Week 11

Orff - The video shows students experiencing music through singing and playing instruments. They are using nonpitched rhythm sticks to perform the rhythm and rhythmically singing or chanting a song or rhyme. The rhythm they are performing with the sticks may have been one they explored on their own, the passing of the sticks around the circle is different.

 

https://www.youtube.com/watch?v=0no6rhi0MT0

 

Dalcroze - The video is short but represents the approach very well. The Dalcroze Eurhythmics component focuses on free body movement in response to music and these students are definitely moving in response to the music. The movement matches the rhythm and when the rhythm changes, speeds up, the movement is sped up. I also noticed the three different movements they repeated and it reminded me of last weeks movement exercise. What the video showed was ABCABCA.

 

https://www.youtube.com/watch?v=-TvHE9peMdM&index=1&list=PLF2671A6EB13B8C8D

Kodaly – The beginning of the video shows a teacher with flash cards and the pre-school or kindergarten students are learning to recognize and name notes. The remainder of the video is folk songs and the different elements of music they are teaching, such as high and low. I was hard to find a good video for the Kodaly approach or atleast a video that I could make sense of the approach being incorporated in the musical instruction.

https://www.youtube.com/watch?v=CUxm0YATKpY&list=PLEAE37BF8540FA41F&index=5

 

 

Week 10 - Movement and Form

My video has two parts, you will see why when you watch. Sorry for the interruption but I was too far in to start over.

Part 1 - Teaching the Steps

Part 2 - The Steps to Music

Week 9 - Recorder Assessment

Part 1 - Rhythmic Notation and Note Notation

Part 2 - Recorder Playing (There should be an acceptable rendition in all my attempts. Playing the recorder and reading music is new to me.)

Week 9 - Instruments

String Family - you strum stings, pluck strings, bow strings, or pick strings to make or create sound.

Woodwind Family - you blow across a surface to create sound.

Brass Family - you buzz your lips into to make or create sound.

Percussion Family - you strike, hit, tap, shake, scratch, strike together to make or create a sound.

Vocal Technique & Melodic Contour Mapping

Here is my video.

Also, a picture of my visual melodic contour mapping is below. The row boats in the middle are smaller to represent the faster rhythm.

Week 7 - Vocal Technique

Here is my video of bad vocal technique.

 https://www.youtube.com/watch?v=x1-jWl0O34U

It is Roseanne Barr singing the National Anthem at a MLB game. She starts the song off by asking someone if she can start and doesn't have a tone to match, she is not breathing correctly so she is out of breath at the end of phrases. She isn't supporting her voice from her diaphragm and that is why you can see her voice straining at her neck.

Here is my video of good vocal technique.

http://www.youtube.com/watch?v=drDSALCKH_Y

It is Whitney Houston singing the National Anthem at the Super Bowl. She has good posture and her breathing is with her diaphragm. She also matched the tone the orchestra played for her before she began singing. 


 

Week 6 - Reflection

Stage one was the rhythmic poem video itself.

Stage two is recalling the video, I had to chose a poem, then say the poem in rhythm with a steady beat and last say the rhythm in ta's and ti-ti's with a steady beat.

Stage three is review and response to the video, which can be self-reflection or reflection from a peer or professor in this case. Apparently self-reflection was not an effective strategy for this video, since I did not realize the mistake I made with my rhythmic poem. I knew something didn't sound right with the poem so I sped up the beat. I didn't realize I had given the "pitter patter" portion of the poem too many notes and so I was short a beat for the line. Pitter should have been 2 notes for 1 beat and patter should have been 2 notes for 1 beat and instead I combined pitter patter into 4 notes for 1 beat. When I assigned the ta's and ti-ti's I did it correctly and I assigned notes to the words to ensure I had 4 beats per line, but I said the rhythm incorrectly. Perhaps I should have said the ta's and ti-ti's first or with each line of the poem. In the case of this video reflection from the professor was the most effective strategy. Thank goodness this was not an actual lesson, how confused my students would be.

Speeding the beat up was a good choice, now that I am saying it correctly I would keep the tempo of the beat the same. It doesn't feel natural when the beat is slower. Also representing the rests in the rhythm with the "shh" sound ensured the rests were given in the rhythm.