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CHARACTERISTICS OF SOUND PowerPoint PPT Presentation


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CHARACTERISTICS OF SOUND Experiential Learning Explore your instrument with a partner What are the characteristics of the sounds you hear that are common to all sounds? Record these as a large group. CHARACTERISTICS OF SOUND DYNAMICS : How loud or soft is it? TIMBRE :

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CHARACTERISTICS OF SOUND

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CHARACTERISTICS OF SOUND

Experiential Learning

  • Explore your instrument with a partner

  • What are the characteristics of the sounds you hear that are common to all sounds?

  • Record these as a large group.


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CHARACTERISTICS OF SOUND

DYNAMICS:

  • How loud or soft is it?

    TIMBRE:

  • What is its characteristic sound?

    (quality of the sound)

    DURATION:

  • How long or short is the sound?

    PITCH:

  • How high or low is the sound?


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Presentation Overview

  • Characteristics of Sound- overview

    Dynamics

  • Experiential Learning

  • Ministry expectations (dynamics)

  • Key Questions

  • Content

  • Symbols and language

  • Teaching activities or strategies


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DYNAMICS:Experiential Learning

In a Dark Wood (p.30 Musicanada 3)

  • Say the chant without any dynamics

  • Explain to the students what fff to ppp means.

  • Say the chant with the dynamics as marked.

  • Work on articulation and diction.


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Dynamics

Experiential Learning

  • Read Secret Song

  • How do we know when to say words loudly?

  • How do we know when to say words softly?

  • How do we know when to get louder or softer?


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DYNAMICS:Experiential Learning

Someone Came Knocking (p. 108Musicanada 3)

Teach song using rote or tape method.

Teach dynamics at the end of the song.

Add the dynamics as you sing.

Work on crisp articulation and contrasting legato (smooth) singing.


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Ministry ExpectationsDynamics

  • Sing or play expressively, giving particular attention to using suitable dynamics, tempi and phrasing. (Gr. -6)

  • Create musical compositions that show appropriate use of the various elements of music ( tempo, dynamics, melody, form, texture, tone colour and perform them. Gr 5-6)

  • Describe how the various elements of music are used to create mood in two music pieces of different styles. (Gr. 5-6)


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Ministry ExpectationsDynamics

  • Identify examples of dynamics in their life and in music (Gr. 1) and how they are achieved (Gr. 2)

  • Identify the dynamics in familiar pieces of music (Gr. 3)

  • Indicate with appropriate hand movements the dynamics heard in familiar pieces of music (Gr. 3)


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DYNAMICS:Key Questions

  • What do students associate with loud sounds or soft sounds?

  • What language do they have to describe the differences?

  • What choices of dynamics do they make? Why?


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DYNAMICS:the varying degree of loudness

Content

  • music may be loud or soft or get louder or softer

  • sounds may get suddenly louder

  • melodies and pieces may have a dynamic shape or a steady dynamic level


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DYNAMICS:LANGUAGE AND SYMBOLS

  • Pianissimo pp very soft

  • piano psoft

  • mezzopianompmedium soft

  • mezzofortemf medium loud

  • forte f loud

  • fortissimo ff very loud

  • sforzando sf sudden loud note

  • cresendo <getting louder

  • decresendo > getting softer


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DYNAMICS: ACTIVITIES

  • Singing: sing a song all at one level and contrast it by singing with dynamics

  • Chanting: Do a chant all at one level and do same one with dynamics

  • Creative thinking: have children add their own dynamics to a familiar piece or chant.


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Summary of Dynamics

  • Characteristics of Sound

  • Experiential Learning examples

  • Ministry expectations

  • Key Questions

  • Content

  • Symbols and language

  • Teaching activities or strategies


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Timbre:distinctive character of a sound

Overview:

  • Experiential Learning

  • Definition

  • Ministry expectations

  • Key Questions

  • Categories

  • Activities and teaching strategies


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Timbre:Experiential Learning

Kindergarten:

  • Make an assortment of shakers using white and black film canisters (free at Walmart)

  • Students can see what makes the sound in the white canister.

  • Pick three pairs with very distinctive sounds and have students find matching pairs

  • Increase number of sounds and difficulty with additional shakers.


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Timbre:Definition

  • What is timbre?

  • distinctive character of a sound

  • Why is timbre important?

  • What expectations/activities would be included in the curriculum to teach timbre?


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Ministry Expectations

  • identify correctly specific sounds heard in their classroom (door closing, chalk squeaking) Gr. 1

  • Produce a specific effect (sound of wind, farm animals) using various sounds sources (e.g. voice body, musical instruments, “found materials” Gr. 1

  • Create simple accompaniments and sound effects to songs, poems and chants using various sound sources (voice, body, instruments, or “found” sounds) Gr. 1-3


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Ministry ExpectationsExperiential Learning

  • Look at worksheet from Teacher’s Choice Grade 1 lesson 1.

  • Create a rainstorm using body percussion


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Ministry Expectations

  • Identify the four families of orchestral instruments (strings, woodwinds, brass, percussion) Gr. 2

  • Create or arrange music or a song to accompany a reading, dramatization, using appropriate rhythm instruments, body percussion, or “found” sounds Gr. 3-6

  • Identify the instruments within the percussion family of orchestral instruments Gr. 3


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Ministry ExpectationsExperiential Learning

  • Look at 2 worksheets produced using Inspiration. What grade would you use them?

  • Look at Inspiration slides and demonstrate how to use the technology.

  • Play instrument selections from Grade 6 Canada Is Music CD and label symphony orchestra pictures at back of the music classroom


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Ministry Expectations

  • Identify the individual instruments of the woodwind, brass, string and percussion families Gr. 4

  • Recognize and classify the various instruments (woodwind, brass, stringed, percussion) Gr. 5


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Ministry Expectations

  • Identify the individual instruments of the woodwind, brass, string and percussion families Gr. 4

  • Recognize and classify the various instruments (woodwind, brass, stringed, percussion) Gr. 5


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Timbre:distinctive character of a sound

Key Questions:

  • Do they have the vocabulary for comparing a range of sound sources?

  • Can they make choices for their own compositions?


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TIMBRE : CONTENT

Categories for timbre

  • Environmental: natural sound , man made sounds

  • Voice: man, woman and child

  • soprano, alto, tenor, bass, counter tenor, falsetto

  • choirs: adult, children’s, male, mixed


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TIMBRE : CONTENT

  • Body: stamp, patsch, clap, snap

  • Orff Instruments: tuned percussion instruments - glockenspiel, marimbas, metalophone, xylophone, hand drums

  • Electronic: synthesizers, keyboards, computer

  • Boomwackers: Plastic tubes of various lengths to produce different pitches


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CATEGORIES FOR TIMBRE

ORCHESTRA:

  • Families of instruments:

  • String:

  • violin, viola, cello, bass

  • Brass:

  • trumpet, French horn, trombone, tuba

  • Woodwind:

  • flute, piccolo, oboe, English horn


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CATEGORIES FOR TIMBRE

  • Percussion:

  • timpani, snare drum, bass drum, cymbals, bells, xylophone, claves etc.

  • Keyboard:

  • piano, organ, synthesizer

  • Folk:

  • guitar, ukulele, autoharp


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TIMBRE: ACTIVITIES

  • Create a vocabulary list of sound words.

  • Try out various ways to use voice.

  • Listen to identify instruments.

  • Build your own instruments.

  • Have students make and use instruments.


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TIMBRE: ACTIVITIES

  • Play timbre matching games.

  • Interpret a story using various timbre.

  • Analyze a story using timbre.

  • Add instruments or found sounds to create soundscapes or accompaniments.


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My Moccasins Have Not Walked

My moccasins have not walked

Among the giant forest trees

My leggings have not brushed

Against the fern and berry bush

My medicine pouch has not been filled

With roots and herbs and sweet grass

My hands have not fondled the spotted fawn

My eyes have not beheld

The golden rainbow of the north

My hair has not been adorned

With the eagle feather

Yet

My dreams are dreams of these

My heart is one with them

The scent of them caresses my soul.

Duke Redbird


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BANG! Smash! Sh…

Bang! Smash! Noisy beat!

Smash! Crash! Clatter!

Louder, louder, louder, pop!

Noise, noise, noise, stop!

(no words, express the beat with sound)

Sh… Sh… Tippy toe.

Sneaky, creaky, off we go…


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Summer Showers

The rain comes in sheets

Sweeping the streets.

Here and here and here,

Umbrellas appear.

They tilt and they lean

Like mushrooms, like flowers,

They grow when it showers.


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Billy Boy’s Boots

Billy boy’s boots are big

And Billy boy like to jump

So Billy boy’s boots go

Bumpety, bumpety, bumpety, bumpety bump!


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Couldn’t Sleep Last Night

Couldn’t sleep last night

With the thunder and the lightning,

And the dog on the bed

And the chicken in the kitchen

At the Barnyard farm.

Couldn’t sleep at all last night

With the baby crying

And the thunder and the lightning,

And the dog on the bed

And the chicken in the kitchen

At the Barnyard farm.

Couldn’t sleep at all last night

With my Daddy snoring…

Couldn’t sleep at all last night

With the cows a mooing…


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Dynamics & Timbre: Experiential Learning

Dynamics: Music Ace I Sessions 12

  • In this lesson you explore same pitch different volume and higher, lower or same pitch with different volume. Try at least the first 2 parts of the lesson.

    Timbre: Music Ace 1 Session 16 explores same pitch different timbre, higher and lower pitch different timbre. Try at least the first 2 parts of the lesson.


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Summary: Timbre

  • Experiential Learning

  • Definition

  • Ministry Expectations

  • Key questions

  • Categories

    • Environment

    • Voice and body

    • Instruments

  • Activities and teaching strategies


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DURATION: How long or short is it?

Overview

  • Definition of terms

  • Ministry Expectations

  • Key questions

  • Content

  • Activities and teaching strategies


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RHYTHM:Experiential Learning

The Grand Old Duke of York(Musicanada 2 p. 20)

  • Teach the song by tape method.

  • Questions: How many men did he have? Where did he take them?

  • Keep the beat in different parts of your body as you listen to the tape.

  • Join in the singing as you learn the words to the first verse.

  • Keep the beat in your feet as you march around the room. Add actions to match words. Can you also keep the rhythm in your hands?

  • Extensions: Open text and follow the dynamic and tempo markings as shown.


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RHYTHM:Experiential Learning

Everybody Put a Little Bit In (Up with People) Gr. 3-5

Why can we use this live performance music?

  • Teach song using tape method.

  • Questions to focus listening: What have these musicians done in their travels? What have they learned?

  • Join in with the hand jive as soon as you can.

    Extensions:

  • Have students create own actions or dance steps or write additional verses.


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Everybody Put a Little Bit In

Where ever you’re going, where ever you’ve been,

Everybody puts a little bit in.

What ever the colour of your skin,

Everybody puts a little bit in.

In this whole world, we’re all kin,

Everybody put a little bit in.

Got nothin’ to loose, ‘cause we all win

When everybody puts a little bit in.

Well we all carry treasures that make us unique,

From the culture we show to the language we speak.

And we’re all street singers in our own way

With our tales to tell and our songs to play.


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Everybody Put a Little Bit In

Well, we’ve traveled a lot of miles

And we’ve made a lot of friends,

Sang a few songs and we sang them again.

We see all kinds of people

Comin’ down the street.

They sing a different tune

And they walk a different beat.

And their faces tell the story

Of the places they have been

Might just be a dime in the hand of time

But they all put a little bit in.


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Everybody Put a Little Bit In

And our faces tell the story

Of the places they have been

Might just be a dime in the hand of time

But we all put a little bit in

Where ever you’re going, where ever you’ve been,

Everybody puts a little bit in.

Chinese or Pole, Egyptian or Finn

Everybody puts a little bit in.

In this whole world, we’re all kin,

Everybody put a little bit in.

Got nothin’ to loose, ‘cause we all win

When everybody puts a little bit in.


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DURATION: How long or short is it?

  • RHYTHM:

    • relates to the organization of time

  • ARTICULATION:

    • the speed and energy of a note

  • BEAT:

    • the steady pulse

  • TEMPO:

    • speed of music


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DURATION: How long or short is it?

  • ACCENTS:

    • emphasize some beats either strong or weak

  • METRE:

    • grouping of beats into sets by regularrecurring accents, may be simple or compound

  • RHYTHM PATTERN:

    • pattern of long and short sounds that move in relation to a basic underlying beat.


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DURATION: How long or short is it?

  • FREE RHYTHM:

    • pattern of long and short sounds that are unrelated to beat.

  • LEGATO:

    • sounds are joined together smoothly

  • STACCATO:

    • Clearly separated sounds.


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Experiential Learning:Free Rhythm

Examples:

  • Listening: Music In Education selection

  • Story Song: I Know an Old Lady Who Swallowed a Fly


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Experiential Learning:

Staccato

Legato


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Ministry ExpectationsGrades 1-6

  • Identify examples of beat in daily life (Gr. 1)

  • Identify rhythms and rhythm patterns in language (Gr. 1- 2)

  • Distinguish between beat and rhythm in music (Gr. 1-2)

  • Create rhythm patterns using a variety of sounds (Gr. 1- 2)

  • Identify the tempo of various pieces of music

    (Gr. 2)


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Ministry ExpectationsGrades 1-6

  • Identify the beat, rhythm, and tempo in familiar pieces of music (Gr. 3)

  • Recognize that sounds and silences of different durations may be represented by symbols (Gr. 3)

  • Identify and/or interpret whole notes, half notes, quarter notes, and eighth notes and their corresponding rests in 4/4 time (Gr. 4-6)

  • Create an accompaniment for a story, poem or drama presentation , using their knowledge of beat and rhythm(Gr. 4-6)


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Ministry ExpectationsGrades 1-6

  • Conduct in 4/4, 2/4 or 3/4 time (5-6)

  • Read correctly familiar and unfamiliar music that contains whole notes, half notes, quarter notes, and eight notes and their corresponding rests in 4/4 time (6)

  • Create musical compositions that show the appropriate use of the various elements of music ( beat, rhythm) (6)


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RHYTHM: KEY QUESTIONS

  • Do the learners display knowledge of the different aspects of rhythm?

  • Can they perform them in various ways?

  • Can they improvise with them?

  • Can they discover them in the music they hear and perform?


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RHYTHM:CONTENT

  • Students may develop concepts about rhythm by listening to, moving, creating, mapping, singing, chanting and playing music.

  • Music may or may not have a definite feeling of rhythm.

  • If it does not have a definite feeling of rhythm it is called free rhythm.


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RHYTHM: CONTENT

  • Music may move with a steady beat.

  • Each beat may be divided into smaller parts.

  • Music moves in rhythm patterns of long and short sounds and silences.


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RHYTHM:Experiential Learning

A full unit on teaching Beat, Rhythm, and Accents can be found in the Canada is Music Grade 3 and 4 starting on p. 282

  • Use teachers resource guide and add one element at a time.  Soon you will be covering it all.

  • Pg. 282 Going to the Beach: "The Footprint of Music"

  • Follow the footprints with your fingers or tap the beat softly on your desk.

  • Listening to blues allows children to try new and different things with their voices.


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RHYTHM:Practical Applications

  • Children in grade 2 can make up their own rhythm card kits using picture patterns like P.286 Musicanada 3 and 4 and teach them to grade 1. This allows the grade 2 students to apply what they have learned about rhythm patterns.

  • Subsequent pages teach ta’s, ti ti’s, ta-aa, whoosh for rests, ta-aa-aa. Rhythm chants like “Beats on the Outside” and “Rhythmic Posture Chant are included.


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RHYTHM:Practical Applications

Rhythm Flash Card Kit

  • clapping and saying  Ti Ti Ta's Cards are sequenced from very easy to quite hard. Can make up your own set using computer graphics or can copy Nip U’s set onto bristol board squares.


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RHYTHM: ACTIVITIES #1

  • Walk the beat.

  • Clap the rhythm.

  • Play echo clapping games using names and familiar words.

  • Identify familiar songs after hearing only the rhythm pattern.

  • Do actions for sounds of different lengths.

  • Clap the rhythm pattern of a song using inner hearing.


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RHYTHM: ACTIVITIES # 2

  • Label the pattern of sounds as the rhythm pattern.

  • Observe rhythm patterns maps with long and short sounds for familiar songs.

  • Map the rhythm pattern with long and short sounds.

  • Chant the rhythm pattern using time names.

  • Use lines or bars to show relative length of sounds.

  • Read rhythm symbol charts.


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RHYTHM: ACTIVITIES #3

  • Create rhythmic improvisations on found sounds or percussion instruments.

  • Improvise a set of rhythms. Combine them into a poly- rhythmic piece.

  • Select short sections of a piece to play as a rhythmic ostinato.

  • Create rhythm patterns using rhythm symbols.


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RHYTHM: ACTIVITIES #4

  • Compare music with: strong beat/weak beat and slow tempo/fast tempo.

  • Play with various tempi for songs and drum activities.

  • Interpret music by : changing tempo or singing in free rhythm


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RHYTHM: ACTIVITIES #5

  • Listen to discover where the accented sounds are and move or clap on the accents.

  • Speak a poem without a steady underlying beat. Choose sounds of free rhythm to accompany it.

  • Separate the beat from the rhythm by putting the beat in the feet and the rhythm pattern in the hands.

  • Accompanyhaiku poetry.


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RHYTHM: ACTIVITIES #6

Show beat with:

  • single repeated movements (hands together)

  • 2 or more repeated movements (hands separately)

  • hand jive

  • body percussion: stamp, patsch, clap, snap, partner clapping

  • beat maps with pictures

  • beat maps with lines


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Experiential Learning: Jingle Bells

Grade 1: Music Builders Listening

  • Begin listening to the song

  • Keep the beat in your feet

  • Change the beat to other parts of your body

  • Keep the rhythm in your hands

  • Beat in your feet and rhythm in your hands

  • Use your arms to show each phrase

  • What instruments do you hear? Do they stay the same?

  • What are the dynamics of this version of the song?


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DURATION: How long or short is it?

Summary: We have explored:

  • Definition of terms:

    rhythm, articulation, beat, tempo, accent, metre, rhythm pattern, free rhythm, staccato, legato

  • Ministry Expectations grades 1-6

  • Key questions that guide the children’s understanding of this element.

  • Content

  • Activities and teaching strategies Gr. 1-6


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