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CCE 145: Music & Creative Expression

CCE 145: Music & Creative Expression. Wednesday, 6:30 – 8:30 pm IB 1409, North Seattle Community College Candice Hoyt, Instructor Online: http://northseattle.angellearning.com/. Session 1(b): 4/9 Play with instruments Let’s do rhythm Your rhythm activities What you want to learn.

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CCE 145: Music & Creative Expression

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  1. CCE 145: Music & Creative Expression Wednesday, 6:30 – 8:30 pm IB 1409, North Seattle Community College Candice Hoyt, Instructor Online: http://northseattle.angellearning.com/

  2. Session 1(b): 4/9 • Play with instruments • Let’s do rhythm • Your rhythm activities • What you want to learn

  3. Playing with the instruments • Why you like the instrument / what it is for: • Keyboard • Lots of different sounds • Triangle • Sound is more pleasant than kazoo • Piano • Envy people who can play it; would love to be able to… • Guitar • Would like to play it; lots of sounds; ROCK OUT • It’s pretty cool – socially cool • Xylophone / marimba • Can’t play an unappealing sound – looks pretty • Sound really pretty & in mexico • Tenor saxophone • Because I know how to play & my grandfather played it • Drum • As loud or soft as you want it to be; describes me sometimes – loud and someone you want to hit (harhar) • There are many many kinds • Hit different sections of the ONE drum to make different sounds • You can be successful in a short time • Taiko drumming – watching & listening • I like hitting things with my hands • Congas • Dancing • Slide whistle • Fun – unpredictable • Alto sax • First instrument I ever played; allowed me to teach myself to learn the piano • Was able to hear my part blend with others’

  4. Let’s do rhythm!!! • Rhythm words • Ta (slow) & Ti (quick) • First complex rhythm • Ta-ta-ti-ti-ti • Call & response (“my turn/your turn”) • “Make a ‘loud’ sound” ice breaker • Clapping/patting • Rhythm sticks, other clacking sounds • Categories – names of things for rhythm (example, animals): • Black Cap Chickadee • Ta-ta-ti-ti-ti • Emperor Penguin • ti-ti-ti-ta-ta- • Can use felt or other materials that represent the animals, so children can begin without teacher

  5. Your rhythm activities / ways we use • Loud / Quiet • Small group / individual • Bells to Greg & Steve’s “Freeze” (circle, then “freeze”) • “If you’re happy and you know it” • Patty cake • BINGO • EIEIO • Hand clap to get attention • Counting syllables with rhythm sticks

  6. Group response: What we want to know • Teach me more children’s songs • Ways to use music • What’s important about music • Use as a tool rather than just amusement • Learn about “what to do with the children who cover their ears” • Patterns or rhythms as tool • To learn to teach it to young children (they just laugh at me) • Remember about music notation

  7. Wrap-up

  8. Interval Papers are due EVERY week, the night before class (Tuesday) – they are not listed here • Assignments: • 4/13: Interval Paper • 4/14: Read: pp. 1-27 • 4/20: Interval Paper • 4/21: A 4d: Found Sound Read: pp. 70-97 & 183-189 Wrap-up

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