Learning music through

1
Learning music through

• LISTENING

2
Introduction

• Key topics
• Ministry Expectations
• active listening
• How to plan listening lessons
• Sample traditional listening lessons Ise the
  Bye, Nutcracker Suite

3
Ministry Expectations

• Recognize that mood can be created through music
• Communicate their thoughts and feelings about the
  music they hear, using language and a variety of
  art forms and media
• Recognize and explain the effects of musical
  choices
• Identify the feelings that are evoked by a
  particular piece of music

4
Ministry Expectations

• Express their response to music from a variety of
  cultures and historical periods
• Explain, using appropriate terminology, their
  preferences for specific songs or pieces of music
• Listen to music from the Renaissance period and
  identify its main characteristics
• Describe, through listening, the main
  characteristics of the Baroque and Classical
  periods.

5
ACTIVE LISTENING

• Regular music lessons
• Questions that focus the students to listen for
  the elements or qualities of the music.
• Questions that ask students to listen for
  specific patterns in the music.
• Questions that ask students to listen to
  themselves and peers while they are playing or
  singing so that they can adjust their sound
  accordingly.

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ACTIVE LISTENING

• Regular music lessons
• Sometimes it is important to just listen with the
  students and not create paralysis by analysis.
• Create an atmosphere of curiosity about music
  from other cultures.
• Music that moves at a pulse of 60 readies the
  mind for work. Mozart Effect

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TRADITIONAL

• LISTENING
• LESSONS

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HOW TO PLANLISTENING LESSONS

• Decide on the piece of music.
• Decide on the outcomes from the Arts Document.
• Decide on your listening purpose and activities.
  (examples are in course pack p. 141-151 or music
  program guidebooks)
• Write up your lesson plan.

9
ISE THE BYE Gr. 4

• Learn the song.
• Discuss key signature, chords, accent and
  diction.
• Listen to Ise the Bye sung by the Toronto
  Childrens Chorus on the CD My Heart Soars.
• Group 1 Listen to the piano. How is it used?
• Group 2 Listen to the singers. How did they use
  their voices for effect? Did you like it? Why or
  why not?
• Group 3 Listen to the words. How are they the
  same or different from the ones we sang?

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TREPAK FROM NUTCRACKER SUITEGrade 2 or 3

• Use the graph on p. 146 of course pack.
• On the scoops in the first line, keep the beat
  sitting in your spot.
• On the curlicue make circular motions in the air.
• Repeat the movement pattern in similar sections.

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TREPAK FROM NUTCRACKER SUITE

• In the middle, try free movement on the beat.
  Exaggerate the accents when they occur.
• The class may revisit music and interpret with
  streamers.
• Use a formal stepping pattern for A section,
  creative movement for B section.

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TREPACK THE NUTCRACKER SUITE

• ALTERNATE STRATEGY IMAGERY
• You are a puppet on a string. The puppeteer
  makes you dance to the beat. He sets you down in
  the middle of the music as it changes. Part of
  you still keeps the beat in your toe, finger or
  head. When the familiar music from the beginning
  starts again,he picks you up and you dance again.
  You move as follows
• A Move on one spot like a puppet on a string.
• B. Sit relaxed but keep the beat with one body
  part.
• A. Move on one spot like a puppet on a string.

13
Summary

• In this presentation we explored Learning Music
  Through Listening.
• Key topics
• active listening
• Ministry expectations
• How to plan listening lessons
• Sample traditional listening lessons Ise the
  Bye, Nutcracker Suite