music session part ii january 24th, 2011. active participation! attentive listening! having fun...
TRANSCRIPT
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Music Session Part II
January 24th, 2011
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• Active Participation!
•Attentive Listening!
•Having Fun Music Making!
•Recognize our personal strengths and interests in music
•Work collaboratively together to support the learning of others
•Tribes agreements
•E-Communication Free
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Learning GoalWe are exploring the
Revised Music Curriculum, our
musical strengths and interests through a variety of resources
and strategies
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Success CriteriaI can:- understand the terminology in the Music Curriculumfeel comfortable making music (singing/recorder/Orff)- find resources to support my teaching- identify my strengths and next steps
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Pease porridge hot,Pease porridge cold,Pease porridge in the pot,Nine days old.
Some like it hot,Some like it cold,Some like it in the pot,Nine days old.
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Pease porridge hot ,Pease porridge cold ,Pease porridge in the pot,Nine days old .
Some like it hot ,Some like it cold ,Some like it in the pot,Nine days old .
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Pease porridge hot ,Pease porridge cold ,Pease porridge in the pot,Nine days old .
Some like it hot ,Some like it cold ,Some like it in the pot,Nine days old .
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Pease porridge hot ,Pease porridge cold ,Pease porridge in the pot,Nine days old .
Some like it hot ,Some like it cold ,Some like it in the pot,Nine days old .
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Differentiation
Where do you see aspects of differentiated instruction in this activity?
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Expectations Addressed• Grade 3:
• C1. Creating and Performing
• C1.1 sing, in tune, unison songs, and/or play accompaniments
• C1.2 apply the elements of music when composing to create a specific effect
• C1.3 create musical compositions for specific purposes and audiences
• C1.4 use the tools and techniques of musicianship in musical performances
• If time today....
• C2. Reflecting, Responding and Analysing
• C2.3 identify and give examples of their strengths and areas for growth as performers, creators, interpreters, and audience members
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Expectations Addressed• Grade 3:
• C1. Creating and Performing
• C1.2 apply the elements of music when composing to create a specific effect
• C1.3 create musical compositions for specific purposes and audiences
• If time today....
• C2. Reflecting, Responding and Analysing
• C2.1 express detailed personal responses
• C2.2 identify the elements used
• C2.3 identify and give examples of their strengths and areas for growth as performers, creators, interpreters, and audience members
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The Creative Process
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This is your big chance to be creative!
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Challenging/Inspiring
• Introduce challenge
• Provide models, learning goals
•Define parameters
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Imagining and Generating
• Teacher observes, listens, prompts with questions, and provides choices
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Planning and Focusing
• Provide resources for students
• Ask questions and/or model planning strategies
• Structures planning and provides choices
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Exploring and Experimenting
• Provide reference charts of the elements, techniques etc.
• Provides time to practise
•Continues to reinforce application of planning/focusing work
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Producing Preliminary Work
• Asks questions about meaning and intended audience
• Provides descriptive feedback
• Encourages students communicate ideas, make connections, and apply knowledge and skills
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Revising and Refining
•Observes and provides descriptive feedback
• Encourage students to look for alternatives
• Provides time and opportunities for reflection and revision
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Presenting, Performing, and
Sharing• Promotes student talk about Music
• Ensures that students have an appropriate audience
•Helps structure sharing for students
• Is supportive
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Reflecting and Evaluating
• Links evaluation to criteria
• Provides a variety of methods of evaluation
• Provides descriptive feedback
• Evaluates based upon evidence collected over time
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Break
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GPS
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Primary GPS Instruction and Evaluation
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Primary/Junior Tracking
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Junior Evaluation
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Intermediate Evaluation
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Choose 1 Vocal and 1 Recorder task to teach to
the group
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Lunch
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“Elemental music is never only music, but an integration of movement, language....one is involved not as a listener, but as a participant.” Carl Orff
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http://www.curriculum.org/arts/moving.shtml
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curriculum.org
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Sound Before Symbol
• “Practice with reading and writing music always has more relevance to the child if the notation is embedded within real music rather than presented in isolated exercise”
• “A burning desire to write down the music one hears can be a tremendous motivator for children to become familiar with the process of writing notation”
• Montgomery, Amanda. Teaching Towards Musical Understanding: A Handbook for the Elementary Grades
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Step 1 – Aural, kinesthetic, and oralStep 2 – LabelStep 3 – ReinforceStep 4 – CreateMontgomery, Amanda. Teaching Towards Musical Understanding: A Handbook for the
Elementary Grades
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•Monthly ArtSpark! network meetings
•BWW
•Arts Portal
•Sharepoint
•Power of Literacy Through The Arts- January 26th
•YRDSB Arts Consultant Team support!
York Region Opportunities
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York Region ArtSpark! Network
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Provincial Opportunities
•ARTSECO Professional Learning Module (PLM)
•OMEA’s Think Literacy Music 1-6
•CODE’s Arts At The Heart
•OMEA’s Creative Process Poster
•Subject Association Lessons/Course Profiles
•57 Arts webcasts (curriculum.org)
•EDU funding for professional learning
•CODE/OMEA/OSEA conferences fall 2011
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