to express their creativity through the music in a free environment,

where teachers, students and public can experience music as a universal language

that unifies the society no matter people differences.

Vision:

To have students perform what they learn by artistic activities such as music festivals

that helps to unify community, students and staff.

Curriculum components


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Curriculum is the link between what is taught and what is learned.

Our curriculum has three components:

The learned curriculum: it includes everything students learn in a class

whether it comes from the teacher, peer students or anything related to the

classroom environment. Students will learn or develop:

Music skills focused on the instrument(s) the student chooses.

Psychomotor skills.

Creativeness.

Appreciation for all artistic forms but especially for music.

Self appreciation or sense of accomplishment

Values such as respect, patience, team work, etc.

The taught curriculum: it refers to what the teachers plan to teach throughout

the course it also includes all the materials that will be used to enhance

learning. The teachers will help students learn:

How to read music

How to play the instrument(s) correctly

How to compose their own music

How to express music sounds with their bodies(eurhythmics)In order to accomplish these teachers will use:

Theory

Instruments such as piano and guitar

Board

Song tapes


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The tested curriculum: part of learning experience that is tested. Students will

be tested through personal projects (recitals, compositions, etc.) closely

related to their instrument or skill being developed.

SCHOOL APPROACH

The school will focus its work in two approaches, Lerner-Center Approach and Total

Physical Response, both of them in order to enhance our students to acquire the

knowledge they need to perform an instrument

Since Learner-Center Approach allows the student to use his/her own experiences in

order to construct understandings that make sense to them, they are able to bring a

dynamic contribution in the curriculum. This means that our students give reasons

for learning as well as what they bring with them into a learning situation.

With this approach teachers dont have to do all the work, their role is to stimulate

students to explore their strengths, and to discover what they need to learn. So our

teachers will provide tools according with historical, cultural, and social influences

surrounding learners; which help them in developing and applying music skills.

Showing her friends what they learned, practicing at home, and finding new learning

strategies is the way theyll apply their knowledge.

Along with Learner-Center Approach the Center will work with Total Physical

Respond Approach (TPR). In the same way as children respond physically to the

speech of their parents, our students will respond to their teachers by touching a

note or by a movement. The idea is to internalize the information given in each


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session, and then at the end of the course the learner will be able to perform a song,

different notes, or create their own music.

With this approach teacher and student will work together, first at all, the teacher will

perform a note, then the student will repeat it with the teacher, and finally the student

will do it by himself.

The combination of these approaches will make of our learners greater musicians,

anxious to learn more every day, and taking music not only as hobby but as part of

their life.

CURRICULUM FOUNDATIONS :

P HILOSOPHY (student-center approach and total physical response):

By using the Student-Centered Approach students will be involved with making

important decisions in the classroom and have the freedom to formulate, explain,

and discuss questions and answers. Students will also be involved in many group

activities which implicates team work that creates positive independence and

individual accountability.

For students who are involved with eurhythmics the Total Physical response

approach is a learning method that is based off of the coordination of speech and


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action. This is excellent way for students to learn how to follow directions and use

their bodies as a way to express them.

PSYCHOLOGY

(content):

Studying an instrument, music or eurhythmics requires a lot of hands on activities

along with examples of what they are required to accomplish. Students who are

involved with these programs will not only be able to learn by seeing and doing but

will be able to able to practice and further deepen their skills and knowledge of

whichever area they choose to study. They will be enriching their minds with the

history of music, solfege, and eurhythmics while creating friendships with people who

have a same common interest. Also, students will be able to express themselves in

a creative and free way.

S OCIOLOGY (techniques): evaluation

Teachers will evaluate students based on their performances on stage and off. They

will also be required to complete a certain amount of tests that are related to solfege

and the history of music, such as composers and theory of music.

Values

Our center will focus its work/activities in transmit to our students values such as:


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Eurhythmics Curriculum

Aims and objectives

Aims

Objectives


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To learn the relationship between music and movement experiencing

eurhythmics principles.

The student will be able to follow the rhythm of a song using the body.

The student will apply psychomotor skills related to eurhythmics

theory.

The student will improve his sensitivity to sound throughout the lessons

and techniques given by the teacher.

To learn how to express music through a complete muscular response and

this will help in developing music skills.

At the end of the course, students through ear, training and sight

singing activities will develop an integrated and expressive

understanding of pitch, scale and tonality.

To improve psychomotor skills of the student using activities related to

coordination and listening skills. The student will enforce the relationship between mind and body.

To help the student improve his/her creativity and mental concentration

through the body with the help of music.

Students will increase their creativity and imagination recall by specific

physical sensations and movements.

To instill in students the importance of values that will help them integrating in

society.

The student will learn to respect other classmates creativity and forms

of expression.

The student will learn to be tolerant to others attitudes and behaviors

by the use of group activities.


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Outcomes

A successful student will be able to have a better awareness, control, and

unification of the mental and physical faculties such as memory, concentration

and coordination

A successful student will be able to understand the principle of Eurhythmics.

Music and movement are one and inseparable

A successful student will be able to create his/her own movements by

physical sensations and creativity.

A successful student will be able to understand and use time and energy

effectively, and will have an acute awareness of the space; not only in each

class but in everyday experiences such in his/her job, school

A successful student will be able to work along with other people, among

providing creative ensemble experience.

Learning and Teaching Methods

Learning Methods:

Physical Motion

o Students will be asked to express themselves through dance or

physical motion

o This includes:

Flexibility

Stretching

Dancing


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Motor coordination

Listening

o Students will have to listen to the teacher for instructions on what

movements are required during the class period

o Also, students will have to pay careful attention to the music being to

hear the rhythm of the music and know the cues to move

Observing

o Students will have to learn how to be conscientious of space and time

around them

o They will have to concentrate and be attentive to the instruction and

observe the examples shown to them on the movements they are

required to do in the given class period

Teaching Methods:

According with the Institute for Jaques-Dalcroze 1, Eurhythmics is an

education in music and through music, which brings about the unification of

the body, mind, and spirit through specific exercises and practices.

It is an approach to music education where one first confronts the body

through specific exercises in eurhythmics that serve to align, and strengthen.

Eurhythmics serves to enhance the skills of coordination, balance, special

orientation, and quick reactions so that the body may attune to every nuance

1 Institute for Jaques-Dalcroze http://bethms.com/index.htm


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of musical expression. In effect, the body becomes a living musical

instrument.

At the same time, one confronts the mind through the study of music theory,

music form, music analysis, and pitch, which collectively is known as solfege.

As one trains and attunes the body through eurhythmics, music parameters

such as rhythm, pitch, meter, phrase structure, etc., become linked to specific

physical sensations and movements. Once firmly allied, these sensations and

movements may be recalled at will and used to enhance ones musical

performance or to intellectually identify specific components of a given

composition such as key, meter, rhythm structure, harmonic language, etc.

As the body merges with the intellect through solfege and eurhythmics, one

has confronted and dispelled the fears, and doubts of his/her musicianship.

With this enlightenment, the spirit of the student is stimulated, bolstered, and

strengthened. A new joy immerges which allows the student to simply let go

of the will and submit freely to improvisation.

All of this finds it basis in five principles that serve to govern:

JOY The unification of body, mind, and spirit

THEORY FOLLOWS PRACTICE Delving into the experience

TIME, SPACE, ENERGY Balance and equanimity

LISTENING The basis of a music education

POSITIVE SELF EXPRESSION The culminating experience, letting go


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In the eurhythmics course the teacher will apply several teaching methods in

order to acquire the most students potential, creativity, and concentration.

We can describe those teaching methods as the following:

Group Learning: Eurhythmics requires a lot of in class group activities. It is

necessary that students interact with their classmates.

o Example: Teachers will break students up into groups to apply two

different ideas at the same time

Learning by Teaching: As cooperative learning, students can transmit and

share with their classmates what they already have learned.

o Example: When students are in different groups they will be required to

help students and teach each other new things, which gives them the

opportunity to learn from other students and teach each other.

Individual Study: Students must practice with daily exercises during class timeand as homework.

o Example: Students will apply individual study by dancing on their own

time and by having individual dance sessions in class (free dance time)

Demonstration: In a combination of constructivism and behaviorism the

student will learn movements and musical patterns through observation and

repetition.

o Example: Teachers will demonstrate certain movements and explain

the theory of Eurhythmics. Then students will imitate the teacher and

also they will create their own interpretations.


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SYLLABUS

C OURSE INFORMATION

Eurhythmics is the art of expression emotions through musical motion. This

class will allow students to express themselves in an imaginative creative way

while being in an open and comfortable environment. It will also increase

flexibility, agility, motor coordination and will make students apply expression

through use of body and sound. It serves as a great work out and is great for

people who love to dance and move their bodies as a way to express

themselves.

INSTRUCTOR INFORMATION

Professor Alberto Vindas holds a bachelors degree in Musical Education and

Clarinet Performance from Universidad Nacional. He has worked as a musician in

the Limon regional band and Azul Acstico band for more than five years. You can

contact him at his e-mail: [email protected] ; cell phone: 8838-48-24

BIBLIOGRAPHY

REQUIRED TEXTS

The eurythmics of Emile Jaques-Dalcroze: music, movement, drama: its orgins and

its purpose. 1865-1996
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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Written by: Dalcroze Society of South Australia and Cox, Lesley M

Imprint: Lesley M. Cox

Subject: Music-instruction and study

COURSE DESCRIPTION OBJECTIVES

C OURSE C ALENDAR

Week I Topic: Introduction to eurhythmics.

In class

activities

Introductory activities

Brief explanation of Dalcroze, Father of the

Eurhythmics


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Explanation of music, beat and the Dalcrozes

movements.

Demonstration of basic exercises and relaxing

exercises.

Students select groups for final presentation

Students watch a video of a eurhythmics class and

comment about it.

Week II Topic: Corporal Consciousness

In class

activities

Explanation of the Concept of Corporal

Consciousness

Breathing exercises

Movement exercises

1 st . Quiz

Week III Topic: Body Space Connection

In class

activities

Corporal exercises (In groups)

Students watch a video of applied Body Space

Connection and comment about it

Week IV Topic: External Rhythms and sounds

In class

activities

Explanation of the Concept

Listening exercises

Field trip. Listen to nature sounds

Listening and drawing

2nd

. Quiz


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Week V Topic: Internal Rhythms

In class

activities

Explanation of the Concept

Interpretation of body rhythms

Research: Students must investigate about Dalcroze

theory about eurhythmic and mental concentration

and write how it can be applied in their life.

Week VI Topic: Gross motor and rhythmic patterns

In class

activities

Interpretation of sounds with feet

Eurhythmics instead Dance

Video

3 rd. Quiz

Week VII Topic: Fine motor and rhythmic patterns

In class

activities

Connection mind and hand

Interpretation of sounds with hands and body

Clapping games

Combination of motor skills exercises

Week VIII Topic: Final Presentation

In class

activities

Students present Final Presentation

Oral and Written Presentation


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Im working on this part

COURSE P OLOCIES

Attendance is mandatory. Students who miss more than two classes will fail the

course. Justified absence by a medical prescription wont count as an absence. Its

consider a delay arrival within the first 10 minutes of class, after that the student will

be absent. Two delays count as an absent. Students have to participate in each

class; it will have a percentage from the final grade. If the student misses a test he

should present a medical prescription, otherwise t he test wont be reschedule and

the student will lose the points. In case of the student doesnt present a project the

day assigned, he/she should present a medical prescription otherwise the project

wont be accepted and the student will lose the points o f the project.

Holidays and teacher absences: if a student has a class in a holiday or if the

teacher is absented, its the teachers responsibility to reschedule or make up the

class by prior according to the students

INSTRUCTIONAL APPROACH

TEACHER-STUDENT

STUDENT -STUDENT

STUDENT -PEER TUTOR

ACADEMIC DISHONESTY


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Since Music for People Center encourages students to practice different values not

only during the class but in all their daily activities, we must penalize those who

arent respecting them. Plagiarism, which is the copy of literary information without

add any reference or quotation from the author or from the source the student took

that material, will penalize by losing the course. When someone need to add literary

information in a text is important include a foot note indicating by APA standards the

bibliographical sources.

Copy projects from previously courses, take the information from other classmates,

or allow a classmate to copy your work; will penalize by losing the course

GRADING/E VALUATION

Evaluation will emphasize in developing coordination and movement by physical

feelings, as well as work with other people; and the understanding of eurhythmics

principles.

Specifically :

Quizzes (20%, 5% each quiz )

(One performance quiz each two weeks)

In class participation (8%)

Project- oral presentation (10%)

Project- written presentation (15%)

Final Presentation (35%)

STUDENT FEEDBACK ON INSTRUCTION


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