Lizeth Gil- January 30^th, 2020

“I Know” Statement:

• I know how to move with the music.

“I Can” Statement:

• I can follow the teacher’s movements.

Materials:

• Laptop, phone, music (Funky Blues in F by James O. Froseth), movement chart

Process:

1. Find the beat on body: Tap legs- 8 counts, Tap head- 8 counts, Tap shoulders- 4 counts, Tap ears- 4 counts, Tap feet- 4 counts, Bob head- 4 counts
2. Model the dance from the chart
3. Say the movements with numbers
4. Say and watch me do them
5. Say and do the movements phrase by phrase: Phrase 1, Phrase 2, Phrase 3, Phrase 4
6. Do the whole dance three times: Say out loud, Whisper, Think movements and numbers/No voices

Assessment:

• I will be watching to see if the students move with the music.

Patterned/Folk Dance Chart

Music:  Funky Blues in F by James O. Froseth

Starting set-up:  Circle

Hop	2	3	4	5	6	7	Clap
Head Bob	2	3	4	5	6	7	Freeze
Sway	2	3	4	5	6	7	Shimmy
Right Stomp	2	3	4	Left Stomp	2	3	Snap

 

Video 1:

The movements of the children are very simple and on the beat. All the children jump at the same time. Before they all jump at the end of the phrase, they are clapping together or dancing along to the beat. The movements of the older children are more complex than the ones of the younger ones. The younger kids look like they are struggling with moving left and right. The children know what to do because there is an adult showing them what to do and they follow. They are singing a call and response and the dancing is doing the same. I don’t think I would be able to do what the drummer is doing. I would not be coordinated enough for the rhythms he is playing.

 

Video 2:

This kind of dancing is like an improvisation. The dancers are staying with the beat of the music but are using moves that they think fit in to be able to beat the other person. The boy and girl are trying to show off to each other all the complex movements they know to win. To challenge in this dance is to show off to the other person and try to impress the crowd with your movements. The crowd is excited because they are impressed with the movements that the boy and girl are doing. They are getting on the ground to do some of their movements and they do movements that not many people can do. The children are also signaling to each other when they are dancing which get the crowd excited.

 

Video 3:

The child is leading in this video. The child looks very natural doing the movements where the adults look like they are trying very hard to make their movements look like the child. The child also looks very wobbly and the adults are very balanced trying to look like a wobbly child. When the child moves too fast, he gets unbalanced and makes him fall.

 

Videos 4a and 4b:

I noticed that the younger students had a hard time trying to move fast and transitioning to their new partner. They stumble a lot and stop. The older each group, the more they understood how to dance to the music. This might have to do with the fact that the older people have more experience doing it than the younger ones. The younger kids need support in trying to know what way to go or what the directions are. In the third video, the announcer was giving the children in depth directions with demonstrations. The older people could understand the announcer when they are speaking fast because they know how the dance goes. In the third video, the announcer had to speak her lines at half beat so that all the dancers could understand what to do.

 

Videos 5a, 5b, and 5c:

I think I would be able to do what the children are doing if I watched the videos multiple times and did it a lot. In the first video, they really did not teach me how to do it. They just did the hand clapping game as a demonstration. In the second video, the girls actually teach the clapping movements, but not the song. I think with this video I would be able to catch on to the movements faster than the song since it was broken down. In third video, there are multiple videos showing the hand challenge and there is one that breaks down how to do it. I think that hand challenge would be easier to do since it breaks it down and you get to see multiple people play it at different speeds. In each video with singing, the girls are able to sing it correctly and if they messed up, they did not care as much. They were enjoying making a video to show the game they knew.

Part 1:

 

Musicianship (4/5 points):

I stayed with the beat of the music I provided and kept the appropriate tempo. There was at least one time that I did not change with the phrasing, but other than that, I each motion changed with the phrase. My music selection suited the class well and the motions I picked went along with the music.

 

Leadership (5/5 points):

I included body language along with facial expressions. Whenever I was going to change to a new motion, I either showed with some part of my body or my face/eyes. I kept eye contact with the class to make sure that everyone was engaged and getting all the motions. I also kept energy in my body posture.

 

Preparation (4/5points):

I knew the song well and knew when the phrases were coming up to change motions. There were a couple of times where I messed up a few phrases. I knew my plan, however, I had to look over at it a few times just to make sure I knew it. All of my equipment was ready to go for my teaching.

 

Facilitating the Experience (10/10 points):

I captured the class’ attention by showing hand signals which caused them to follow me. The sequencing of my steps were well done because I followed the Weikart-based movement sequence. The pacing of my sequencing was good because I took more time with the movements that the class needed more time with which were the more complex movements.

 

Total: (23/25)

 

Part 2:

 

I think something that went well in my teaching was guiding the class through the movements. They did a great job following along because I gave them cues to what was coming next in the movements like pointing at my feet when a foot movement was coming next. I would like to improve on not having to look at my plan as often. I felt like I was giving the class eye contact, but by taking a second to look at my screen, I would lose that eye contact. Throughout this experience, I felt prepared because I had practiced my movements and I planned what I was going to do at certain phrases. Having my plan out helped me through the experience because I sometimes forgot what was coming next. I also color coordinated the movements so that I could follow where I was in the movements. My goal is to be very prepared with my plan to the point where I do not have to look at it.

Lizeth Gil- January 20^th, 2020

 

“I Know” Statement:

• I know how to keep the beat.

“I can” Statement:

• I can follow the teacher.

Materials:

• Laptop, phone, music, chairs, “Chameleon” Maynard Ferguson

Process:

• Single coordinated: Pat Legs- 24 counts, Pat Head- 16 counts, Tap Feet- 16 counts
• Single alternated: Tap Legs- 16 counts, Tap Nose- 16 counts, Move Feet- 16 counts
• Double coordinated: Tap Legs to Head- 16 counts, Tap Nose to Ears- 16 counts, Tap Knees to Chin- 16 counts
• Double alternated: Tap Knees to Shoulders- 16 counts, Tap Head to Hips- 16 counts
• Complex: Head to Shoulders to Knees to Toes, Hips to Nose to Ears to Lips
• Single coordinated: Tap Legs- 8 counts, Tap Head- 8 counts

Assessment:

• I will watch the students to see if they are following my movements.

What do these children know about music? What can they do?

• The things those children know about music are songs or chants they use during recess. They know that certain songs go with specific games and activities. They also know that some of the songs have certain beats, rhythms, and pitches that identify what song they are using.

How did they learn what they know, or how are they learning?

• The children know all of this from games they have played during recess or even from stories or tv shows they have seen. Some of the chants or songs they use are made from the children themselves. They use these songs or chants to get other kids’ attention or to use in whatever activity they are involved in.

What surprised you, if anything, about these children? What did you learn from them, or what reactions or responses did you have as you read?

• Something that surprised me from the children was that they have so much rhythm and music making without much training and they do not care about being right or wrong, they just want to have fun with the other children. Reading this story, made me reflect back to when I was the age of these children. I do not remember much, but I do remember playing some of the games from the reading and even some that we made up. It made me realize that as kids, we just want to have fun and one way to do that is by using music.

What are the implications for your career in teaching and music, based on what you’ve read?

• Based on what I read, my implications for my career in teaching and music is to make music fun and enjoyable. The children really do not care about making mistakes. The joy that they get is playing with some sort of musical activity. Music does not always have to be super technical and can straight to the point and even with some mistakes.

Pose two questions of your own for prompting conversations in class. Questions might have to do with something you are curious about, something you want to know more about, something that troubles you, or anything else that interests you.

• What are other ways that children learn how to play and sing all the songs/chants that we also used when we were younger? Do children still play and sing the same songs/games we did when we were younger?

Here is a link to my Professional Portfolio in the Art of Teaching Advanced Instrumentalist.

https://www.edutopia.org/article/using-digital-tools-music-classroom

https://blog.wurrlyedu.com/home/2018/2/13/the-role-of-technology-in-the-music-classroom

https://www.linkedin.com/pulse/technology-enabling-music-creation-classroom-phil-rooke/?published=t&fbclid=IwAR0ZUicqewVzpr8vLgQzDzLnH1TItFIfFAY7lpnKgsd5VSiUCLD7DCFXZR8

These blog posts contain videos and articles addressing technology in the music classroom and give examples of how they can be used. Many of the resources that were stated in the posts are types of technology that we have used in class before. Music technology is here to enhance the teaching and not take over the teaching. Technology is allowing students to be creative.

https://www.futurity.org/music-festivals-technology-1322452-2/

https://www.telegraph.co.uk/connect/small-business/business-solutions/how-technology-is-changing-music-business/

https://techcrunch.com/2016/09/15/when-music-and-technology-collide/

These articles explain how technology is allowing musicians to be creative with their work. They enhance their music by showing their heart rate in a video while singing, are able to live stream their music to bigger audiences, or even create new ways to make music that will not take up lots of room.

This Ableton website is already great for youth use in middle school, high school, and community organizations. Most youths would be able to figure out this website better than an older adult because youths are more involved with technology. The organization of the website is straight forward and easy to figure out even for someone who does not know how to use the website. The website is very well explained through text and videos. The only thing that I would change would be some of the YouTube videos. Everything is very detailed in the videos, but with children, they have short attention spans which will distract them very easily. Using some short animation videos would help the students not be as distracted. Animation videos are also fun and easy to attract an audience. I would also keep some of the videos that are already on the website because they have a lot of useful information in them. I usually struggle with technology and this website was easy for me to understand and use.

Finger drumming could be used in a music program for younger kids who do not know much about music yet like a general music class or beginning band class. I would first teach the basics of rhythms to the students and then have them imitate what I am doing so that they start having an understanding of rhythms. This lesson would mostly be an introduction to the more in depth stuff. Usually kids want something “fun” to do so this could be the introduction to music that is pretty easy. In the program, Melodics, each student can take turns to earn a badge and learn how to use the finger drums since it already shows them how to do it.

Some pros of having to use each type of interface in a music program would be that the students become familiar with each interface. They learn how to play an instrument before actually learning a traditional one. It is also easier for the students to be more creative right away on finger drumming than a traditional instrument. Some cons of having finger drumming in a music program would be that everyone would want to play a percussion instrument instead of all the other wind instruments. Finger drumming should be a gateway instrument to start playing the traditional instruments. Another con of having finger drumming is that it could break down at any moment and down time in a classroom setting is not good.

The pros of using the digital badges in a music program would be that the students are learning and comprehending how to use the interfaces. The more badges they get, the better they are doing at understanding. Another pro of having the digital badges would be that the students feel like they are learning and accomplishing something. Usually kids will try harder if something is given to them for their success. It also gives the students some competition against each other which will help them try harder. Some cons of the digital badges are that the students are only trying to get the badges and not learn the material being taught. They might be playing with the wrong technique just to try and earn that badge. Another con would be that the badge is being seen as the only purpose of finishing the lesson and the only way of being good is by having the badge.

Other ways of using “badges” could be by giving the students a reward for finishing the lesson or assignment. For example, a piece of candy (if the school allows it) a sticker, or a fun toy could be given when finishing the assignment. I think anything physical that can be given to the student would be a lot more beneficial because they like to have a real object instead of just a digital badge that they can brag about for a few minutes.

 

1.  This example was a tutorial on the basic technique of finger drumming. He explained the layout of the pad he used which was a Native Instruments Maschine and also some basic techniques that a beginner should have when finger drumming. The skills and understanding that might be needed to create and perform with this example would be a small background of percussion instruments and rhythm. The example mentions terms that would help someone be more successful at using this example.

2. For this example, they used the The Dirty Drummer kit by mpc samples. This example has different samples that allows you to play over or use the different instruments. The skills and understandings that might be needed to create and perform like the example would be understanding of the Dirty Drummer Finger kit and of the Maschine pad. The kit has different instruments that could be used and what loops you can make. Also, some understanding of the finger pad would be nice because then it will be easier to create something.

3. In this example, they showed different styles and beats on a program called Xpress Pads. They used the Korg Kontrol finger pad.  Knowing different drum beats and how to use the finger pad would be some silks and understanding that would be needed to create and perform on this device. This example did not really how how to use the program, it just laid out beats on the finger pad.