MUE 3210 Music in the Elementary Classroom Topics: Melody and Melodic Direction Accommodating Specia

1
MUE 3210Music in the Elementary
ClassroomTopicsMelody and Melodic
DirectionAccommodating Special Learners

• Timothy S. Brophy, Ph.D.

2
Lets Sing!

• Down in the Valley is a two-chord Kentucky folk
  song that is easy to accompany on the guitar
• This is in 9/8 meter there are three strong
  (macro) beats with 9 microbeats per measure (or
  group) and the emphasis is on the first
  macrobeat
• This is an American Classic that all children
  should learn

3
(No Transcript)
4
Down in the Valley Verses 2 and 3

• 2. Down in the Valley, the mockingbird wings,
• Telling my story heres what he sings
• Roses love sunshine, violets love dew,
• Theyll never know how much I love you!
• 3. Know I love you, dear, know I love you
• Theyll never know how much I love you.
• Know I love you, dear, know I love you
• Theyll never know how much I love you.

5
The Staff and the Treble Clef

• The Staff is a five-line, four-space symbol
  system used to capture music in writing
• The Treble Clef defines the function of the lines
  and spaces of the staff
• It is useful to remember the names of the lines
  and spaces of the staff by assigning phrases with
  words that begin with the letter names

Every
Good
Boy
Does
Fine
6
The Staff and the Treble Clef

• There are several phrases to help you remember
  the lines of the Treble Clef
• Heres one that is popular in Memphis, Tennessee

Elviss
Guitar
Broke
Down
Friday
7
The Staff and the Treble Clef

• Here is a personal favorite

Every
Good
Boy
Deserves
Fudge!
8
The Staff and the Treble Clef

• The space notes are easy to remember they spell
  FACE

F A C
E
9
Melodies have Direction!

• Melodies move in one of three ways
• Upward
• Downward
• Or, they stay the same (repeated tones)
• The best melodies combine these melodic
  directions in wonderful ways

10
The arrows point out the melodic direction
And so on
11
Enriching the Curriculum with Music

• The best sources for bringing music into the
  classroom are
• Music Specialists ask them what theyre doing,
  how they can help you
• Music Book Series vary in their ability to help
  you on their own, well discuss these in greater
  detail next week
• Music for Learning Materials songbooks and CDs
  specifically for help in certain areas
• Look to the internet, school, and local libraries
  to find

12
Enriching the Curriculum with Music

• Language Arts and Reading developing speech and
  singing, and reading the words to songs children
  can also learn foreign languages through songs
• Social Studies music exists all over the world
  one of the best ways for you to share another
  culture with your students is to try on its
  music

13
Enriching the Curriculum with Music

• Mathematics counting and numbers are a natural
  part of many songs for children
• This Old Man
• Dr. Knickerbocker

14
Dr. Knickerbocker A Playground game

• Dr. Knickerbocker, Knickerbocker, number 5, he
  sure got sick on the bumpity ride!
• Now lets get the rhythm of the hands (clap
  clap)
• Now youve got the rhythm of the hands (clap
  clap)
• Now lets get the rhythm of the feet (step step)
  
• Now youve got the rhythm of the feet (step
  step)
• No lets get the rhythm of the eyes
• Now youve got the rhythm of the eyes,
• Now lets get the rhythm of the hips (Woo! Woo!)
  
• Now youve got the rhyttm of the hips (Woo! Woo!)
• Now lets get the rhythm of the number 5!

15
Enriching the Curriculum with Music

• Science certain musical works refer to natural
  objects and phenomena all music is comprised of
  sound, a wave phenomenon (acoustics is the formal
  study of sound)
• The Arts music is an art that developed within
  the same historical contexts as visual art,
  dance, and drama these connections exist on an
  immediately observable level (i.e. form, style)
  and a philosophical level

16
Music and Special Learners

• Guidelines for Working with Special Learners
• Work with the schools special ed teacher
• Establish clear, simple objectives for each
  lesson
• Plan concrete, action-oriented music experiences
  that allow students to explore music in many
  sensory modes (visual, tactile, kinesthetic, etc.)

17
Music and Special Learners

• Guidelines for Working with Special Learners
• Use several different music-making activities in
  the lesson (singing, instruments, moving,
  creating, listening, improvising, etc.)
• Match songs to a students vocal register, raising
  or lowering if necessary (for no musicians, this
  is hard to do, and you might leave this one to
  the music specialist)

18
Music and Special Learners

• Guidelines for Working with Special Learners
• Match tempos to the ability of the student
• Be consistent in expectations and procedures
• Post classroom rules and procedures (with picture
  cues), charts and other visuals
• Be aware of the noise level for
  auditory-sensitive students
• Allow for many opportunities to succeed (be
  right) and give appropriate praise when it is
  earned

19
Music and Special Learners

• In general, the best way to include Special
  Learners is to know as much about their specific
  conditions and tailor instruction to highlight
  their abilities
• There are several specific conditions that
  students can have, and few fit neatly into any
  category
• Here are some categories and specific ideas for
  facilitating instruction in music to them

20
Music and Special Learners

• Cognitively Impaired
• Concentrate on one task at a time (which should
  be true of all instruction)
• Practice imitative maneuvers (clap along,
  responsive singing)
• Include action and concrete stimuli in singing
• Try using whispering, speaking, and singing to
  get students to expand their voices
• Make goals attainable for the student

21
Music and Special Learners

• Learning Disabled
• Emphasize the music mode that the student shows a
  preference for
• Singing games and dances need practice and
  repetition
• Use visual cues to help them (and their
  classmates) remember lyrics to songs and the
  steps of a singing game

22
Looking Ahead

• Chapters 15-16 continued, Hoffer
• Grades K-1 projects are due Tuesday, May 5, 2008
• Accommodations ESOL, Hearing and Visually
  Impaired