This is how you write your last journal.
A. Follow the guidelines (those that you followed to write your previous journals) and talk about what you learned throughout the ENTIRE SEMESTER: What, How, and Why?
B. Answer the following questions about keeping an e-portfolio on Blog:
1. List and Explain 5 things that are really cool about having your assignments done this way (postings on Blog) (one paragraph).
2. List and Explain 5 things that are problematic about posting assignments on Blog. (One paragraph)
3. Overall, what do you think about this part of assignment? (One paragraph)
Sunday, December 6, 2009
Tuesday, December 1, 2009
Monday, November 30, 2009
Assignment#11 (optional)
This one is optional... if you want extra points (10 pts). Due on 12/4 by 11:59pm
In-class assignment#11 (10 pts)
Worksheet for Chapters 9&10
1.What is the rationale to integrate music with the study of peoples, places, and cultures (Chapter9)?
2.Summarize the suggestions the textbook lists on p. 301 (Chapter9) when teaching musical culture/tradition of various ethnic groups.
3.Music should be an integral part of child’s daily life. List and explain the possible ways to integrate music with other subjects and activities (Chapter 10)
4.What are the approaches you can use to relate music (four approaches)? For each of the approaches, give one sample lesson to show how music and the arts can be taught (Chapter 10).
In-class assignment#11 (10 pts)
Worksheet for Chapters 9&10
1.What is the rationale to integrate music with the study of peoples, places, and cultures (Chapter9)?
2.Summarize the suggestions the textbook lists on p. 301 (Chapter9) when teaching musical culture/tradition of various ethnic groups.
3.Music should be an integral part of child’s daily life. List and explain the possible ways to integrate music with other subjects and activities (Chapter 10)
4.What are the approaches you can use to relate music (four approaches)? For each of the approaches, give one sample lesson to show how music and the arts can be taught (Chapter 10).
Assignment#10
Assignment#10
Reading reflection
Title of the article: _________________________
Due 12/4 by 11:59pm
1.According to the author, what are the possible cognitive benefits of music in early childhood education (p. 19)?
2.What are some important activities classroom teachers should be aware of in order to enhance young children’s self-esteem (p. 19)?
3.How so (according to the author) development of gross-motor skills and find-motor skills in musical activities can help enhance children’s self-esteem (p. 19)?
4.What are the guidelines for early childhood educators to implement music program in their classroom (p. 20-23)?
Reading reflection
Title of the article: _________________________
Due 12/4 by 11:59pm
1.According to the author, what are the possible cognitive benefits of music in early childhood education (p. 19)?
2.What are some important activities classroom teachers should be aware of in order to enhance young children’s self-esteem (p. 19)?
3.How so (according to the author) development of gross-motor skills and find-motor skills in musical activities can help enhance children’s self-esteem (p. 19)?
4.What are the guidelines for early childhood educators to implement music program in their classroom (p. 20-23)?
Thursday, November 12, 2009
Heart and Soul
Hi Edith, Ashley, and Steve,
This is the melody of the song we've been practicing. I hope you can practice with the clip at home to get more familiar with the rhythm and fingering.
Friday, November 6, 2009
Assignment#9
Worksheet Chapter 8
1.Children move naturally. List and explain the guidelines suggested in the textbook that help teachers generate ideas for students to learn music through rhythmic bodily response activities (p. 259).
2. What does locomotor skill means? What is non-locomotor skill?
3. List the four stages in developing children’s body awareness.
4. What are the musical concepts that can be taught through movement activities?
5. Choose one concept and summarize the lesson provided in the textbook telling how this particular musical concept is taught through the movement activity.
Due on Monday (11/9) by 11:59pm
1.Children move naturally. List and explain the guidelines suggested in the textbook that help teachers generate ideas for students to learn music through rhythmic bodily response activities (p. 259).
2. What does locomotor skill means? What is non-locomotor skill?
3. List the four stages in developing children’s body awareness.
4. What are the musical concepts that can be taught through movement activities?
5. Choose one concept and summarize the lesson provided in the textbook telling how this particular musical concept is taught through the movement activity.
Due on Monday (11/9) by 11:59pm
Wednesday, November 4, 2009
Tuesday, November 3, 2009
The little lady who is not afriad of anything... Groups 1-3
For the extra points (possible 10 points)...
Please carefully watch the clips and make comments based on the following points:
1. if the trash materials were efficiently used to create the sounds that go with the story line?
2. if the musical concepts(timbre, dynamic levels, and tempo or speed)were taught throughout the activity?
3. if the students (listeners) were engaged in the activity (if they were motivated)?
4. if the story teller was energetic and dramatic enough?
5. if the presentation followed a nice flow (pace)?
Group 1.
Group 2.
Group 3.
Please carefully watch the clips and make comments based on the following points:
1. if the trash materials were efficiently used to create the sounds that go with the story line?
2. if the musical concepts(timbre, dynamic levels, and tempo or speed)were taught throughout the activity?
3. if the students (listeners) were engaged in the activity (if they were motivated)?
4. if the story teller was energetic and dramatic enough?
5. if the presentation followed a nice flow (pace)?
Group 1.
Group 2.
Group 3.
Friday, October 30, 2009
Assignment#8 Worksheet Chapter 5
Teaching Music through Playing Classroom Instruments (10 pts)
1.Classroom instruments function in a variety of ways. Please list some instruments that play (1) melodies, (2) harmony, and (3) rhythm.
(1)Melodic instruments—A melodic instrument is any instrument that can produce ________. List melodic instruments:____________.
(2)Harmonic instruments—A harmonic instrument can play _____________ or ______________ as accompaniments to songs. List harmonic instruments:___________.
(3) Rhythmic instruments (percussion instruments)—Rhythmic instruments can play the __________________ to songs. They are divided into _________, ____________, and ___________. List rhythmic instruments:
2.What musical concepts could students gain through playing instruments?
3.Playing instrumental accompaniments adds interests and variety to many songs and contributes toward perceptual and motor skills. The choice and use of appropriate instruments in musical experiences can enrich the study of history, geography, culture and people, poetry, feelings and moods, and holidays. Please select one topic from above categories and design an activity using musical instruments.
1.Classroom instruments function in a variety of ways. Please list some instruments that play (1) melodies, (2) harmony, and (3) rhythm.
(1)Melodic instruments—A melodic instrument is any instrument that can produce ________. List melodic instruments:____________.
(2)Harmonic instruments—A harmonic instrument can play _____________ or ______________ as accompaniments to songs. List harmonic instruments:___________.
(3) Rhythmic instruments (percussion instruments)—Rhythmic instruments can play the __________________ to songs. They are divided into _________, ____________, and ___________. List rhythmic instruments:
2.What musical concepts could students gain through playing instruments?
3.Playing instrumental accompaniments adds interests and variety to many songs and contributes toward perceptual and motor skills. The choice and use of appropriate instruments in musical experiences can enrich the study of history, geography, culture and people, poetry, feelings and moods, and holidays. Please select one topic from above categories and design an activity using musical instruments.
Thursday, October 29, 2009
Friday, October 23, 2009
Assignment#7
Please read through the article I posted on BB and write a reflection about it. The post (on your blog) is due on Sunday by 11:59. When you write your reflection make sure you include the responses to the following questions.
1.Is it true that just listening (passively listening to )music makes you smart? What does research studies cited in this article indicate? What does the author suggest? What do you think?
2.The author suggests four types of findings to support the belief that music has strong biological roots? What are they?
3.According to neuroscientists, synapses (the junction across which a nerve impulse passes to a neuron or other cell) grow stronger through use and become weakened. How does playing music help synapses grow stronger?
4.Does music help improve reading comprehension? What does the author say about it? What is your opinion?
5.What is the most interesting fact you learn from this article?
1.Is it true that just listening (passively listening to )music makes you smart? What does research studies cited in this article indicate? What does the author suggest? What do you think?
2.The author suggests four types of findings to support the belief that music has strong biological roots? What are they?
3.According to neuroscientists, synapses (the junction across which a nerve impulse passes to a neuron or other cell) grow stronger through use and become weakened. How does playing music help synapses grow stronger?
4.Does music help improve reading comprehension? What does the author say about it? What is your opinion?
5.What is the most interesting fact you learn from this article?
Wednesday, October 14, 2009
Piano stairs - Rolighetsteorin.se - The fun theory
Hi Guys in MUSC373,
Take a look at this creative stairs... figure out where the half step and whole step are...
Monday, October 12, 2009
Worksheet for Chapter 4
Worksheet for Chapter 4
1.What are the differences in vocal characteristics and abilities of children? Give examples that are age specific.
(1a)Preschool/Kindergarten (Ages ___ to ____),
(1b)their Vocal characteristics and abilities Song interests
(1c)song interests:
(2a)Early primary(Ages ___ to ____),
(2b)their Vocal characteristics and abilities Song interests
(2c)song interests:
(3a)Intermediate (Ages ___ to ____),
(3b)their Vocal characteristics and abilities Song interests
(3c)song interests:
(4a)Upper elementary(Ages ___ to ____),
(4b)their Vocal characteristics and abilities Song interests
(4c)song interests:
2.List and explain the techniques for teaching children to sing.
This is due on Wednesday by 11:59pm on your blog.
1.What are the differences in vocal characteristics and abilities of children? Give examples that are age specific.
(1a)Preschool/Kindergarten (Ages ___ to ____),
(1b)their Vocal characteristics and abilities Song interests
(1c)song interests:
(2a)Early primary(Ages ___ to ____),
(2b)their Vocal characteristics and abilities Song interests
(2c)song interests:
(3a)Intermediate (Ages ___ to ____),
(3b)their Vocal characteristics and abilities Song interests
(3c)song interests:
(4a)Upper elementary(Ages ___ to ____),
(4b)their Vocal characteristics and abilities Song interests
(4c)song interests:
2.List and explain the techniques for teaching children to sing.
This is due on Wednesday by 11:59pm on your blog.
Monday, October 5, 2009
Chinese music concert
The concert is presented by students from MUSC423/523 (Music of China). In the past three weeks, they have worked with guest ethnomusicologist, Prof. Yao-Hua Wang and guest artist, Prof. Yung-Hsin Chen on learning to sing Chinese folk songs and play traditional Chinese instruments.
Where: Recital Hall in Music Building
When: Oct.11, 5:00pm
Free admission.
Sunday, October 4, 2009
Saturday, October 3, 2009
Friday, October 2, 2009
Final draft of your lesson plan
You will submit your final draft on Wednesday (10/7). I will need you to go to writing center to have the staff read your final draft. Make sure you get a feedback form from the staff and attach it with your lesson plan. I will also need to have the sheet music to be attached to the lesson plan. You will lose 5 points if you don't have the music attached.
To make an appointment with the University Writing Center, please visit the link...
http://uwc.niu.edu/
To make an appointment with the University Writing Center, please visit the link...
http://uwc.niu.edu/
Thursday, October 1, 2009
Video clips are coming...
Thu, Oct 01, 2009 -- Video clips are coming...
I am still working on the video clips. They will be coming soon to my blog http://musicingdream.blogspot.com/
will make another announcement when the clips are all uploaded.
I am still working on the video clips. They will be coming soon to my blog http://musicingdream.blogspot.com/
will make another announcement when the clips are all uploaded.
Peer-review panel
Panel assignments:
1. Linnea, Natalie, Julie
2. Emilie, Sam, Nichole
3. Dana, Victoria, Elina
4. Lori, Ariella, Ashly
5. Mercedes, Michelle, Allison
6. Christina, Alex, Tom
7. Kay, Jessica, Stephanie
8. Darrell, Illiana, Carla
9. Lauren, Melanie, Amanda
10. Edith, Steve. Edith and Steve, you can decide who else (one more person) you would like to evaluate since your group is short of one person.
1. Linnea, Natalie, Julie
2. Emilie, Sam, Nichole
3. Dana, Victoria, Elina
4. Lori, Ariella, Ashly
5. Mercedes, Michelle, Allison
6. Christina, Alex, Tom
7. Kay, Jessica, Stephanie
8. Darrell, Illiana, Carla
9. Lauren, Melanie, Amanda
10. Edith, Steve. Edith and Steve, you can decide who else (one more person) you would like to evaluate since your group is short of one person.
Assignment#5
There are two parts in Assignment#5 (20 points).
1. 10 points: Find the clip of your presentation (first name and last name initial) and write a self-reflection about your own teaching presentation. Use the criteria sheet I gave you to evaluate your performance. In your reflection, I want you to answer these questions: (a). What did I do the best? How did I prepare for that so I did well? (b). What did I not do well? Describe the places that went wrong and explain why. (c). If I were given another chance to redo it again, what would I do differently (you can talk about all the aspects of the whole thing including writing the lesson plan, practicing it, and presenting it in class)
2. 10 points: Watch the clips you are assigned (the list will be out soon) and use the criteria sheet again to evalute your peers' performacne. In this evaluation, you will have to tell how this person did in his/her presentation based on the points we talked about in class and assign a grade out of 50 points to him/her. Your evaluation must be specific as if you were the teacher. Simply saying "good job," "awesome," or "nicely done," is not going to be enough. You will not get high scores out of this assignment if you are not specific enough.
This assignment is due on Monday night (10/5 11:59pm) on my blog: http://musicingdream.blogspot.com/
Questions? Ask via email!
1. 10 points: Find the clip of your presentation (first name and last name initial) and write a self-reflection about your own teaching presentation. Use the criteria sheet I gave you to evaluate your performance. In your reflection, I want you to answer these questions: (a). What did I do the best? How did I prepare for that so I did well? (b). What did I not do well? Describe the places that went wrong and explain why. (c). If I were given another chance to redo it again, what would I do differently (you can talk about all the aspects of the whole thing including writing the lesson plan, practicing it, and presenting it in class)
2. 10 points: Watch the clips you are assigned (the list will be out soon) and use the criteria sheet again to evalute your peers' performacne. In this evaluation, you will have to tell how this person did in his/her presentation based on the points we talked about in class and assign a grade out of 50 points to him/her. Your evaluation must be specific as if you were the teacher. Simply saying "good job," "awesome," or "nicely done," is not going to be enough. You will not get high scores out of this assignment if you are not specific enough.
This assignment is due on Monday night (10/5 11:59pm) on my blog: http://musicingdream.blogspot.com/
Questions? Ask via email!
Sunday, September 20, 2009
Monday class
Dear all,
It's really nice to see the majority of you post the lesson plan drafts on your blogs on time. Good for you and congratulations! You've completed the first step of this singing lesson project. On Monday's class, instead of having you "present" your lesson, I will actually let you "practice" your plan with your partners. You will have to go through the instructional step (really operate it step by step) in front of your friends and receive comments from each of your partners in your group. In order to do that, make sure you bring a copy of your draft to class. I want to make sure everyone has a chance to practice his/her lesson before the real presentation takes place (so you will have a good grade). So, come prepared on Monday!
See you in classs
It's really nice to see the majority of you post the lesson plan drafts on your blogs on time. Good for you and congratulations! You've completed the first step of this singing lesson project. On Monday's class, instead of having you "present" your lesson, I will actually let you "practice" your plan with your partners. You will have to go through the instructional step (really operate it step by step) in front of your friends and receive comments from each of your partners in your group. In order to do that, make sure you bring a copy of your draft to class. I want to make sure everyone has a chance to practice his/her lesson before the real presentation takes place (so you will have a good grade). So, come prepared on Monday!
See you in classs
Friday, September 18, 2009
The Golden Record Project
Check this list out and see how many pieces you are familiar with!
NASA placed a more ambitious message aboard Voyager 1 and 2-a kind of time capsule, intended to communicate a story of our world to extraterrestrials. The Voyager message is carried by a phonograph record-a 12-inch gold-plated copper disk containing sounds and images selected to portray the diversity of life and culture on Earth. The contents of the record were selected for NASA by a committee chaired by Carl Sagan of Cornell University, et. al. Dr. Sagan and his associates assembled 115 images and a variety of natural sounds, such as those made by surf, wind and thunder, birds, whales, and other animals. To this they added musical selections from different cultures and eras, and spoken greetings from Earth-people in fifty-five languages, and printed messages from President Carter and U.N. Secretary General Waldheim. Each record is encased in a protective aluminum jacket, together with a cartridge and a needle. Instructions, in symbolic language, explain the origin of the spacecraft and indicate how the record is to be played.
Music On Voyager Record
Bach, Brandenburg Concerto No. 2 in F. First Movement, Munich Bach Orchestra, Karl Richter, conductor. 4:40
Java, court gamelan, "Kinds of Flowers," recorded by Robert Brown. 4:43
Senegal, percussion, recorded by Charles Duvelle. 2:08
Zaire, Pygmy girls' initiation song, recorded by Colin Turnbull. 0:56
Australia, Aborigine songs, "Morning Star" and "Devil Bird," recorded by Sandra LeBrun Holmes. 1:26
Mexico, "El Cascabel," performed by Lorenzo Barcelata and the Mariachi M憖ico. 3:14
"Johnny B. Goode," written and performed by Chuck Berry. 2:38
New Guinea, men's house song, recorded by Robert MacLennan. 1:20
Japan, shakuhachi, "Tsuru No Sugomori" ("Crane's Nest,") performed by Goro Yamaguchi. 4:51
Bach, "Gavotte en rondeaux" from the Partita No. 3 in E major for Violin, performed by Arthur Grumiaux. 2:55
Mozart, The Magic Flute, Queen of the Night aria, no. 14. Edda Moser, soprano. Bavarian State Opera, Munich, Wolfgang Sawallisch, conductor. 2:55
Georgian S.S.R., chorus, "Tchakrulo," collected by Radio Moscow. 2:18
Peru, panpipes and drum, collected by Casa de la Cultura, Lima. 0:52
"Melancholy Blues," performed by Louis Armstrong and his Hot Seven. 3:05
Azerbaijan S.S.R., bagpipes, recorded by Radio Moscow. 2:30
Stravinsky, Rite of Spring, Sacrificial Dance, Columbia Symphony Orchestra, Igor Stravinsky, conductor. 4:35
Bach, The Well-Tempered Clavier, Book 2, Prelude and Fugue in C, No.1. Glenn Gould, piano. 4:48
Beethoven, Fifth Symphony, First Movement, the Philharmonia Orchestra, Otto Klemperer, conductor. 7:20
Bulgaria, "Izlel je Delyo Hagdutin," sung by Valya Balkanska. 4:59
Navajo Indians, Night Chant, recorded by Willard Rhodes. 0:57
Holborne, Paueans, Galliards, Almains and Other Short Aeirs, "The Fairie Round," performed by David Munrow and the Early Music Consort of London. 1:17
Solomon Islands, panpipes, collected by the Solomon Islands Broadcasting Service. 1:12
Peru, wedding song, recorded by John Cohen. 0:38
China, ch'in, "Flowing Streams," performed by Kuan P'ing-hu. 7:37
India, raga, "Jaat Kahan Ho," sung by Surshri Kesar Bai Kerkar. 3:30
"Dark Was the Night," written and performed by Blind Willie Johnson. 3:15
Beethoven, String Quartet No. 13 in B flat, Opus 130, Cavatina, performed by Budapest String Quartet. 6:37
Read more about the Golden Record Cover
http://voyager.jpl.nasa.gov/spacecraft/goldenrec.html
NASA placed a more ambitious message aboard Voyager 1 and 2-a kind of time capsule, intended to communicate a story of our world to extraterrestrials. The Voyager message is carried by a phonograph record-a 12-inch gold-plated copper disk containing sounds and images selected to portray the diversity of life and culture on Earth. The contents of the record were selected for NASA by a committee chaired by Carl Sagan of Cornell University, et. al. Dr. Sagan and his associates assembled 115 images and a variety of natural sounds, such as those made by surf, wind and thunder, birds, whales, and other animals. To this they added musical selections from different cultures and eras, and spoken greetings from Earth-people in fifty-five languages, and printed messages from President Carter and U.N. Secretary General Waldheim. Each record is encased in a protective aluminum jacket, together with a cartridge and a needle. Instructions, in symbolic language, explain the origin of the spacecraft and indicate how the record is to be played.
Music On Voyager Record
Bach, Brandenburg Concerto No. 2 in F. First Movement, Munich Bach Orchestra, Karl Richter, conductor. 4:40
Java, court gamelan, "Kinds of Flowers," recorded by Robert Brown. 4:43
Senegal, percussion, recorded by Charles Duvelle. 2:08
Zaire, Pygmy girls' initiation song, recorded by Colin Turnbull. 0:56
Australia, Aborigine songs, "Morning Star" and "Devil Bird," recorded by Sandra LeBrun Holmes. 1:26
Mexico, "El Cascabel," performed by Lorenzo Barcelata and the Mariachi M憖ico. 3:14
"Johnny B. Goode," written and performed by Chuck Berry. 2:38
New Guinea, men's house song, recorded by Robert MacLennan. 1:20
Japan, shakuhachi, "Tsuru No Sugomori" ("Crane's Nest,") performed by Goro Yamaguchi. 4:51
Bach, "Gavotte en rondeaux" from the Partita No. 3 in E major for Violin, performed by Arthur Grumiaux. 2:55
Mozart, The Magic Flute, Queen of the Night aria, no. 14. Edda Moser, soprano. Bavarian State Opera, Munich, Wolfgang Sawallisch, conductor. 2:55
Georgian S.S.R., chorus, "Tchakrulo," collected by Radio Moscow. 2:18
Peru, panpipes and drum, collected by Casa de la Cultura, Lima. 0:52
"Melancholy Blues," performed by Louis Armstrong and his Hot Seven. 3:05
Azerbaijan S.S.R., bagpipes, recorded by Radio Moscow. 2:30
Stravinsky, Rite of Spring, Sacrificial Dance, Columbia Symphony Orchestra, Igor Stravinsky, conductor. 4:35
Bach, The Well-Tempered Clavier, Book 2, Prelude and Fugue in C, No.1. Glenn Gould, piano. 4:48
Beethoven, Fifth Symphony, First Movement, the Philharmonia Orchestra, Otto Klemperer, conductor. 7:20
Bulgaria, "Izlel je Delyo Hagdutin," sung by Valya Balkanska. 4:59
Navajo Indians, Night Chant, recorded by Willard Rhodes. 0:57
Holborne, Paueans, Galliards, Almains and Other Short Aeirs, "The Fairie Round," performed by David Munrow and the Early Music Consort of London. 1:17
Solomon Islands, panpipes, collected by the Solomon Islands Broadcasting Service. 1:12
Peru, wedding song, recorded by John Cohen. 0:38
China, ch'in, "Flowing Streams," performed by Kuan P'ing-hu. 7:37
India, raga, "Jaat Kahan Ho," sung by Surshri Kesar Bai Kerkar. 3:30
"Dark Was the Night," written and performed by Blind Willie Johnson. 3:15
Beethoven, String Quartet No. 13 in B flat, Opus 130, Cavatina, performed by Budapest String Quartet. 6:37
Read more about the Golden Record Cover
http://voyager.jpl.nasa.gov/spacecraft/goldenrec.html
Thursday, September 17, 2009
Chinese music lectures @ NIU. Open to all!
Prof. Yao-Hua Wang of National Fu-Jian Normal University in China, renowned ethnomusicologist, will visit the NIU school of Music from Sept. 17 to Oct. 13. During his visit, Prof. Wang will be lecturing about Chinese music on topics such as traditional Han court music, religious music, and the folk music (instrumental, vocal, and narrative genres) of various regions in China. Chinese music theory and philosophy will also be discussed in his lectures. A prolific author in both Chinese and Japanese, Prof. Wang has published hundreds of monographs and journal articles on traditional Chinese music, Japanese Okinawan folk music and Nanyin, the classical chamber music of the Han tradition. He is also the chief editor of a series of college music textbooks on Chinese and world music. Internationally active in prominent musicology organizations, he has chaired several conferences including the 37th World Conference of the ICTM (International Council for Traditional Music) in 2004, the International Conferences of the Asia Pacific Society for Ethnomusicology in 1994 and 1996, International Conferences of the Historical Relationship between China and Ryukyu in 1994 and 2002; and the IMS (International Musicology Society) in Australia in 2004.
His Chinese lectures will be delivered to MUSC432/532 (Music of China) on Tuesdays and Thursdays from 3:30 to 5:00 in the NIU music building (MB#202). Dr. Jui-Ching Wang, the instructor of this class, will translate. He will also give a public workshop on different styles of folk songs in China on October 2nd (12:00-12:50) in MB#171. All the events are free and open to the public. For more information, contact Dr. Jui-Ching Wang (jcwang@niu.edu).
Wednesday, September 16, 2009
List of children's songs
Alphabet Song
Are you sleeping
Ba ba black sheep
Hot cross bun
If you are happy and you know it
London bridge
Mary had a little lamb
Old MacDonald
Rain rain go away
Twinkle twinkle little star
Please note that you cannot pick any song from this list to write your lesson plan. Again, I repeat... none of these songs can be used for your lesson plan#1.
Are you sleeping
Ba ba black sheep
Hot cross bun
If you are happy and you know it
London bridge
Mary had a little lamb
Old MacDonald
Rain rain go away
Twinkle twinkle little star
Please note that you cannot pick any song from this list to write your lesson plan. Again, I repeat... none of these songs can be used for your lesson plan#1.
Journal#1
Journal#1 is due on Sept. 20 (11:59pm). Post it on your blog!
There is a set of guidelines I wrote for you to consider when you write your journal. Make sure you take care of typo and grammatical error. In order to obtain full points, your journal must be reflective, insightful, and coherent. Follow the format I gave (you can find that in the syllabus packet).
There is a set of guidelines I wrote for you to consider when you write your journal. Make sure you take care of typo and grammatical error. In order to obtain full points, your journal must be reflective, insightful, and coherent. Follow the format I gave (you can find that in the syllabus packet).
Assignment#4
Lesson plan for Singing
You will have to write your lesson plan based on the format I gave you in class today. In this lesson plan, you will have to design an activity based on the song of your choice (children's song) and the grade to which you want to teach this activity. Follow what we learned in class to write your lesson plan. You have to post your lesson plan on your blog by 11:59pm Friday (Sept. 18).
Make sure each of the steps in your procedue is "readable" and "doable." After finishing writing your lesson, you have to practice "operating" each step so that when you have to teach it in class next week, you will know how it goes.
I will use my weekend to check everyone's lesson plan. So, make sure you check on the comment I make to that particular post on Sunday evening.
You will have to write your lesson plan based on the format I gave you in class today. In this lesson plan, you will have to design an activity based on the song of your choice (children's song) and the grade to which you want to teach this activity. Follow what we learned in class to write your lesson plan. You have to post your lesson plan on your blog by 11:59pm Friday (Sept. 18).
Make sure each of the steps in your procedue is "readable" and "doable." After finishing writing your lesson, you have to practice "operating" each step so that when you have to teach it in class next week, you will know how it goes.
I will use my weekend to check everyone's lesson plan. So, make sure you check on the comment I make to that particular post on Sunday evening.
Monday, September 14, 2009
About Assignment#3
I forgot to mention this in class. For this particular question, you might not be able to find the answers from the texts. Skill is considered the action students do to learn about particular concepts or technique. For example, riding a bike is a skill, and the concept learned from riding a bike might be physics (balance). Writing a poem is a skill, and the concept learned will be language or literature. So, think about what's in music? Reflect on what we did today on that Tideo song. What did we do throughout the entire activity? Those "actions" may be considered the "skills" that we learn in music. So, what are they?
For those who have posted your blogs, you can still change your answers,by either "editing" from the old post or just "commenting" on your own post.
For those who have posted your blogs, you can still change your answers,by either "editing" from the old post or just "commenting" on your own post.
Wednesday, September 9, 2009
Assignment#3
This is a worksheet for Chapter 2.
1.What are long- and short- term goals? Please give an example for each.
2.What is music concept about? Please list six musical concepts mentioned in the textbook.
3.What is musical skill? (The things you do when you are engaged in musical activities). Please give three examples.
4.What is the possible sequence of writing a lesson plan (p.27).
5.List the 9 national standards in music education (p. 26)
6.Music is important in a child’s education because . . . (why do we need music? What is the purpose of music?)
This assignment is due on Monday (9/14) 11:59pm.
1.What are long- and short- term goals? Please give an example for each.
2.What is music concept about? Please list six musical concepts mentioned in the textbook.
3.What is musical skill? (The things you do when you are engaged in musical activities). Please give three examples.
4.What is the possible sequence of writing a lesson plan (p.27).
5.List the 9 national standards in music education (p. 26)
6.Music is important in a child’s education because . . . (why do we need music? What is the purpose of music?)
This assignment is due on Monday (9/14) 11:59pm.
Friday, August 28, 2009
Assignment#2
Assignment#2
Please read Chapter 1 of the texts and post your response to the following questions on your blog (due on 8/31 by 11:59pm):
1. What is psychomotor learning? Give a musical example.
2. What is cognitive learning? Give a musical example.
3. What is affective learning? Give a musical example.
4. What is the difference between teacher-centered and child-centered learning? Give a musical example.
5.Students learn through a combination of their senses. Some learn fast through visual sense, others may learn more quickly through aural senses. What do you think about your learning style? In general, what kind of learner are you? (In which way, you learn faster and better?)
Make sure in "Title" box, type Assignment#2 and label this assignment as Assignment.
Please read Chapter 1 of the texts and post your response to the following questions on your blog (due on 8/31 by 11:59pm):
1. What is psychomotor learning? Give a musical example.
2. What is cognitive learning? Give a musical example.
3. What is affective learning? Give a musical example.
4. What is the difference between teacher-centered and child-centered learning? Give a musical example.
5.Students learn through a combination of their senses. Some learn fast through visual sense, others may learn more quickly through aural senses. What do you think about your learning style? In general, what kind of learner are you? (In which way, you learn faster and better?)
Make sure in "Title" box, type Assignment#2 and label this assignment as Assignment.
Monday, August 24, 2009
Welcome!
Welcome to MUSC373 Fall 2009.
This the the first assignment you need to finish by the end of WEEK 1 (10 pts)
1. Establish your blog
2. Write a short essay about yourself: tell me who you are, your musical background (anything from singing in the shower, participating in music ensembles, such as choirs, bands, orchestras, playing in garage bands, or auditioning for American Idol...), how much you think music is important in your life, and how much you think children can benefit from musical activities.
3. Visit my blog and leave the link of your blog here by click on the "comment" button so I can follow you.
This the the first assignment you need to finish by the end of WEEK 1 (10 pts)
1. Establish your blog
2. Write a short essay about yourself: tell me who you are, your musical background (anything from singing in the shower, participating in music ensembles, such as choirs, bands, orchestras, playing in garage bands, or auditioning for American Idol...), how much you think music is important in your life, and how much you think children can benefit from musical activities.
3. Visit my blog and leave the link of your blog here by click on the "comment" button so I can follow you.
Wednesday, August 5, 2009
Tuesday, August 4, 2009
Bobby McFerrin Demonstrates the Power of the Pentatonic Scale
World Science Festival 2009: Bobby McFerrin Demonstrates the Power of the Pentatonic Scale from World Science Festival on Vimeo.
This is another one.... what is called "play" music!
During the "Notes & Neurons: In Search of a Common Chorus" event from the 2009 World Science Festival, famed musician Bobby McFerrin treated the audience to several improvised a cappella performances. Here, for your viewing pleasure, is the first of two songs.
World Science Festival 2009: Bobby McFerrin Improvises A Cappella, Song One of Two from World Science Festival on Vimeo.
Saturday, August 1, 2009
Friday, July 31, 2009
Friday, May 22, 2009
recorder band... Spring 2009
remember, they are not music majors... and this was the first time that they had to play instruments infront of people...
Saturday, April 25, 2009
the song we're going to play
It goes like this:
Instrumental introduction
Recorder (AABB)
Improvisation: PJ, Peter & Kelly,Tiffany,Julie, Nick
Recorder (AABBAABB)
Closing (one after the other)
Instrumental introduction
Recorder (AABB)
Improvisation: PJ, Peter & Kelly,Tiffany,Julie, Nick
Recorder (AABBAABB)
Closing (one after the other)
Thursday, April 23, 2009
The Soloist...
I am going to see this film...
What does music mean to you? this is the question popped up when I browsed the official website of this film. Ah... what a question! I've had music for so long that I've forgotten what it really means to me. Can I live a day without it? I certainly can...but what will it be like? I've never asked myself such a question... what does music mean to me? What if...I just wake up one day and all the music skills I've had are all gone? What would I be like? There're too many musical memories making up pieces of me...and I really don't think I can live a day without it...
So, what does music mean to me? And what does music mean to you?
Tuesday, April 21, 2009
YouTube Symphony Orchestra @ Carnegie Hall
http://youtube.com/symphony The world's first collaborative online orchestra performed at Carnegie Hall on April 15, 2009. Selected by the YouTube community and several members of the world's most ...
http://youtube.com/symphony The world's first collaborative online orchestra performed at Carnegie Hall on April 15, 2009. Selected by the YouTube community and several members of the world's most renowned orchestras, the YouTube Symphony Orchestra is made up of over 96 professional and amateur musicians from 30+ countries and territories on six continents and represents 26 different instruments.
Sunday, April 19, 2009
Dance with Do, Re, Me
More than 200 dancers were performing there version of "Do Re Mi", in the Central Station of Antwerp. with just 2 rehearsals they created this amazing stunt! Those 4 fantastic minutes started the 23 of march 2009, 08:00 AM. It is a promotion stunt for a Belgian television program, where they are looking for someone to play the leading role, in the musical of "The Sound of Music".
Saturday, April 18, 2009
Thursday, April 16, 2009
Questions for Chapter 9 Curriculum
Questions for Chapter 9 Curriculum
1. What is the “optional” curriculum? An “ideal” curriculum? the “formal” curriculum? the “instructional” curriculum?
2. Discuss the concept of multicultural music and the effect that this idea has had on music education in North America. What does “multicultural” mean within the context of music education? What are the possibilities, problems, and pitfalls of a multicultural approach to general music instruction? What resources are available to teachers who choose to deliver such instruction? What does the research literature reveal about multicultural music education practices? Finally, describe how the multicultural approach may or may not be relevant in your native country.
3. What are the three curriculum models discussed in Chapter 9? Describe what a music class will be like in each of the curriculum models respectively.
4. What is the background and the concept of “comprehensive musicianship”? What practical actions did the advocates of this concept attempt to achieve? Discuss how it may be utilized in the following: general music class, theory class, and ensembles.
5. What are the justifications for the use of music in early childhood programs?
1. What is the “optional” curriculum? An “ideal” curriculum? the “formal” curriculum? the “instructional” curriculum?
2. Discuss the concept of multicultural music and the effect that this idea has had on music education in North America. What does “multicultural” mean within the context of music education? What are the possibilities, problems, and pitfalls of a multicultural approach to general music instruction? What resources are available to teachers who choose to deliver such instruction? What does the research literature reveal about multicultural music education practices? Finally, describe how the multicultural approach may or may not be relevant in your native country.
3. What are the three curriculum models discussed in Chapter 9? Describe what a music class will be like in each of the curriculum models respectively.
4. What is the background and the concept of “comprehensive musicianship”? What practical actions did the advocates of this concept attempt to achieve? Discuss how it may be utilized in the following: general music class, theory class, and ensembles.
5. What are the justifications for the use of music in early childhood programs?
Friday, April 3, 2009
Journal Week#12
For those who have completed 10 journals, this is optional. Do it, you'll get 10 points extra...
Let's talk about the group project for cihldren's literature! From finding the book to finishing the lesson plans, respond to the following questions: How did you work together? What did you accomplish? What is the challenge? What is the most exciting part of the process? Overall, take this experience as an example and tell what children can benefit from such an activity.
Let's talk about the group project for cihldren's literature! From finding the book to finishing the lesson plans, respond to the following questions: How did you work together? What did you accomplish? What is the challenge? What is the most exciting part of the process? Overall, take this experience as an example and tell what children can benefit from such an activity.
Saturday, March 28, 2009
World Music Concert April 5 (Sunday) 3:00 pm
A self-promotion...
You are cordially invited to be part of the Annual Spring World Music Concert in Boutell Memorial Concert Hall at NIU on April 5. The concert will begin at 3:00 with a collaborative music selection, Hands without Borders, by three Chicago-based percussionists specializing in drumming styles of different cultures: the Syrian-born Omar Al Musfi on the Middle Eastern drums and Venezuelan-born Javier Saume and Mexican-American Ruben Alvares on Latin-American percussion instruments.
Following this modern world music fusion trend is a series of traditional Chinese music featuring Taiwanese pipa soloist, Mrs. Wang Chen Yung-Hsin, flutist; Ms. Santina Sheng-Ting Lin; and vocalist, Ms. Vicky Yu-Kuan Wang. The NIU Javanese gamelan ensemble will again present a mixture of traditional and modern compositions on the gamelan, featuring soloists Shari Heda on the clarinet, Robyn Sutton on the flute, and Dennis Dziekan, vocal.
The Chicago Okinawa Kenjinkai is the next performance group invited to showcase the folk music and dance tradition of Okinawa, Japan. NIU Percussion majors Maggie Bergren and Clarice Cast will perform folk tunes from two cultural regions, Spain and Brazil, respectively, on the same instrument, the pandeiro (tambourine). The concert will be concluded by Dr. Greg Beyer of the NIU percussion faculty playing a modern composition incorporating yet another world music element, the Venezuelan maracas.
Come join us to discover this diverse soundscape in our community and to share this wonderful multi-music feast our musicians and performers have prepared for you this year. We look forward to seeing you all then. Children of all ages are welcome. Please contact Dr. Jui-Ching Wang (jcwang@niu.edu) if you have any questions.
Friday, March 27, 2009
Journal Week#11
We're still working on integrating musical activities into children's literature. Creativity, apparently, is the main thing we want to focus on. But in addition to creativity, what else can be done in a story tellilng activity (with musical accompaniment) like what we did this week? Reflect on all the activities we did this week and tell what can children benefit from these all-in-one story telling/acting/dramatizing project?
We also learned a new musical concept, Binary form this week. Briefly review what makes a binary form? What kinds of music we listen to are written in this form? Give me some examples of it.
Have a good weekend!
We also learned a new musical concept, Binary form this week. Briefly review what makes a binary form? What kinds of music we listen to are written in this form? Give me some examples of it.
Have a good weekend!
Wednesday, March 18, 2009
Song selections for your multicultural project
Wed, Mar 18, 2009 -- Song selections for your multicultural project
Hello,
I hope you've had a better idea about how to use music library to find stuff for your final project.
Here is the thing... I will need you to use this textbook series I introduced you today to find your song selections (2 songs + 1 rhyme) to write the first set of lesson plans.
So, the first thing I want you to submit is the photocopy of these songs/rhyme. By 3/25, you should turn in the three pieces of music to me. For the two songs, yes, they must be in sheet music format. For the rhyme, it's OK that you can just type the texts down on a piece of paper.
If you have problems finding anything for your final project, come talk to me. I'll try my best to help you find what you need.
Hello,
I hope you've had a better idea about how to use music library to find stuff for your final project.
Here is the thing... I will need you to use this textbook series I introduced you today to find your song selections (2 songs + 1 rhyme) to write the first set of lesson plans.
So, the first thing I want you to submit is the photocopy of these songs/rhyme. By 3/25, you should turn in the three pieces of music to me. For the two songs, yes, they must be in sheet music format. For the rhyme, it's OK that you can just type the texts down on a piece of paper.
If you have problems finding anything for your final project, come talk to me. I'll try my best to help you find what you need.
Children's literature project
Wed, Mar 18, 2009 -- A recap...
For the children's literature project, you will have to find out which subject you are assigned to do first (from the announcement below). After making sure with your group members that there's no duplication in the group, then you write an annotated bibliography.
The first part of the INDIVIDUAL PROJECT is due on 3/27
This is what needs to be included in your annotated bibliography
Publishing Information (author/illustrator, publisher, and date published).
3-5 sentences describing what this book is abou, and how children, educators, or parents would benefit from this book.
A photocopy of the title page of the book.
The second part of the INDIVIDUAL PROJECT is due on 3/30 (rationale of teaching your assigned subject). For example, why is it important to teach counting to children at young age? or why is it important to teach the concept of climate to fourth graders? Refer to the guidelines if you have any questions or talk to me...
GROUP PROJECT
As a group, collectively you will have to find a book in the subject you are assigned. I will allow some class time for you to work together (so you don't need to spend too much extra outside class time). Feel free to use cell-phone, instant messenger, facebook, any kind of communication modes to engage in group meeting.
The lesson plan is due on 4/3. On the same day, you will have to present the story along with the musical activity you design in class.
Posted by: J. WANG
For the children's literature project, you will have to find out which subject you are assigned to do first (from the announcement below). After making sure with your group members that there's no duplication in the group, then you write an annotated bibliography.
The first part of the INDIVIDUAL PROJECT is due on 3/27
This is what needs to be included in your annotated bibliography
Publishing Information (author/illustrator, publisher, and date published).
3-5 sentences describing what this book is abou, and how children, educators, or parents would benefit from this book.
A photocopy of the title page of the book.
The second part of the INDIVIDUAL PROJECT is due on 3/30 (rationale of teaching your assigned subject). For example, why is it important to teach counting to children at young age? or why is it important to teach the concept of climate to fourth graders? Refer to the guidelines if you have any questions or talk to me...
GROUP PROJECT
As a group, collectively you will have to find a book in the subject you are assigned. I will allow some class time for you to work together (so you don't need to spend too much extra outside class time). Feel free to use cell-phone, instant messenger, facebook, any kind of communication modes to engage in group meeting.
The lesson plan is due on 4/3. On the same day, you will have to present the story along with the musical activity you design in class.
Posted by: J. WANG
Friday, March 6, 2009
MUSC373 Journal#8
For week#8, I think we can start with talking about creativity in child development. You can talk about the benefits of creativity, and specify why it is important to cultivate children to be creative? And how in music (from what we've learned so far) we can help children develop their creativity.
Make sure you tell me what you're going to do with your multicultural project in your journal.
Make sure you tell me what you're going to do with your multicultural project in your journal.
Thursday, March 5, 2009
Assignments Week#8 and Week#9
Week#8
Reflection for Chapters 7 and 8
2-3 page summary for the research article I gave you on Monday evening
The topic of your research paper along with a list of bibliography (please refer to the research paper guidelines).
Read through the two chapters (by Christopher Small) I post on COURSE DOCUMENT (under Sociology folder). There's no need to write summary/reflection for these two chapters. But keep in mind that there'll be discussions about these two chapters (and the short one by Jere Humphreys) in class on March 16.
Week#9 (Spring break)
Read through the research article I assign you to read (will be posted on COURSE DOCUMENT soon) and make a presentation (ppt) for that. You will have to present it in class on March 16 (as if it were your paper). For this one, you don't need to submit the summary. The presentation itself will be enough.
Post your thoughts about No Child Left Behind. For this assignment, just post it on your web blog. I'd like you to address the following points: its background, its influences on education in general, its influences on music education (or arts education) in particular; and what are the things you (as music educators) have done to counteract this policy and what are the things you have to continue fighting (if there's any) against the administrators to save music in school curriculum?
Reflection for Chapters 7 and 8
2-3 page summary for the research article I gave you on Monday evening
The topic of your research paper along with a list of bibliography (please refer to the research paper guidelines).
Read through the two chapters (by Christopher Small) I post on COURSE DOCUMENT (under Sociology folder). There's no need to write summary/reflection for these two chapters. But keep in mind that there'll be discussions about these two chapters (and the short one by Jere Humphreys) in class on March 16.
Week#9 (Spring break)
Read through the research article I assign you to read (will be posted on COURSE DOCUMENT soon) and make a presentation (ppt) for that. You will have to present it in class on March 16 (as if it were your paper). For this one, you don't need to submit the summary. The presentation itself will be enough.
Post your thoughts about No Child Left Behind. For this assignment, just post it on your web blog. I'd like you to address the following points: its background, its influences on education in general, its influences on music education (or arts education) in particular; and what are the things you (as music educators) have done to counteract this policy and what are the things you have to continue fighting (if there's any) against the administrators to save music in school curriculum?
Saturday, February 21, 2009
Friday, February 20, 2009
Assignment#7
This is an extension of assignment#6. You get 10 points if you finish it by Feb. 28 (Sat).
In this assignment, you will need to evaluate 2 presentations using the yellow sheet. Basically, whatever you do for Assignment#6, you do it again for assignment#7. To complete this assignment, you will have to follow my blog http://musicingdream.blogspot.com/ and find your persons' clips.
I divide the class into 9 groups, 3 persons each. So, what you need to do is to find out who your people are in your group and then go to my blog to watch the clips of your group members and evaluate their performance based on the criteria.
Here is the group list:
Group#/Members
1 Aurora, Adam, Ashly
2 P.J., Sherry, Julie
3 Kelly, Caitlin, Cindy
4 Nakia, Emily Goins, Whitley
5 Laura, Alissa, Lauren
6 Stephanie, Emily Mann, Nick
7 Colette, Olivia, Connie
8 Ellen, Kate, Kara
9 Tiffany, Peter, Michelle
Please note that your comments must be informative and insightful. Simply stating "good job," "excellent presentation," "cool activity," etc. is not going to get you any points for this assignment. You will have to say "how so" you think that this person was doing a good job. Be specific!
In this assignment, you will need to evaluate 2 presentations using the yellow sheet. Basically, whatever you do for Assignment#6, you do it again for assignment#7. To complete this assignment, you will have to follow my blog http://musicingdream.blogspot.com/ and find your persons' clips.
I divide the class into 9 groups, 3 persons each. So, what you need to do is to find out who your people are in your group and then go to my blog to watch the clips of your group members and evaluate their performance based on the criteria.
Here is the group list:
Group#/Members
1 Aurora, Adam, Ashly
2 P.J., Sherry, Julie
3 Kelly, Caitlin, Cindy
4 Nakia, Emily Goins, Whitley
5 Laura, Alissa, Lauren
6 Stephanie, Emily Mann, Nick
7 Colette, Olivia, Connie
8 Ellen, Kate, Kara
9 Tiffany, Peter, Michelle
Please note that your comments must be informative and insightful. Simply stating "good job," "excellent presentation," "cool activity," etc. is not going to get you any points for this assignment. You will have to say "how so" you think that this person was doing a good job. Be specific!
Week#6 Journal
Please note that all of you will have to post your journal this week. It will be double pointed, that is, you will get 10 points as regular journal grade and another 10 points as Assignment#6.
Here is what I need you to do for your Journal#6. Please read carefully and make sure your posting include every single detail I ask about.
1. Use the criteiral sheet (yellow sheet) to give yourself a self-evaluation.
2. Talk about (a) what is the thing(s) you found most difficult in the presentation, (b) anything that you did not do well, (c) things that you think they went very well, and (d) if you were given the second chance to do it again, what will you do differently to improve it.
I will post the link to your presentation in YouTube. All you need to do is to copy and paste that to your "new post." For this new post, you will have to click on "Edit Html" and paste whatever link you get from me and then publish it. The video clip will show up immediately. Make sure you watch the clip carefully with the yellow sheet and evalute yourself as if you were the teacher. And then write comments and grade yourself according to each of the criteria. Let me know if you have any question figuring this out.
Here is what I need you to do for your Journal#6. Please read carefully and make sure your posting include every single detail I ask about.
1. Use the criteiral sheet (yellow sheet) to give yourself a self-evaluation.
2. Talk about (a) what is the thing(s) you found most difficult in the presentation, (b) anything that you did not do well, (c) things that you think they went very well, and (d) if you were given the second chance to do it again, what will you do differently to improve it.
I will post the link to your presentation in YouTube. All you need to do is to copy and paste that to your "new post." For this new post, you will have to click on "Edit Html" and paste whatever link you get from me and then publish it. The video clip will show up immediately. Make sure you watch the clip carefully with the yellow sheet and evalute yourself as if you were the teacher. And then write comments and grade yourself according to each of the criteria. Let me know if you have any question figuring this out.
Thursday, February 19, 2009
Wednesday, February 18, 2009
Reflection questions for Chapters 5 and 6
Reflection questions for Chapters 5 and 6
1. What are some of the social functions of music? How do such functions differ from the aesthetic, artistic function of music?
2. How does socio-economic status affect the kinds of music people know and like?
3. What does the desire of adolescents to develop feelings of competence through their own music, style of speech, and the like indicate in respect to the actions music teachers should take regarding popular music?
4. What is creativity? What traits appear to be related to creativity? What evidence is there that learning to work within a strict structure is the best way to encourage creativity? What evidence is there that learning without any restrictions is the best way to encourage creativity? Why should all students be encouraged to attempt creative activities? What are some procedures music teachers can employ to encourage creativity in music class?
Monday, February 9, 2009
Important dates for MUSC373
Teaching presentation:
Starting from Feb. 16 (16, 18, & 20)--we will be doing teaching presentation. Your final lesson plan is due in class on Monday (Feb. 9). If you need to use the lesson plan while teaching your lesson, you need to prepare an extra copy for yourself.
Test#1:
Feb. 25--review session to go through everything that's going to be on the test.
Feb. 27--Test#1 (we'll use the entire class to do the test). Let me know ahead of time if you require extra time to take this test.
Individual tutor session will be available if you let me know no later than Feb. 20. I will arrange a tutor for you to work with during the week of Feb.23. Lynda and I are also available for extra help for musical fundamentals. Contact either of us, we'll do our best to help you get the concepts.
Starting from Feb. 16 (16, 18, & 20)--we will be doing teaching presentation. Your final lesson plan is due in class on Monday (Feb. 9). If you need to use the lesson plan while teaching your lesson, you need to prepare an extra copy for yourself.
Test#1:
Feb. 25--review session to go through everything that's going to be on the test.
Feb. 27--Test#1 (we'll use the entire class to do the test). Let me know ahead of time if you require extra time to take this test.
Individual tutor session will be available if you let me know no later than Feb. 20. I will arrange a tutor for you to work with during the week of Feb.23. Lynda and I are also available for extra help for musical fundamentals. Contact either of us, we'll do our best to help you get the concepts.
Sunday, February 8, 2009
MUSC685 Philosophy Presentation
For your next in-class presentation, I will ask you to, again, research on your assigned figure, this time, a philosopher. What you need to do is to (1) study this person and his philosophy, and then give a brief discussion of this person's life and works including his perspective about education; (2) find his contemporary musicians/composers (at least 1) and then similarly give a brief discussion of these composers' life and works (just like what I had you do in the History presentation); (3) take this philosopher's position and talk about how this composer's works reach this philosopher's aesthetics standard; and (4) based on this philosopher's viewpoint, talk about what kind of music should be included in school curriculum. Remember that you must draw from this philosopher's points to help support your opinion.
In your presentation, you can play makebelieve; just pretend you are this philosoper and develop the whole thing using first person voice.
Lynda: Rene Descartes or Jean-Jacques Rausseau
Michale: John Locke or Thomas Hobbes
Kyle: Immanuel Kant or Georg Hegel
Eric: Fredrick Nietzsche or Arthur Schopenhauer
Melisa: John Dewey or William James
The presentation has to be 20-minute long. There'll be 5 minute for Q & A. In your presentation you must include at least one audio example for the musical analysis part (#3) of this assignment. Briefly pinpoint the musical characteristics and try to link these points to what your philosopher considers as the elements that make this piece of music "beautiful."
In your presentation, you can play makebelieve; just pretend you are this philosoper and develop the whole thing using first person voice.
Lynda: Rene Descartes or Jean-Jacques Rausseau
Michale: John Locke or Thomas Hobbes
Kyle: Immanuel Kant or Georg Hegel
Eric: Fredrick Nietzsche or Arthur Schopenhauer
Melisa: John Dewey or William James
The presentation has to be 20-minute long. There'll be 5 minute for Q & A. In your presentation you must include at least one audio example for the musical analysis part (#3) of this assignment. Briefly pinpoint the musical characteristics and try to link these points to what your philosopher considers as the elements that make this piece of music "beautiful."
Monday, February 2, 2009
Week#1
Hey, hey, who's in town, everybody stop and look around...
I always love using this rhyme to being a new semester. It's not a surprise already to see all the shocking expression from the students about having to remove their shoes.
"Are you kidding me?" "No, I am not..."
"Do I really have to take my shoes off?" "Yes, you have to."
"I am just so glad that there are not holes in my socks..." "It's OK, if there really are holes in your socks...just take them off as well!"
These are always the first couple of conversations I have with the students coming all the way from College of Education to this chair/desk-free carpet floored classroom in a very weird maze-like music building.
So, what exactly are we doing in this seemingly "free" and "cozy" classroom?
It's MUSC373, the course with an extremely long offical title from the school that even the instructor (me) can't remember it all correclty. Basically, it is a music class for non-music majors. To be more specific, it is a class that talks about the non-musical functions music plays in a school/classroom setting. My audience should be the ones that are going to be teachers in the future... primarily at elementary level.
In this course, what they are taught and what they are asked to do is about how they can integrate music into their classroom teaching. So, in a way, it is not a 100% "music" class, where everything you learn has to do with the "content" of music. So, in addition to the music fundamentals (things you need to know to be able to "use" music efficiently, from reading notes to playing simple instruments or singing), my students will have to know how they can teach other subjects/disciplines (non-musical concepts) through singing, playing, and dancing. Take alphabet song for example, who hasn't sung this little A, B, C song when he/she was young? How many of us actually learned multiple table through singing that multiple table song? These are just some examples out of many. So, seriously, the purpose of this course is to help the students to be able to "connect" music to what they have to teach... In this process, however, being creative is something that is higly valued. What else can we do to make children's learning (of other subjects) more interesting and motivating through musical activities?
For example, on the first day of your kindergarten class where you would have half of the class that might never have chances to interact with adults other than their parents. How do you as a classroom teacher build up a friendly relationship with these kids? First day of the class usually is the most freaking moment for these little children. How can you make the learning environment one of warm and easy? A simple rhyme like "Hey Hey Who's in Town" might be great of help. From playing a name game, you would go through everybody's name and you would hear everyone telling one another in the cirlce their name one after the other. By the time you're done with that, the children would feel much comfortable... and that way, the rest of the day would just go much easier for the teacher.
I always love using this rhyme to being a new semester. It's not a surprise already to see all the shocking expression from the students about having to remove their shoes.
"Are you kidding me?" "No, I am not..."
"Do I really have to take my shoes off?" "Yes, you have to."
"I am just so glad that there are not holes in my socks..." "It's OK, if there really are holes in your socks...just take them off as well!"
These are always the first couple of conversations I have with the students coming all the way from College of Education to this chair/desk-free carpet floored classroom in a very weird maze-like music building.
So, what exactly are we doing in this seemingly "free" and "cozy" classroom?
It's MUSC373, the course with an extremely long offical title from the school that even the instructor (me) can't remember it all correclty. Basically, it is a music class for non-music majors. To be more specific, it is a class that talks about the non-musical functions music plays in a school/classroom setting. My audience should be the ones that are going to be teachers in the future... primarily at elementary level.
In this course, what they are taught and what they are asked to do is about how they can integrate music into their classroom teaching. So, in a way, it is not a 100% "music" class, where everything you learn has to do with the "content" of music. So, in addition to the music fundamentals (things you need to know to be able to "use" music efficiently, from reading notes to playing simple instruments or singing), my students will have to know how they can teach other subjects/disciplines (non-musical concepts) through singing, playing, and dancing. Take alphabet song for example, who hasn't sung this little A, B, C song when he/she was young? How many of us actually learned multiple table through singing that multiple table song? These are just some examples out of many. So, seriously, the purpose of this course is to help the students to be able to "connect" music to what they have to teach... In this process, however, being creative is something that is higly valued. What else can we do to make children's learning (of other subjects) more interesting and motivating through musical activities?
For example, on the first day of your kindergarten class where you would have half of the class that might never have chances to interact with adults other than their parents. How do you as a classroom teacher build up a friendly relationship with these kids? First day of the class usually is the most freaking moment for these little children. How can you make the learning environment one of warm and easy? A simple rhyme like "Hey Hey Who's in Town" might be great of help. From playing a name game, you would go through everybody's name and you would hear everyone telling one another in the cirlce their name one after the other. By the time you're done with that, the children would feel much comfortable... and that way, the rest of the day would just go much easier for the teacher.
Tuesday, January 27, 2009
MUSC685 -history presentation
It was a great meeting last night. Thank you for that! Here is what you need to do for next class.
A 20-25 minute presentation about one historical figure in music education as we read from the chapter (see below for your assigned person). Within your presentation, you have to include information about:
Time: the date of this person, the historical period he/she belongs to (e.g., 18th century--Baroque period, 9th century--the Medieval time, 20th century--post world war II, etc)
Place: where this person from or has any association from/connection to? Europe (specific country, if possible)? U.S.(region)? etc.
Significance of this person (his/her contribution as a music teacher/educator/trainer/performer)? What did this person do in his/her career that is so significant that we have to read about them in our hisotry book?
Other significant contemporary figures in any field
Two well-known musicians/composers in the same time period, give a short bio sketch about these two composers and find at least two pieces of works composed by each of these two composers, respectively, and make sure you find something (short excecrpts are fine) to play in class.
extra information about other part of the world: see what people were doing (in general) there during the time your assigned historical figure was active ? For example, during the 9th century, in Islamic world (the Middle Eastern regions), the courts reached their glorious peaks in medicine, literature, and mathsmatics...
Here is the list of figures:
Guido d'Arezzo (990-1050), Melissa
William Billings (1746-1800), Eric
Lowell Mason (1792-1872), Lynda
Patrick Gilmore (1829-1892), Kyle
The purpose of this presentation is to help us "connect" what we know to other subjects/things in history... Remember from one of the National Standards--know the relationship music has to history, culture, and other disciplines.
It should be a fun project to do. For this one, you can use online sources. The best place to begin with is Oxford Music Dictionary (used to be online New Grove Dictionary) on university library database. http://www.ulib.niu.edu/information/subject.cfm?subject=Music
There's no need to write a paper for that. Let me know if you have any questions about it.
A 20-25 minute presentation about one historical figure in music education as we read from the chapter (see below for your assigned person). Within your presentation, you have to include information about:
Time: the date of this person, the historical period he/she belongs to (e.g., 18th century--Baroque period, 9th century--the Medieval time, 20th century--post world war II, etc)
Place: where this person from or has any association from/connection to? Europe (specific country, if possible)? U.S.(region)? etc.
Significance of this person (his/her contribution as a music teacher/educator/trainer/performer)? What did this person do in his/her career that is so significant that we have to read about them in our hisotry book?
Other significant contemporary figures in any field
Two well-known musicians/composers in the same time period, give a short bio sketch about these two composers and find at least two pieces of works composed by each of these two composers, respectively, and make sure you find something (short excecrpts are fine) to play in class.
extra information about other part of the world: see what people were doing (in general) there during the time your assigned historical figure was active ? For example, during the 9th century, in Islamic world (the Middle Eastern regions), the courts reached their glorious peaks in medicine, literature, and mathsmatics...
Here is the list of figures:
Guido d'Arezzo (990-1050), Melissa
William Billings (1746-1800), Eric
Lowell Mason (1792-1872), Lynda
Patrick Gilmore (1829-1892), Kyle
The purpose of this presentation is to help us "connect" what we know to other subjects/things in history... Remember from one of the National Standards--know the relationship music has to history, culture, and other disciplines.
It should be a fun project to do. For this one, you can use online sources. The best place to begin with is Oxford Music Dictionary (used to be online New Grove Dictionary) on university library database. http://www.ulib.niu.edu/information/subject.cfm?subject=Music
There's no need to write a paper for that. Let me know if you have any questions about it.
Tuesday, January 20, 2009
MUSC685--how to post your Chapter responses
This is a brief instruction for you to complete your chapter reading assignment:
- On your word document, just write an essay for each question and separate citations for each question. In other words, we're making each question a topic for an indepedent essay. Remember that as long as it makes sense, it doesn't need to be long. I appreciate cohesive writing that demonstrates insightful reflection.
- So now, how are we going to make it work on the blog? I tried mine and found that we can easily make labels of our postings. So, it'll make sense if we create the labels for each of the topics, i.e., History, Philosophy, Psychology, Sociology, Curriculum, and Technology, we'll go over this semester first. And then we can post think this is what we do on the blog. There you will see a little box "Label Actions." Click on the label actions and Go to New Post and then click on "Edit Posts," under "Apply Label" click on "New Label. " From there, please create the following labels: Introduction, History, Philosophy, Psychology, Sociology, Curriculum, and Technology. As the semester goes, we can categorize our postings according to these labels we set up.
- For example, for the first chapter reading assignment, you will have seperate postings for each of the questions I ask. Before you publish your post, label it as History. So, by the time you finish posting these six questions, there should be six entries under the History label.
Please let me know if you have any questions/problems making it work.
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